Algebra Readiness Case Study
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Transcript of Algebra Readiness Case Study
THE OPPORTUNITY
THE PCG APPROACH
THE RESULTS
THE PARTNER
THE PROJECT
case study:Algebra Readiness Program
Educational Partnerships Services
P.O. Box 3074, Staunton, VA 24402 | www.educationalpartnerships.net | 888-826-1250
Virginia Beach City Public Schools1,000+ Students | 14 Middle and 8 High SchoolsLarge Urban Setting
Development and implementation of measureable intervention models to both prepare and improve student algebra skills.
Virginia Beach City Public Schools have partnered with PCG for the last seven years to provide tutoring services to students based on their Algebra Readiness Diagnostic Test deficiencies. This test was developed for the Commonwealth to provide diagnostic information that should be used to formulate intervention activities geared to provide identified students with sufficient requisite skills to be successful in Algebra I.Examining early warning indicators allow for targeted interventions for students at risk of failing or dropping out. By addressing mathematics and literacy deficiencies, PCG educators improve the chances of at-risk students remaining in school, and graduating on time.
PCG delivered an Algebra Readiness Program in twenty-two schools across the Virginia Beach City Public Schools District. Each school provided tutoring in a variety of settings and times. Instructors received directives from classroom teachers for individualized lesson plans that were reviewed for complementary curricular instruction in both the classroom and in remediation/skill building. Lessons and materials provided
We would pull out students out of study block for four different classes. Algebra II had a 100% pass rate! Another course went from 91%-99% gain through the support remediations.
Ms. PhippsGreen Run Middle School
opportunities for students to work in the classroom, in pull-out sessions, or in small groups. This flexibility allowed teachers to refer students when a skill became frustrating or overwhelming. Daily student logs enabled instructors to see trends in skill mastery allowing them to re-examine delivery methods, model different appraoches, and discuss challenges.
Participating students were presented Standards of Learning objectives for their grade level. On average 40-50 objectives were taught in each school that addressed specific mathematical concepts. High school participants received over 3,300 instructor sessions and middle school students received over 19,000.
Due to the commitment for student success, synergy developed between teachers, instructors, and students producing a more effective program. Teacher, instructor, and student surveys supplemented the testing and skill achievement data collected.
The long standing partnership with VBCPS has allowed instructors flexibility to meet student needs immediately without requiring a wait for a specific session time. This has enabled teachers and instructors to address deficiencies before they progress with no restrictions as to classroom or subject where session can be delivered. School-by-Student Evaluation Reports reflect student comprehension and mastery of the objective and strand delivered. Students were not moved on to the next task until they had mastered their current skill. Student pre and post test scores and teacher input on student improvement reveal that the PCG EP/VBCPS partnership produces stronger math students that are prepared to meet the rigor of the algebra curriculum within Virginia Beach City Schools and the demands of end of year testing.