Building a strong foundation in Algebra 1 is critical to student success. success in higher level mathematics and in college and careers. But algebra can be challenging learn and teach.
I transitioned from teaching seventh grade to teaching Algebra 1 at West Jones High School (WJHS) in 2016, which was the same year the state department of education introduced new College and Career Readiness Standards for Mathematics.. While I was excited about the new standards, the textbook we were using was old (my colleague said it was the same one she used in high school) and our students were struggling with the rigor required.
In spring 2017, only 37% of WJHS students scored proficient or above on the state Algebra 1 assessment. We knew we had to increase our scores, so we took a different approach in 2017-18 and Our school's Algebra 1 proficiency rate jumped to 59%, a gain of 22 percentage points. In my Algebra 1 classes, my students' proficiency numbers increased from 38% in 2017 to 66% in 2018 and have continued to increase since then.
Below are some tips and lessons learned in our efforts to improve our scores.
Teach rigorously using standards-aligned resources
No matter what subject I have taught, I have always contributed to the curriculum provided by the school district to enrich the quality of my instruction and provide meaningful content to students. So when the Mississippi Legislature funded a supplemental program called math nation and made it available to everyone mississippi public schools to use it if they were interested, my colleague and I decided to try it to complement our district textbook.
When I switched to the online math learning platform, I had never had so many resources available that were aligned with our state standards. I had access to guided lesson notes along with lesson videos, practices, activities, and assessments for my students. I must admit that I felt a little overwhelmed at first. So, I decided to try one thing at a time and built from there.
As I delved deeper into the Algebra 1 resources, I realized that last year I had only been skimming the surface. Now we go deeper very quickly and the content evolves and develops so that students can reinforce and deepen their learning each time they return to a concept.
Whatever program you choose, use it faithfully.
My students and I use the Math Nation platform every day and use all the components. That fidelity is important for student acceptance. Once my students see that I am fully committed, they support it too. Now, even when they struggle with a problem, they say, “Let me do this. I know I can do it.”
Meet students where they are and build from there
Every group of students that comes to my classroom is different. Even if some students are not fully prepared for Algebra 1, I know they can do the work with the right support. At the beginning of the school year, we often use the On-Ramp tool within the platform's student dashboard to help diagnose and remedy gaps in basic math or pre-algebra concepts. Each student can also access these individualized remedial tools to address any unfinished learning they may have that relates to the content a unit will cover.
Within each unit, students can also access content videos with examples and practice problems. They can choose from several instructors. They teach the same material but in different ways and at different paces. If students miss school, I can have them watch the videos at home, which frees up my time since I no longer have to stay after school to help them with make-up work. I also like to watch the videos to see different teaching styles so I can find ways to relate to my students who learn in different ways.
I hosted an official Algebra PLC meeting on Thursdays at WJHS and continue to facilitate this group today. Outside of our weekly meetings, we talk almost daily. During lunch or in the hallway, we chat about what's going on in our classrooms and where students are struggling or doing really well. We share teaching strategies and activities and brainstorm ideas. Through our ongoing collaboration, we continue to grow in our teaching skills and experience in Algebra 1.
Use data to monitor progress toward standards and drive decisions.
At the end of every nine weeks, we do a common assessment across our district. This allows us to see how our students score on each standard so we know where to intervene. We share our data in our PLC so we can dig deeper into what worked well and what didn't, and help each other improve. If we need to provide more practice to students in a particular standard, we can also search where it has been or will be covered on the online platform and pull resources as needed.
Achieve constant growth
Over the past seven years, our PLC and online math platform have changed my teaching. Previously, when I taught seventh grade, I felt like I was alone on an island. Now, I have seen my dream come true as I work collaboratively with my colleagues to improve student experiences and build a community excited about mathematics.
Our test scores show that our efforts are working. in it Mississippi Academic Assessment Program (MAAP) 202475% of WJHS students scored at the proficient level or above in Algebra 1. This not only exceeded the state average of 67%, but also exceeded the proficiency rates of the other two high schools in our district.
All of our accomplishments center around our love of Algebra 1. I have never taught as deeply as I do now. My students are engaged and have gained confidence in their abilities because they are succeeding in a rigorous class. They see themselves as capable mathematicians, which sets the stage for success here and wherever they go in their future.
