Palisades School District

1
Palisades School District

• Math Study Group Findings Presentation
• April 2, 2008
• (Board Discussion Agenda Item
• April 16, 2008)

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Rationale for Math Study Team

• Broaden the scope and intensity of the review
  process to include administrators, counselors,
  math teachers and a science teacher.
• Address parental concerns and include them in the
  curriculum review process.
• Create a feedback loop which included the K-12
  math department, math study team and the board to
  increase student achievement and assist the board
  in making curricular decisions.

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Purpose

• The purpose of this study team is to ensure that
  we are preparing all students with both the
  mathematical skills as well as deep knowledge and
  understanding necessary to succeed in their
  post-secondary endeavors.

4
Math Study Group Membership

• Teachers/Counselors Lea Becker, Natalie Conrad,
  Allison Flannery, Mike Flynn, Joan Frick, Clare
  Hennigan, Amy Hitcho, Todd Kellman, Nancy Krial,
  Monica Losinno, Nancy Pontier, Terry Rauch, Jade
  Scholl, Jeanne Smith, and Sandy Young.
• Parents Donna Barkey-Trotta, Dana Guerra, Patty
  Smeland, Stephen Willey
• Administrators Portia Brandt, Andrea Farina,
  Bridget OConnell, Jason Potten, Rich Heffernan,
  (Francis Barnes ex officio)

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Process

• K-12 math department initiated the curriculum
  review process during the spring and summer of
  2007
• Math study group generated four areas for further
  study after its review, conducted research and
  proposed recommendations.
• All recommendations and action plans were then
  shared with all elementary teachers and 6-12 math
  teachers for feedback. Revisions were reviewed a
  final time by the math study team.
• Final presentation was shared with Educational
  Programs and Services for discussion and
  feedback.
• Revisions based on EPS feedback are being shared
  tonight. Italicized print indicates an area
  included based on EPS feedback.

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Recommendations

• Goal 1 Increase mathematics SAT scores
• Rationale Increasing math SAT scores will
  improve students opportunities to access select
  post-secondary educational institutions. 
  Furthermore, a recent PDE correlation study
  indicates that students who score well on the
  math SAT also score well on math PSSA exams.
• All 10th grade students will take the October
  administration of the PSAT during school hours at
  district expense
• Offer SAT math preparation as a high school
  elective course in 9th and 10th grade at student
  cost, not weighted, Satisfactory/Unsatisfactory
  grading
• Incorporate math SAT question of the day (as
  found on the College Board website) into math
  courses (Algebra 1 Pre-Calculus/Advanced
  Algebra Trig)
• Imbed SAT skills into K-12 curriculum map
• Offer SAT prep parent workshops prior to back to
  school nights at high school and middle school

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Recommendations

• Goal 2 Articulate K-12 curriculum and
  assessments
• Rationale A well articulated curriculum
  maximizes student learning opportunities by
  eliminating both gaps and redundancies in both
  curriculum and instruction.
• Develop K-12 curriculum map consistent with state
  standards, assessment anchors, SAT math concepts,
  NCTM focal points
• Implement consistent K-12 course sequence map
• Develop course placement rubrics for transitions
  from elementary to middle and from middle to high
  school
• Require a minimum of 60 minutes of math every day
  for all students grades1-12. Kindergarten is only
  a half day preventing a similar requirement.
• Hire two math specialists, one elementary and one
  secondary, to monitor curriculum and support
  teachers. Determine through the budgeting process
  if action can occur sooner than the 2010-2011
  school year.

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Recommendations

• Goal 3 Imbed support and enrichment for
  mathematics
• Rationale Our mission statement commits us to
  provide support and enrichment in mathematics for
  students in need of intervention.
• Implement a Response to Intervention (RTI) Model.
  Support and enrichment should utilize different
  strategies and approaches to meet the individual
  needs of the child.
• Evaluate the number of teachers and teaching
  assistants available for student enrichment and
  support.
• Articulate interventions at the secondary level.
• Research and possibly implement co-teaching at
  the elementary level based on research findings
  and resources

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Recommendations

• Goal 4 Increase support and communication in
  math education for parents
• Rationale Positive results of parental
  involvement include improved student achievement,
  reduced absenteeism, improved behavior, and
  restored confidence among parents in their
  children's schooling.
• Emphasize necessity of both strong math skills
  and a deep knowledge and understanding of
  mathematics through curriculum guides
• Host math nights and/or parent workshops
  including an SAT math preparation workshop at
  PALMS and PHS for parents and students
• Post curriculum documents (curriculum maps,
  pacing guides, course expectations, etc) on
  Palisades School District website
• Include curriculum documents (curriculum maps,
  pacing guides, course expectations, etc) for
  distribution at Back to School Night
• Create a math parent handbook

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Recommendations

• Goal 5 Create and implement a comprehensive
  professional development plan for teachers and
  paraprofessionals based on consistent program
  delivery, best practices and student intervention
• Rationale Improving teachers skills and
  knowledge is one of the most effective ways of
  increasing student achievement.
• Time and training to develop common course/grade
  level assessments
• Time to learn and share best practices with
  colleagues
• Develop a K-12 curriculum map consistent with
  state standards, assessment anchors, SAT math
  concepts, NCTM focal points
• Develop course placement rubrics for transitions
  from elementary to middle and from middle to high
  school
• Incorporate math SAT questions of the day (as
  found on the College Board website) into math
  courses (Algebra 1 Pre-calculus/Advanced
  Algebra Trig)
• Proctor training for PSAT
• Implement a Response to Intervention (RTI) Model.
  Support and enrichment should utilize different
  strategies and approaches to meet the individual
  needs of the child
• Articulate interventions at the secondary level

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Action Plans

• Supplemental documentation contains
• 5 year action plans for each recommendation
• Yearly and overall budget
• End of cycle evaluation measures
• Five year overall budget
• K-12 mathematics sequence

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Thank you again to the math study team!

• Teachers/Counselors Lea Becker, Natalie Conrad,
  Allison Flannery, Mike Flynn, Joan Frick, Clare
  Hennigan, Amy Hitcho, Todd Kellman, Nancy Krial,
  Monica Losinno, Nancy Pontier, Terry Rauch, Jade
  Scholl, Jeanne Smith, and Sandy Young.
• Parents Donna Barkey-Trotta, Dana Guerra, Patty
  Smeland, Stephen Willey
• Administrators Portia Brandt, Andrea Farina,
  Bridget OConnell, Jason Potten, Rich Heffernan