District concerned about math scores District concerned about math scores (November 18, 2005)

Trustees consider changes to remedial math course
by Rebecca Guyon

Math and how it is being taught in the district is a top concern of the Board of Trustees this year as evidenced by their latest discussion on the comprehensive high schools' Math I-IV sequence, a program designed for students struggling in math that teaches Algebra I, Geometry and Algebra II over the course of four years, instead of the usual three. This review during the Nov. 8 meeting was the trustees' fourth consecutive discussion relating to the district's math curriculum since the release of state standardized test and Academic Performance Index scores, in which students posted lower than expected math scores.

"Math I was targeted for a more in-depth review after the API review showed that Math I students struggled," said Assistant Superintendent of Educational Services Cindy Galbo. "There is a sense of urgency to help these students succeed."

James Gulek, director of evaluation and assessment, and Diane Howell, director of secondary school curriculum, presented the report on the Math I-IV sequence together, emphasizing how data and test scores are used to impact curriculum, a theme that has been at each board meeting.

Students enter the Math I-IV sequence their freshman year based on assessments by teachers, parents and students. The intention is that the student either will stay in the series their entire four years or improve enough to be admitted into the mainstream math courses. The trustees were concerned by data that showed out of the 279 students in the Class of 2006 who enrolled in Math I their freshman year, only 51 students continued through the entire program to Math IV. Gulek explained that not all of these students simply dropped out of the program, but some may have moved out of the district or have been switched to a different math program. He did not have numbers for how many students were switched to a more rigorous course or to a slower course.

"If students at the end of the second year don't go on to the third year, then they don't get the impact of what we're doing," said Trustee Gloria Fredette.

The Math I-IV series is a college preparatory math course approved by the University of California and California State University systems, something that differentiates it from other remedial math programs in the district. Student placement in the course is not solely based on the grades, but more on their demonstrated ability to grasp and apply math concepts, Howell said.

Despite the slowed pace, students in the class are still struggling, which is why Howell and Galbo proposed several changes that could be made to the program. One possible change is adding a "double-block" math section, meaning students would be enrolled in two periods of math taught back-to-back by the same teacher. The middle school has already instituted such a program for students struggling in Algebra I. Another possibility is supplying teachers with software and web-based support materials and hiring instructional assistants for the Math I-IV sequence.

Howell also proposed creating teacher, parent and student focus groups to find out what they would like to see changed in the program. Based on that data, the district could pilot a new program as early as next semester.

"I suggest we try to pilot this as soon as second semester because this is so urgent," said Trustee Pat Kernan.

Fredette also suggested that the district look into establishing a peer mentorship program within the math sequence. The hope is that students in Math IV would encourage students who are considering dropping out to stay with the program.

Math was the topic of discussion in other areas of the district, as well. Recently, the Amador Valley High School math team took 19th place at the National Assessment and Testing Fall Startup event. In the competition, teams answer 100 questions in 30 minutes. Twenty-five teams from across the country participated.

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