I teach Integrated Math 2 classes that are specifically populated with students that have traditionally struggled in math and would benefit from a class environment that includes additional supports and opportunities for success.  

I was approached by our department chair today and, because of the data, asked if this model was working.  She hinted that our administration was considering dissolving these specific classes because students appear to not be successful.  She told me to think about it but we needed to come up with a plan soon because the process for registering for next year’s classes would begin in a few weeks.  

This isn’t working.

How is this being measured?  By semester grades of course.  The data looks bad;  too many of our students are earning D’s and F’s on their semester report cards.  I didn’t realize I was contributing to this trend until I sat down and looked at my own data.

I was recently in an IEP meeting for Ashley, a student of mine that has a learning disability.  I described her as hard-working, open minded, and a good communicator.  I shared with her parents that in our cooperative learning environment their daughter works well in teams and is a great self-advocate.  Her parents were very surprised to hear that she is often the first one in her team to understand a concept and demonstrate mastery.  She grasps concepts quickly and is able to articulate what she’s learned or what she needs help with.  

But she’s getting a D in my class.

How can I describe this student as, basically, doing well in class when my records show she is earning a D?! She often demonstrates learning and sometimes even mastery of concepts in class.  Where she struggles, as is the case with many of my students, is on the formal, written assessments…like, Chapter Tests.  Oh, and by the way, Chapter Tests make up 80% of their grade.

Wait a minute…didn’t I just say that I teach classes that are specifically populated with students that have traditionally struggled in math and would benefit from a class environment that includes additional supports and opportunities for success?

This isn’t working.  But, not because the model is wrong;  it’s because I’ve failed at providing opportunities for my students to be successful.  

I have spent most of my time setting high standards for my students because I didn’t want them to feel labeled or have any excuse for not putting in the effort to be successful.  I wanted them to believe that they could do well in class, just like everybody else.  I worried about my grading practices and wanted to make sure they aligned with my desire for student grades to reflect what they learned and not what they did.  So, I grade on a rubric because I want to honor levels of mastery in my students.  I thought this was enough but after looking at my data, I realize it’s not.  I have not created enough opportunities for success.

This CAN work!

Here are some ways I plan to make some real changes in my classroom to honor my students’ learning:

1. Remember that assessments don’t always mean formal, written tests.  If I’m looking for mastery of certain concepts, then I need to be flexible in the way I assess that.  Maybe that means looking for students to do that in class while practicing.  I envision myself walking around my classroom and observing student work;  as I see a student successfully demonstrate mastery I check it off a list of goals I’ve created for the chapter.
2. Give students a choice on how they will be assessed.  Loving the idea of Choose Your Own Assessment.  Maybe students want to create a video, or a poster to demonstrate mastery.  Maybe students want to just take a good old fashioned test.  Either way, I want to give students the choice so that they can create something or do something they can be proud of.
3. Make assessments that are formal tests, but students get to choose the problems they complete.  Definitely pulling my inspiration from The Classroom Chef on this one.  It would be kind of like a menu of different courses to choose from.  I envision a test with sections for each of the major concepts being tested.  Within each section are three problems to choose from, each with increasing DOK level or difficulty level.  Students get to pick 1, 2, or all 3 problems in each section to complete and they’ll only be graded on what they attempt.

Questions I have:

1. How important is it that students are able to pass a formal, written test?
2. Is demonstrating mastery in non-traditional, non- test-like ways as valid an assessment as a formal, written test?
3. Our school is moving towards common assessments.  The rationale is that our students should all have the same skills by the end of the course.  How important is it to participate in this?
4. What are some other ways to create opportunities for success?

My hope is for my students to have more success in math that’s not just reflected in their overall grades but in their attitudes about math.  I am so grateful for this eye opening experience because it’s helped me to grow as a teacher to meet the needs of my students.

This CAN work.  It’s going to work.  I’m going to make it work.

~PV~