Wall Township Public Schools

Grades 6-12 Math

Program Evaluation

2018-19

Office of Curriculum & InstructionDr. Lisa J. GleasonDirector of Curriculum & InstructionMay 7, 2019

The Purpose of Program Evaluations

The curriculum renewal process is a five year cycle.

● Evaluate

● Rewrite and pilot

● Implement

● Monitor

● Gather data

During the evaluation process, curriculum in a designated content

area is analyzed in a systematic, collaborative manner to ensure

high-quality instruction and equally high levels of student

learning.

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Areas of Focus

❖ Research best practices in mathematics instruction

❖ Historical review of the program

❖ Overview of current program

❖ Comparison data with similar and “high-achieving” districts

❖ Student achievement evidence

❖ Commendations

❖ Recommendations

❖ SMART goals

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1

September

Formation of Steering Committee

Oct-March

Sub-committees work in planned meetings

and site visits.

2

March-April

Sub-committees prepare reports for

Steering Committee

3

May

Steering Committee finalizes report for

presentation to BOE

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Program Evaluation Timeline

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Steering Committee:

Dr. Lisa Gleason, Mr. Matthew Kukoda, Mrs. Laura Kurmin, Dr. Nancy Samaha

Sub-Committee Members:

Kristy Buttler, Julie Cranston, Eugene DeLutio, Mariah Doyle, Amanda Glynn, Ryanne Kalinowski, Mark

Kelly, Susan Panasuk, Kelsey Plaskon, Bianca Venice

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Research & Best Practices - Dr. Lisa Gleason

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Research & Best Practices

❖ Making meaning

❖ Active and social learning

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Research & Best Practices

❖ Differentiated learning for diverse learners

❖ Growth mindset

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Historical Review - Dr. Nancy Samaha

❖ Curriculum and Instructional Practices

❖ Remediation and Acceleration

❖ Staff Development

❖ Summer Work

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Historical Review

❖ WIS - Gr 6-8 Math Curriculum

Followed Connected Mathematics Program 2 and adopted

Connected Mathematics Program 3 in 2014. EnVisionmath 2.0

adopted 2017-2018.

6th Grade Pre-Algebra - followed traditional pre-algebra

program, while aligning lessons to grade 6 standards

7th and 8th Grade Algebra and Geometry - followed a

traditional Common Core-aligned text

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Historical Review

❖ WIS Math Curriculum

Curriculum maps aligned to Common Core State Standards

by 2013.

Aligned to newly adopted New Jersey Student Learning

Standards (NJSLS) in 2016, with emphasis placed on PARCC

skill integration.

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Historical Review

❖ WIS Instructional Practices and Materials

Students in Algebra and Geometry have had access to graphing

calculators for daily use and implemented into instruction

Teachers shared Chromebook carts until 2018-2019, when each

student was issued a Chromebook for the entire school day.

Teachers collaborate during daily 37 minute curriculum

development periods to develop lessons, design assessments and

review progress.

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Historical Review

❖ WHS

Curriculum had been aligned to Common Core Standards and

then updated to align to the NJSLS during the 2016-2017

school year.

Algebra 1- aligned to NJDOE Curricular Framework- 7/2018

Algebra 1, Algebra 2 and Geometry - began alignment of

lessons and instructional strategies to PARCC expectations

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Historical Review

❖ WHS Instructional Practices and Materials

MATH IXL 2017-2018 - Algebra 1

2018-2019- Algebra 2, Geometry & IMA

Chromebooks 2018-2019

Graphing calculators - used in all WHS math classes

Teachers reviewed PARCC data to update lessons and assessments.

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Historical Review

WIS Remediation and Enrichment:

To support students:

Co-teaching classes, POR classes and self-contained SE classes. Study

skills classes (avail for all students), RTI math support (NEW in

2018-2019), Extended School Day, after school help.

Accelerated students: Advanced math courses in grades 6 and 7,

Algebra in grades 7 and 8 and Geometry in grade 8. Stronger criteria

for placement into Alg 1 implemented in 2017-2018

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Historical Review

WHS Remediation:

To support students:

● Co-teaching classrooms, POR and self-contained SE classes, study

skills

● 2013 -Algebra 1 Connections for rising 9th graders

● 2014- Algebra 2 Connections

● 2016 Geometry Connections

● 2017-2018, Algebra 7.5 replaced Algebra 1 Connections

● 2018-2019 All Connections courses eliminated and Algebra 2 7.5 was

initiated.

