Focusing in on Math
Ongoing curriculum review ensures Graland’s academic programs are effective, relevant and mission-aligned. During the 2015-16 school year, a task force took an in-depth look at our math program and is pleased to present the following analysis and recommendations.
Ongoing curriculum review ensures Graland’s academic programs are effective, relevant and mission-aligned. During the 2015-16 school year, a task force took an in-depth look at our math program and is pleased to present the following analysis and recommendations.
Instructional Methods: How are they used and are they effective?
Lower School
The task force conducted a survey to better understand instructional methods being used in classrooms. Based on these results, teachers have recommitted to further developing anchor lessons which secure student understanding during the concrete phase of learning. Along with direct instruction, using manipulatives and allowing students to engage in some mathematical deliberation strengthens understanding. Survey answers also pinpointed our professional development focus for the year and highlighted areas where supplemental resources could be added.
Middle School
Students were surveyed so we could better understand the effectiveness of using a flipped classroom model in eighth grade and whether modifications to instructional methods would benefit students. They shared that the videos are effective for reviewing concepts, allowing them to work at their own pace, and mitigating competitiveness within the classroom. Students also requested more repetition of concepts. As a result, videos are now being used to reinforce rather than introduce concepts. Class time is devoted to providing direct instruction, guided inquiry and one-on-one help.
Math in Focus: Does it meet our needs?
The Educational Record Bureau’s Comprehensive Testing Program (CTP-4) assessment was used to compare concepts taught through the Math in Focus (MIF) program. We used this metric not to increase test scores or “teach to the test,” but rather to cross check skills and concepts students are taught and tested on nationally. We found probability, visual perception and logical thinking were not strongly represented in MIF. These findings were shared with facwulty so instruction could be increased win these areas. We also wanted the wGrade 8 curriculum to be enhanced by using Dimensions Math, an algebra curriculum, during the second half of the school year beginning this year.
Graland Graduates: Do they have strong foundational math knowledge, problem solving ability and flexible thinking?
The CTP-4 assessment was also used to examine math achievement and quantitative reasoning scores for Graland students. We conducted two studies. Test scores were tracked for a diverse sample group over a five-year timeframe. Next we explored three years of testing results for students from the classes of 2015 and 2016 who had been at Graland all three years. The data showed Graland students perform well in comparison to other independent schools and that students attain solid growth from year to year.
Math Placement: What are the beliefs and practices of area high schools?
Area high schools approach the math placement process in a variety of manners. Each has its own philosophy around how and why students are placed in certain courses. Task force members had conversations with math department chairs at Kent Denver, Colorado Academy, Regis, St. Mary’s and East High School. They unanimously shared that Graland students are well prepared for their high school math programs and that they enjoyed having our students join their communities. We learned which schools conduct placement exams, how much weight is put on teacher recommendations and which schools let students self-select courses.
Our eighth grade families will receive a letter outlining placement test information relevant to their children. Practice tests continue to be available upon request, and phone calls will be made to families with students entering Regis, as this school has the strictest placement policies.
Conclusion
Continually reviewing our curriculum allows us to be responsive to current needs and ensures we are providing a top-quality program for students. The math task force was pleased to learn Graland students are high performing and are well prepared for high school math. We responded to our findings by modifying some instructional methods, offering targeted professional development and providing supplemental materials to augment the Math in Focus curriculum.
_____________________________________________
_____________________________________________
Home-School Connection
Engaging children in mathematical discussions and working on math skills at home is just as important as reading to and with your children. Here are several math apps and games to try: Motion Math, Wuzzit Trouble, Mathbreakers, Dragon Box, Refraction, Set Card Game, Muggins, Blockus and Mancala. Math tasks you can do at home:
youcubed.org/tasks.
youcubed.org/tasks.
Scaled Scores Versus Stanines
Did you know the CTP-4 scaled score is a better indicator of student growth than the stanine? Stanines are determined on a standard bell curve with a range of possible scores falling within each stanine. When looking at your child’s ERB scores, focus on the scaled score which offers a more accurate picture of their growth. You want to see a minimum of five points growth in their scores every year.
Math Task Force Members
Gail Sonnesyn, Director of Curriculum and Instruction
Nanette Newman, Math Department Chair
Parthenia Williams, Associate Head of Lower School
Jorge Chavez, Grade 8 Math Teacher
Camille James, Grade 7 Math Teacher
Nikki Spiers, Grade 4 Teacher, Leader
of the Lower School Math Professional
Learning Community (PLC)
of the Lower School Math Professional
Learning Community (PLC)
GaiL Sonnesyn earned a master’s degree in curriculum and instruction from the University of Colorado and joined the Graland faculty in 2004 as a Lower School teacher. She recently served as assistant head of Lower School before working full-time in her current role. Gail’s twin daughters, Sara and Megan Hill, graduated from Graland in 2012 and are now freshmen in college.
No comments have been posted
Graland Country Day School
Graland Country Day School is a private school in Denver, Colorado, serving students in preschool, kindergarten, elementary, and middle school. Founded in Denver in 1927, Graland incorporates a rich, experiential learning approach in a traditional classroom setting, emphasizing the development of globally and socially conscious leaders who excel academically.
