Secondary Math Program Evaluation Student & Teacher Survey Results January 10, 2018

Transcription

1 Secondary Math Program Evaluation Student & Teacher Survey Results January 10,

2 Processes and Timeline for Math Committee Work Timeline: September - February Reviewed quantitative data (November) Number of students in courses CAASPP scores Grades Review qualitative data (Dec & Jan) Parent survey data Input from parent meetings Student and teacher survey data Discuss potential changes based on review of data (Jan & Feb)

3 Are students placed appropriately and showing success? Upon review of CAASPP and grade data, most students in Piedmont are performing at high levels. See School Board Presentation of quantitative data on November 8, 2017

4 Are students placed appropriately and showing success? What are we learning from our qualitative data? See Parent survey results shared at the December 12, 2017 School Board meeting.

5 Are students placed appropriately and showing success? What are we learning from our qualitative data? Student and teacher survey results

6 498 Middle School Student Surveys Completed 498 students taking math courses at all levels were completed CC6 = 154 CC7 = 70 CC8 = 111 } 335 grade-level pathway Success classes = 25 students w/ieps (67%) (5%) 7/8A & 8B/IM1 = 138 accelerated pathway (28%)

7 How good of a fit is your math placement? 1 (too easy) to 5 (too hard) G D F I T 498 middle school students

8 2 G D F I T 4

9 G D 2 F I T 2 4

10 G D 11 2 F I T 4 5

11 G D 2 F I T 4

12 G D 2 F I T 4

13 310 High School Student Surveys Completed IM1 = 17 IM2 = 59 } 107 grade-level pathway (34%) IM1/2A & IM2B/3 = 57 accelerated path (18%) IM3 = 31 **52% of the TTAL RESPNSES Upper Level Math Courses Math Analysis & Honors MA = 48 (15%) Statistics & Honors = 10 (3%) Calculus AB & BC = 91 (29%) Community College = 1 (.3%) **48% of the TTAL RESPNSES

14 How good of a fit is your math placement? 1 (too easy) to 5 (too hard) G D F I T 310 high school students

15 G D 1 2 F I T 4 5

16 G D 1 2 F I T 4

17 G D 1 2 F I T 4 5

18 G D F I T 1 2 4

19 G D 1 2 F I T 4 5

20 G D 1 2 F I T 4 5

21 G D 2 F I T 4

22 G D F I T 4 5

23 Math Tutoring utside of School Middle School Students 14% 32% 68% 86%

24 Math Tutoring utside of School (Previous Years) Middle School Students 14% 32% 68% 86%

25 14% High School Students 86%

26 24% High School Students 76%

27 Math Tutoring utside of School Middle School To get ahead learning new content (29%) Help completing homework (19%) Class is too fast-paced (15%) Enrichment--class is too easy (10%) High School Class is too fast-paced (37%) Help completing homework (30%) To get ahead learning new content (14%) Enrichment--class is too easy (8%)

28 Middle School Students 36% 38% 26%

29 Middle School Students

30 High School Students

31 Top reasons why students like or dislike math class Level of enjoyment for math Level of interest in the content or type of math Degree of match between the learning style of the student and the teacher s style of delivering a lesson Degree of challenge--math too easy or too hard Level of ease in learning the material Amount of homework

32 Teacher Survey Part 1

33 Part 1: Before reading parent and student survey data Survey Questions Successes and challenges related to curriculum, instruction, grading, and course offerings Questions and concerns from parents and students Math Pathways--challenges and suggested changeds

34 Part 1: Before reading parent and student survey data Successes and Challenges CPM curriculum Good fit for many students--pacing, group work, repetition Can be frustrating for advanced students when material is repeated Group work can be challenging some students Same approach each day gets boring for some students, while others like the structure and consistency Lots of words--different layout from traditional math textbooks

35 Part 1: Before reading parent and student survey data Successes and Challenges Ability grouping Students in compression classes feel challenged Pulls out highest performing students Students in the grade-level classes feel inferior to their peers Grade-level classes don t have strongest math students in the room which previously would rise the level of discussion Not enough time to go deeply into the content in compression classes because there are too many standards to teach

36 Part 1: Before reading parent and student survey data Responses from Parents Pace of compression is too hard for some students--students wanted a challenge but the course is too rigorous for some students Question from parents of students in grade-level courses (non-compresses) wondering if their children are behind CPM--group work, lots of words, lack of direct instruction vs traditional stand-and-deliver Confusion about placement into math courses Too little or too much homework Confusion about summer math course Callenging a course/testing out of 6th grade

37 Part 1: Before reading parent and student survey data Responses from Students Many like CPM and are successful working in groups; others get frustrated and want to work on their own 6th graders feel the first half of CC6 is too easy 8th graders are concerned about which math class to take in high school Worry about having to take a summer course to stay in compression in high school Heavey focus on grades rather than learning Like it when teachers give less homework Some say compression is stressful but they don t want to quit--grade level course goes too slowly

38 Part 1: Before reading parent and student survey data Math Pathways Compression has been successful for most students according to SBAC results and grades Students who meet the rubric requirement do better in the class than those who have low rubric scores Too many students in compressed classes who are not as strong so tutors are hired to keep them afloat Students in compressed classes seem to like being in classes with students of similar ability and level of interest in math while some students in grade-level classes feel inferior

39 Part 1: Before reading parent and student survey data Math Pathways Compression classes do everyone a disservice; according to students, we have tracked them into smart and dumb classes Transition at the high school has been a bit bumpy because of students moving into advanced classes from both the traditional (Algebra II) and new (IM2B/3)--different levels of prerequisite knowledge Too early to tell the long-term effects but more students have access to Calculus without taking a summer math class

40 Next Steps

41 Process and Timeline 1. Review Part 2 of the teacher survey data 2. Continue dialogue with teachers 3. Continue presentations at site council and parent club meetings to get parent input 4. Present any recommended changes to the Math Pathways at future Board meetings

42 Questions and Input from the School Board?