● 2018-2019 Enrollment in Algebra 1 7.5 increased due to PARCC

graduation requirement for class of 2021 and beyond.

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Historical Review

WHS Remediation and Enrichment:

All students offered extra help with their math teacher weekly.

2011- WHS implemented block scheduling and Math Unit Lunch Support

offered daily.

2018-2019 - RTI intervention provided by math teacher to work with

students at risk.

Honors Courses

WHS offers Honors courses in Geometry, Algebra 2, Precalculus, Calculus

and Statistics. Advanced courses include AP Calculus AB, AP Calculus BC,

Multivariable Calculus and AP Statistics.

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Historical Review

Staff Development:

❖ PD opportunities aligned with district and building goals

❖ Math PD has focused on PARCC training, including analyzing

data using evidence statements from the state assessment

❖ Google environment, the development of rigorous Student

Growth Objectives, technology integration and assessment.

❖ WIS PD has included enVision and Measuring Up

❖ Teachers also request to attend out of district PD based upon

their professional development plans

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Historical Review

History of Assessment:

❖ WIS - For the past 5 years, WIS math classes have

administered common and quarterly assessments. Teachers

use similar assessments as well as the same number of minor,

major and independent assessments per marking period.

Measuring Up, a digital student progress monitoring tool, was

implemented in 2018.

Since 2014, PARCC has been the statewide assessment for

grades 6-8. Prior to that year, students participated in NJASK.

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Historical Review

History of Assessment:

❖ WHS - Teachers administer common and quarterly

assessments that have been developed during CD periods and

department meeting time. Teachers use similar assessments

as well as the same number of minor, major and independent

assessments per marking period.

Since 2014, PARCC has been the statewide assessment for

grades Algebra 1, Algebra 2 and Geometry. Prior to that year,

students participated in HSPA and End of Course Algebra

exam (EOC).

2017-2108- NJDOE revised the high school graduation requirements to include passing the PARCC Algebra 1. 20

Historical Review

History of Assessment:

❖ WHS -

Additional assessments pertaining to math include the PSAT

and SAT. In 2016, the district began to administer the PSAT to all

10th and 11th graders at no cost to students. Students register on

their own and pay for the SAT themselves. Students in Advanced

Placement classes, including AP Calculus AB, AP Calculus BC and

AP Statistics, participate in AP testing, also at no cost to the

students.

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Historical Review

Summer Math Assignments

❖ WIS - Student have access to summer assignments. They are

highly recommended for students in Algebra 1 and Geometry

❖ WHS - Students in AP or Honors math classes are required to

complete summer assignments, which place an emphasis on

pre-requisite math concepts required for success in

challenging math courses. Work is checked for completion

and assessed during the first unit of student. Students in

college prep classes are provided with optional summer

assignments.

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Current Practices - Mrs. Laura Kurmin

❖ Course Offerings

❖ Co-Curricular

❖ Instructional Strategies

❖ Assessments

❖ Grading System

❖ Homework

❖ Intervention Services

❖ Enrichment

❖ Technology Integration

❖ Special Education

❖ Professional Development

❖ Curriculum Development

❖ Common Planning

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Course Offerings

Intermediate School

Math 6

Math 7

Math 8

Pre-Algebra (6th)

Algebra 1 (7th & 8th)

Geometry (8th)

High School

Algebra 1 Calculus

Geometry AP Calculus AB & BC

Algebra 2 AP Statistics

Integrated Modern Algebra Statistics

PreCalculus Multivariable Calculus

Trigonometry Math Analysis

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Instructional Time

❖ Intermediate School

➢ Math classes meet every day for 74 minutes (~222 Hours)

❖ High School

➢ Most math classes meet every other day for 84 minutes (~126 hours)

➢ Block and a Half classes meet 84 minutes every day for semester 1

and transition to every other day semester 2 (~189 hours)

