Tags Posts tagged with "Algebra"


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Laura McNamara, math chair at P.J. Gelinas Junior High School, discusses how classes will change once they are officially aligned with the Common Core Learning Standards. Photo by Andrea Moore Paldy

As Three Village continues to align its curriculum with the Common Core, its secondary math chairs recently shared how the district’s courses will help students meet the new challenges.

Donald Ambrose, math chair at Ward Melville High School, pointed out that the objective of Common Core math is not simply to get the answer. “It’s examining the nuances” and having a deeper understanding of the numbers and their relationships, he said at last week’s board meeting.

“It’s definitely a lot more that’s going to be expected of our students,” he said.

Across the board, there is a greater focus on fewer topics, along with greater understanding and fluency, said Laura McNamara, math chair at P.J. Gelinas Junior High. McNamara laid out the curriculum in detail from seventh grade to Algebra II.

While students will learn to link math principles across grades, it will not be at the expense of broader understanding. In the shift toward greater alignment to the Common Core, students are being asked to “make sense of problems and persevere in solving them,” Ambrose said.

During the presentation, Ambrose explained that additional expectations for Common Core math include the application of abstract and quantitative reasoning, building logical mathematical arguments and critiquing the logic of others. Ambrose added that students should be able to understand mathematical operations well enough to apply them to real-life situations and use appropriate tools to solve problems. The more rigorous approach calls for precision, an understanding of structure and higher-level reasoning, he said.

To achieve these goals, the district’s two junior high schools offer a variety of classes for students at varying levels. They range from lab classes for seventh and eighth graders who need additional support, to standard math, honors and honors theory classes, along with Regents Algebra I and Geometry.

R.C. Murphy math chair, Rocco Vetro spoke about the importance of vertical integration — that is, fluidity from elementary school to junior high. To achieve this goal the seventh grades are now piloting Go Math!, the curriculum recently adopted in the elementary schools. Vetro also discussed the district’s efforts to provide professional development to help teachers implement the more rigorous standards.

At Ward Melville, in addition to the three Regents courses — Algebra I and II and Geometry — the high school offers several Advanced Placement (AP) courses, including Calculus, statistics and computer science. Multivariable calculus, which qualifies for college credit from Stony Brook University, also is being offered. For students who complete multivariable calculus before their senior year, the math department plans to develop a course on differential equations for 2017, Ambrose said.

The district’s high school students have traditionally outperformed their counterparts in the state on all three math Regents exams, both in passing rates and, most particularly, in mastery rates. As the Regents and AP exams become aligned to the new standards, Three Village educators have set a goal of increasing the already high levels of student mastery. 

Moving forward, long term goals include adding more upper level courses, as well as continued vertical articulation between elementary, junior high and high school levels and further integration of classroom technology.

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Port Jefferson students had a 94 percent passing rate on the Common Core algebra Regents this year. Stock photo

Several dozen students will get better grades in algebra after Port Jefferson school officials agreed not to count their final exam scores.

For the 92 students who took algebra this past school year — some of them eighth-graders and some ninth-graders — and sat for the Common Core-aligned Algebra I Regents exam, those test results originally counted for 20 percent of their course grades, according to high school Principal Christine Austen. But the large majority of the kids saw their course grades, and thus their overall GPAs, drop after those test scores were considered.

It was just the second year that the new Algebra I Regents was administered, and Superintendent Ken Bossert said at the school board meeting Monday night the test was not aligned with the Common Core algebra materials and resources the state provided to schools. He said his teachers called the test “unfair,” “brutal” and “rigorous.”

Last year, when the new algebra Regents was administered for the first time, students were also permitted to take the old Integrated Algebra Regents, and use the higher of their two scores on their transcripts. But Bossert said that safety net was not in place this year.

There has been some controversy in Long Island schools over whether districts were allowed to administer the Integrated Algebra test again this year, and let students use the higher of their two scores — some did and some did not. Port Jefferson was one of the districts that did not, and Bossert cited differing interpretations of a state memo to explain the discrepancy.

The memo from the New York State Education Department, dated December 2014, says if students began algebra instruction before September 2014, school districts could choose to administer both tests to those specific kids. Eighth-graders who took the Algebra I Regents this June, for example, would have had to begin algebra instruction in seventh grade in order to qualify.

The memo states the June 2015 exam period was the last time the Integrated Algebra Regents would be administered, ruling out that backup exam for future algebra students.

While Bossert spoke against students in other school districts receiving what he called “an unfair advantage” on their Regents scores, he said Port Jefferson could take some action at least on the local level — recalculating algebra course grades so the Regents exam results did not negatively impact students.

“I believe it’s the right thing to do,” the superintendent said.

Most of the difference in Regents scores between Common Core algebra and Integrated Algebra was in the number of students testing at mastery levels, scoring at least 85 percent.

According to a presentation at Monday’s meeting by Maureen Hull, Port Jefferson’s executive director for curriculum and instruction, 94 percent of Port Jefferson’s test-takers passed the Common Core algebra Regents this year, but only 19 percent scored at the mastery level. In 2014, the first year the new test was administered, those numbers were 90 percent passing and 16 percent mastery — significantly higher than the numbers statewide. But the kids did better on the Integrated Algebra exam that year, with a 95 percent passing rate and a 47 percent mastery rate.

Bossert called the struggle with mastery levels — while other school districts have students who are failing and cannot graduate — “a good problem to have.” But in light of exam difficulty and the discrepancy in how tests were administered, he suggested the district should not count the 2014-15 algebra students’ Regents scores toward their final grades as a “one-time solution,” and in the future reevaluate how final exams should factor into student grades. The board of education unanimously supported the idea.

Austen explained in an interview after the meeting that for the 80 students whose algebra grades dropped due to their Regents scores, school officials would remove the scores from their course grades and recalculate both their final grades and their GPAs.

There were also five students whose saw their grades boosted by their Regents scores and seven who saw no change, Austen said, and those students’ grades will not be touched.