Kristine Harootunian

Collaborate with teachers and model the effective use of technology tools and resources to collect and analyze student achievement data, interpret results, and communicate findings to inform instructional practice and maximize student learning

Evidence: JMP to analyze new math curriculum rollout

In 2015 we reorganized our math curriculum in order to incorporate the Common Core standards more effectively. Previously, our math courses followed the typical progression (Algebra I, Geometry, Algebra II, Pre-Calculus, Calculus/Statistics) and each of the classes had three levels of difficulty that students could choose from

Level 2 - Slower Pace
Level 1 - Standard Pace
Accelerated - Fastest Pace (generally for students interested in AP Calculus AB/BC)

In the first year of the program, we taught Math 1 which was a combination of Algebra, Geometry, and Statistics with just two levels. Things worked okay. Then, for some reason, in the second year of the rollout, the guidance department didn't differentiate students based on our student course recommendations for our Math 2 class. We found ourselves teaching a new course (with no textbook), creating resources, etc. which would have been fine, except we were woefully unprepared for the amount of differentiation that was required in order for all students to be successful.

Teaching this course was not working, and I shared the boxplots above with the members of the math department at one of our meetings. It was apparent that the course we were teaching was under serving the population of students who had come from a Level 2 math class the previous year. This image was instrumental in displaying the problem that we now needed to solve. Having a background in statistics made this revelation possible, additionally knowing how to use statistical software to compile and analyze these trends was crucial.

Today we have reorganized the way students can choose to move through our math curriculum. We have included a math lab for each year of Maths 1, 2, and 3 which is an improvement on where we started, but not without its flaws as well.

Evidence: Advisory Survey

In an effort to get feedback on how advisories are going at each grade level, we decided as Grade Level Lead Advisors to collect data via a two stage survey. Stage 1 involved giving a paper copy of a three question survey to all students and having the student's advisors collect them, read them, and find themes throughout their survey. In Stage 2, we sent the advisors this survey to fill out based on the results they got from their advisees. The idea behind this was three-fold. We wanted students to have a chance to voice their opinions about advisory, we also wanted advisors to hear that feedback without it seeming too "big brotherish" (they could choose what feedback they shared with us in the survey), and the last was that we wanted to collect data on the big themes of what was and what was not working in advisories schoolwide.

As we looked at the results some major themes were apparent, and we are looking as a team on how to improve the system as a whole. As far as the individual advisories go, I sent the email shown below. I hoped that advisors would recognize their role in creating a better system for their group and attempted to make that path a bit clearer for them.

Hi All,

Thanks for taking the time to complete the Advisory Feedback Survey. There are still four people who have not completed the survey. You know who you are! Please do so before Wednesday.

In reading through the responses, some general themes that come through about making sophomore advisory better. A lot of these things are achievable or already exist.

For example,

Someone noted that their students would like to see a calendar with all of the activities for the year. It's not glamorous, but it exists on the Advisory web page.
About half of the groups said that they wished there was food in Advisory. Your students can make this happen! While you are not a human vending machine, you can help your students set up a routine to bring in snacks for each other on a weekly basis. Maybe set a theme for each week and have students sign up to bring snacks accordingly - maybe English tea time, or European picnic. or some other really interesting ideas here.
Some things were very specific to your advisory - making an advisory playlist, having due dates for assignments, creating a space conducive to studying, etc. There is room to make this happen in your own special ways in Advisory. If you need help brainstorming how to do this, let me know and we can work together.

Type 2 Fun

Finally, in one way or another, a lot of you stated that your students aren't sold on the idea of Advisory. Jason wondered in his response, "whether some students only realize the benefit of certain experiences after they’ve forced themselves to engage." This tends to be the case with sophomores. Over the years, I've always asked at the end of a PLP conference if they found value in their conference; so far, everyone has said yes. When students showcase the wonderful things they have accomplished over the year in front of an audience that cares about them they feel a genuine sense of pride in their work.

So hang in there! Remember, your job is to get to know your students first and foremost. Think of using the elements of the PLP not as an assignment that you have to get your students to complete, but as a way of getting to know your students better.

If any of you want to follow up with me about anything related to the survey or improving advisory, please chat with me either in person or via email.

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