■ Algebra 1 (7.5), Algebra 2 (7.5), AP Calculus AB

➢ Double Block classes meet 84 minutes every day (~252 Hours)

■ AP Calculus BC

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Co-Curricular

❖ Intermediate School

➢ Math Club

➢ Math Competitions

➢ Pi Day

➢ Algebra NJSLA Refresher

❖ High School

➢ Math Club

➢ Math Competitions

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Instructional Strategies

❖ Differentiation

❖ Grouping Strategies

❖ Question Stems

❖ Graphic Organizers

❖ Stations

❖ Task Cards

❖ Problem of the Day

❖ Exit Ticket

❖ Remember Whens

❖ Favorite No’s (common misconceptions)

❖ Self-Reflection and Self-Data Analysis after Assessments

❖ Math Geeks

❖ Turn and Talk

❖ Everybody Writes

❖ Productive Struggle

❖ Collaboration and Teamwork

❖ Emphasis on Vocabulary

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Assessments

❖ State Assessments

➢ NJSLA - Math 6, 7, 8, Algebra 1, Geometry & Algebra 2

❖ Intermediate

➢ Teacher Created

■ Formative Assessments

■ Common Summative Assessments

■ Common Quarterly Assessments

➢ Measuring Up

❖ High School

➢ Teacher Created Assessments

■ Formative Assessments

■ Common Summative Assessments

■ Common Quarterly Assessments

■ Common Midterm & Final Exams 28

Grading System

❖ Intermediate School

➢ Grading Categories

■ 50% Major Assessments

■ 30% Minor Assessments

■ 20% Independent

❖ High School

➢ Grading Categories

■ 40% Major Assessments

■ 40% Minor Assessments

■ 20% Classwork/Homework

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Grading Scale - Intermediate School

Grade Range

A 100-92

B 91-85

C 84-78

D 77-70

F 69-0

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Grading Scale - High School

LetterGrade

Numerical Range College Prep Quality Points

Honors Quality Points

AP Quality Points

A+ 100-97 4.0 4.5 5.0

A 96-94 3.87 4.37 4.87

A- 93-91 3.67 4.17 4.67

B+ 90-88 3.33 3.83 4.33

B 87-85 3.0 3.5 4.0

B- 84-82 2.67 3.17 3.67

C+ 81-79 2.33 2.83 3.33

C 78-76 2.0 2.5 3.0

C- 75-74 1.67 2.17 2.67

D+ 73-72 1.33 1.83 2.33

D 71-70 1.0 1.5 2.0

F Below 70 0 0 0 31

Homework

❖ Provides students opportunities to reinforce learning

❖ Allows students to review prerequisite skills in preparation of

new content

❖ Variety of homework assigned throughout the school year

including such assignments as MATH IXL, Khan Academy,

enVision, and assigned practice problems.

❖ Amount of assigned homework depends on the daily

instruction and student need

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Intervention Services

❖ Intervention & Referral Services (I&RS)

➢ I&RS Referrals

➢ RTI - Tier 1 Interventions

➢ RTI - Tier 2 Interventions

➢ Math Push-In to provide additional Interventions

➢ RTI Support at Unit Lunch (WHS)

➢ Branching Minds to monitor progress

❖ Teacher Support

➢ Extra help available weekly

➢ NJSLA Algebra Refresher at WIS

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Enrichment Courses

❖ Intermediate School

➢ Algebra 1, Geometry

❖ High School

➢ Honors

➢ Advanced Placement (AP)

➢ Dual Enrollment with Brookdale

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Technology Integration

❖ Technology

➢ Google Classroom

➢ Google Docs

➢ Graphing Calculators

➢ Desmos

➢ Geogebra

❖ Online Learning

➢ Khan Academy

➢ Albert.io (WHS)

➢ Pearson SuccessNet (WIS)

➢ Pearson Easy Bridge (WIS)

➢ MATH IXL

❖ Online Assessment

➢ Kahoot

➢ Quizlet

➢ Ten Marks (WIS)

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Special Education

❖ Special Education Services

➢ In-class resource

➢ Pull-out resource

➢ Self-contained

■ LLD (Learning & Language Delayed/Disabled)

