Presentation on theme: "June 6, 2012. Clarify the facts Describe breadth of root causes Provide an overview of interventions Review speculations about academic achievement."— Presentation transcript:
June 6, 2012
Clarify the facts Describe breadth of root causes Provide an overview of interventions Review speculations about academic achievement at TJ Next steps Q&A – index cards Exit slip suggestions – index cards
The math performance of the Class of 2015 is lower than previous years, although not by SOL “pass advanced” standards 15% recommended for the “watchlist” compared to 8% Down to 11% (2015) and 7% (2014) this quarter This might be a one year anomaly We have used some four year trends to identify patterns in students “at risk” – another 15% We have many interventions in place 99.5% success rate due to teacher, counselor, administrator, and parent support
Admissions criteria and test difficulty Acceleration of math curriculum grades 3-8 TJ regarded as a “prep” school rather than a STEM school SoLs don’t emphasize problem solving The meaning of an “A” from middle school varies Lack of study skill development Instructional approaches to challenge all students adequately Setting accountability standards that might be too high Parent and peer pressures to accelerate
8 th period open tutoring: (W/F) 8 th period small group “stickies” (M) 8 th period peer-tutoring (M) 8 th period study skills sessions Individual meetings with counselor and teacher Preassessment for SOL readiness with review of trouble spots
Watchlist if cumulative unweighted GPA is below 3.3 Individual student plans created by counselor, teachers, admin, parent, student Address study skills, work habits, tutoring, etc.
Meeting with principal to review progress and offer suggestions
SpeculationMy thoughts Students admitted to TJ define our school success TJ standards have declined Nature and nurture both count TJ diploma, “frosting” in curriculum, “decoration” affected by variability in performance
This metric is based solely on the ratio of number of APs: the total enrollment of students for a single year and does not account for differences in four year schools to two-year academies or APs taken during sophomore or junior year.
SpeculationMy thoughts New teachers have lower grades than other teachers. TJ has remedial classes Consistent grade distributions All math/science classes are honors level, we offer remedial support to lift students
SpeculationMy thoughts Students are not prospering like they did in the “good ole days” The interest to attend TJ has changed Students who earn B’s and C’s don’t belong here Standardized metrics exceptionally high, research advancement, increase in junior AB calculus enrollment US News ranking, perceived college gateway We provide intervention support. Students not meeting the 3.0 average often have C’s, D’s, and F’s in math/science
Opening two extra help sessions before final exams: June 6 from 6-8pm, and June 9 from 8am- 12pm in Rm 243. Distributing an end-of-year survey to students to obtain a representative sample of good experiences as well as ideas for improvement Posting online modules for summer practice based on the final exam item analysis Recommending students take the FCPS online trigonometry course if they did not perform well in 4 th quarter algebra II/trig Making a commitment for unified Blackboard resources next year in algebra II/trig
Providing an online algebra diagnostic assessment over the summer, and then offering a boot camp based on results Issuing a pre-assessment to algebra II/trig students in the fall to provide interventions before grades are released Piloting a new instructional model – “flipping the classroom” – to provide attention to wide variability in student readiness Parent-based support systems - TBA School district officials dialogues to address root causes and policy changes - TBA
All problems become smaller if you don’t dodge them but confront them - Admiral William Halsey