■ MD (Multiple Disabled)

➢ Co-Teaching Models

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Professional Development

❖ In-District PD

➢ Instructional Technology

➢ Standards Based Instruction and Assessment

➢ EnVision Program (Math 6, 7 & 8)

➢ Co-Teaching

➢ RTI - Tier 1 Interventions

➢ MATH IXL

➢ District RTI Math Team

❖ Out-of-District PD

➢ Aligned to district, building, and staff professional goals

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Curriculum Development &

Common Planning Time

❖ Intermediate School

➢ Daily Common Planning for 37 minutes

➢ After school professional learning communities

❖ High School

➢ Dedicated time for 42 minutes every other day NOT

common with peers

➢ After school professional learning communities

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Comparison Districts - Mr. Matt Kukoda

Similar Districts

❖ NJ School Performance Reports

❖ Reviewed demographic data

❖ Analyzed Math course programs

High Achieving Districts

❖ Reviewed demographic data

❖ Analyzed Math course programs

❖ Organized site visits

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Similar Districts: Grades 6-8

Wall Ocean Matawan Robbinsville Point Boro

Total Population

872 1075 867 1024 646

Special Ed %

19% 20% 17% 15% 15%

Economically

Disadvantaged

10% 26% 27% 3% 15%

ELL

2% 3% 1% 1% 1%

Average

percentage of

students

PARCC Met or

Exceeded

57.2% 61.1% 71.2% 69.6% 68.3%

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Similar Districts: Grades 9-12

Wall Ocean Matawan Robbinsville Point Boro

Total Population1095 1134 1012 966 823

Special Ed %12% 16% 14% 11% 19%

Economically

Disadvantaged

10% 26% 25% 3% 12%

ELL1% 5% 1% 1% 1%

PARCC Met or

Exceeded

32.7% 32% 39.7% 39% 34.7%

SAT Math569 556 560 575 561

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High Achieving Districts - Mr. Matt Kukoda

❖ Reviewed demographic data of “high achieving” districts

➢ Hopewell Valley Regional School District

➢ Millburn Township Public Schools

➢ Summit Public Schools

❖ Site visits

➢ Hopewell Valley Regional School District

➢ Matawan Aberdeen Regional School District

❖ Committee of teachers and administrators visited 6-12 classes

❖ Met with teachers, supervisors and principals

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High Achieving Districts: Grades 6-8

Wall Hopewell Valley Millburn Summit

Total Population872 848 1150 927

Special Ed %19% 17% 14% 11%

Economically

Disadvantaged

10% 5% 2% 13%

ELL2% 0% 2% 2%

Average percentage of

students

PARCC Met or Exceeded

57.2% 67.3% 63.4% 69.3%

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High Achieving Districts: Grades 9-12

Wall Hopewell Valley Millburn Summit

Total Population1095 1184 1461 1576

Special Ed %12% 13% 12% 13%

Economically

Disadvantaged

10% 3% 2% 9%

ELL1% 0% 1% 3%

PARCC Met or Exceeded

32.7% 46.7% 65.3% 73%

SAT Math

569 627 666 597

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Commendations - WIS

❖ Master schedule allows for 74 minutes of daily math instruction, as well as opportunities for extended day day support.

❖ Teacher schedule allows for partial math interventionist for students identified “at risk for math achievement.”

❖ Math Team Leader and Math Data Coordinator provide internal support to teachers during curriculum development.

❖ Co-teaching strategies in supported classrooms are integrated and evident through observations and lesson plans.

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❖ Teacher autonomy is evident based upon wide range of teaching and learning strategies observed during formal and informal walkthroughs and lesson plans.

❖ Teachers are consistently integrating instructional technologies, including Google suite products, subscription-based technologies, and free web-based resources.

❖ Unification of the learning platform for instruction between the Math 6, Math 7, and Math 8 courses.

❖ Universal access to technology which has increased the capacity for personalized learning and innovative instructional technologies

❖ Data-driven instruction programs for non-accelerated courses

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Recommendations - WIS

❖ Continue to provide vertical articulation annually to allow teachers time to analyze student achievement data and work samples, and to bridge curricular gaps across grade levels and the transition to WHS

❖ Develop and implement an action plan for enhanced professional development for math literacy in grades 6-8.

❖ Increase resources for Algebra and Geometry.

❖ Align summer curriculum writing with 5 year curriculum plan and develop collaborate team model of curriculum writing.

❖ Continue development and implementation of RTI model and protocol

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❖ Analyze the current teaching schedule to restructure a teacher’s position to a serve as a math support interventionist. This teacher will act as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students. Teacher will monitor progress of students receiving intervention services, in order to adjust instructional practice and student grouping.

❖ Explore the opportunity to add new position of math interventionist/math coach.

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❖ Implement digital benchmarking system to monitor student progress for all courses

❖ Data-driven instruction for programs for accelerated courses.

❖ Plan for flexible seating options in the classroom to allow for student to student collaboration and small group instruction.

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Commendations - WHS

❖ The curriculum is aligned to NJSLS

❖ Unit lunch provides time for supplemental student support

❖ Teachers are responsive to student academic needs and are well-versed in a variety of instructional techniques and are adept at adapting lessons to student needs day by day

❖ Teachers have an impressive depth of knowledge in the content

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❖ Teachers seek out resources to supplement their lessons

❖ Teachers who teach the same class cooperatively plan appropriate pacing, assessing, and lessons

❖ Teachers consistently implement various forms of technology to supplement classroom instruction

❖ Co-teaching strategies in supported classrooms are integrated and evident through observations and lesson plans

❖ Department currently has one teacher assigned to “push-in” to an Algebra 1 classroom to assist struggling learners identified through RTI procedures

Commendations - WHS

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Recommendations - WHS

❖ Explore opportunities to maximize math instructional time, including methods for SAT and ACT prep.

❖ Explore options for possible common planning time for teachers to encourage horizontal and vertical articulation within the high school.

❖ Provide opportunities for vertical articulation in math courses from grades 6 - 12.

❖ Plan for professional development on new trends in math education, such as planning student-driven lessons and using low-entry, high ceiling math problems effectively.

❖ Plan for flexible seating options in the classroom to allow for student to student collaboration and small group instruction.

❖ Expand RTI services to support at-risk learners in mathematics by providing a math interventionist.

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❖ Adopt a standards-aligned mathematics program that provides data-driven support to inform instructional decisions and includes opportunities for student-driven problem-solving of non-routine tasks.

❖ In departmental meetings, analyze weighting of graded categories, including Major Assessments, Minor Assessment, Classwork, and Homework, to ensure grades are appropriately reflective of mastery of standards.

❖ Continue to review the offerings of levels of math courses.

❖ Revise current curriculum:➢ Add additional prerequisite concepts to Algebra 1 CP (7.5) ➢ Trigonometry and Analytic Geometry which focuses on necessary algebraic

skill building for college math courses

Recommendations - WHS

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SMART GOAL #1

By June 2024, develop and implement sustainable action plan for

professional development that ensures funding, conditions and

structures for teachers to enhance instructional practices for

mathematics.

● 4 objectives for attainment of the goal

● Aligned with SP Student Success Goal #1

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SMART GOAL #2

By June 2024, improve the current Mathematics curriculum in

grades 6-12 to ensure rigorous alignment to NJSLA, updated

curricular resources for Algebra I, Geometry, and Algebra II, and

digital formative assessment resources to support greater student

achievement.

● 11 objectives for attainment of the goal

● Aligned with SP Student Success Goal #1-3

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SMART GOAL #3

By June 2024, improve physical classroom environments to

maximize optimal student learning.

● 5 objectives for attainment of the goal

● Aligned with SP Student Success Goal #1 and Goal #2

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SMART GOAL #4

By June 2024, continue to improve the Response To Intervention

model and protocol to support at risk learners and improve

student achievement in mathematics.

● 6 objectives for attainment of the goal

● Aligned with SP Student Success Goal #1 and #2

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SMART GOAL #5

By June 2024, develop a Teacher Leadership Academy that

supports best practices and sustainability of high-quality

instructional strategies, including instructional technology,

assessment, differentiation, and student engagement.

● 3 objectives for attainment of the goal

● Aligned with SP Student Success Goal #1 and #2

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