Implementation Description
The Franklin School of Innovation (Franklin) acknowledged the research that showed students would return to school from distance learning with significant learning gaps. The NC Department of Public Instruction issued a recent report highlighting some of these gaps, especially in “Math (5th-9th) and Science (8th)” (NCDPI). In anticipation of the 2021-2022 school year, Franklin school leadership readied their staff to address learning gaps in middle school math.
Using NC ACCESS funds, Franklin purchased a new math curriculum for 6th-12th grades from Open Up Resources. The curriculum utilizes an inquiry model to encourage student problem solving and hands-on learning. Naturally, it was important to provide training and support for the teachers as they grappled with the new curriculum. Teachers chose a workshop professional learning model, where the math team met (middle school and high school separately) to dig into instructional strategies, especially the "5 practices for orchestrating productive mathematics discussions" that are emphasized in the Open Up curriculum. An Open Up consultant delivered this two day training in which she introduced the materials and modeled lessons. She also provided ongoing support throughout the year, meeting with each department and offering ideas and feedback during a remote session, which increased consistency of implementation across the school. This support will continue into next year.
In order to ensure all students are successful, the school’s extra teaching staff provided push-in support in math classrooms. A full time 7th and 10th grade math specialist and the Title 1 teacher went into classes to provide extra assistance to those who needed it. Supporting students within the regular classroom setting, rather than pulling them out, minimized disruptions and maximized students’ exposure to the core curriculum (Morin, n.d.).
Finally, after school tutoring and the summer program provided additional opportunities for students to increase their math proficiency. Franklin collaborated with ArtSpace Charter School, another ACCESS grant recipient, to compete for a CCLC summer mini-grant, which allowed the school to offer 5 weeks of free summer programming for students. The summer program delivered more project-based math/STEM enrichment utilizing Open Up Resources combined with materials from Ucubed for the middle school math curriculum, and a partnership with a local hands-on stem organization, Zaniac.
Results
As teachers implement the curriculum with fidelity, they are seeing positive results. The percent proficiency in math rose by about 10% in all grades from the 2020-21 to the 2021-22 school years.
Preliminary EOC scores for 6th grade math show a rise in proficiency from 37% last year to 68% during the 2021-22 school year.
Challenges
Returning to in person instruction after distance learning was a challenge for everyone. Students needed to persevere in problem solving and to develop a willingness to try new challenges. While the inquiry based curriculum addressed this need, it also made the initial implementation more taxing on both staff and students.
The challenge of Covid-related staff absenteeism and a lack of subs complicated the professional development process as teachers learned the new curriculum.
Fortunately, these challenges will be greatly reduced moving forward. As teachers begin experiencing positive outcomes, the efficacy of implementation will increase, and student learning will increase as well.
Future Modifications
Next year, school leaders will continue to support teachers as they become more comfortable with the curriculum and refine their instructional practices. Additionally the school will adopt common math language across all grade levels to make the content more accessible.
Critical Components
Getting Started
School leaders must understand that change is a process, and scores may not move much during the first year of implementing anything new. As such, it is important to assure teachers that they will be protected from any potentially negative impacts during the pilot year. It is also important to emphasize the long term duration of the program in order to garner teacher buy-in and support.
When possible, schools can generate a small team of champions by sending teacher leaders to a conference where they can learn and gain enthusiasm for the curriculum. Upon return, these teacher leaders can act as curriculum ambassadors and become a resource for their colleagues.
Ongoing Supports
School leadership will reiterate a growth mindset with staff as this is a multi-year initiative, and teachers will make continuous improvements as they become more familiar with the program.
Equity Connections
Research states that Covid learning loss was equivalent to approximately five months of math instruction. However, students at predominantly black schools have, on average, a six month learning gap, and students in poverty have a seven month gap. “The pandemic widened preexisting opportunity and achievement gaps, hitting historically disadvantaged students hardest” (Dorn, 2021). Franklin’s commitment to providing students with quality math instruction and in class support serves to address the inequities experienced by educationally disadvantaged students.
Research
1. Dorn, E.; Hancock, B.; Sarakatsannis, J.; Viruleg, E. (July 27, 2021). “COVID-19 and Education: The Lingering Effects of Unfinished Learning”. McKinsey & Company. Accessed June 17, 2022. Retrieved from https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning#:~:text=Our%20analysis%20shows%20that%20the,end%20of%20the%20school%20year.
2. Morin, A. (n.d.). “The Difference Between Push-in and Pull-out Services”. Understood. Accessed June 17, 2022. Retrieved from https://www.understood.org/en/articles/the-difference-between-push-in-and-pull-out-services
3. NC Department of Public Instruction. (March 2, 2022). “Impact Analysis of Lost Instructional Time”. Accessed June 17, 2022. Retrieved from https://content.govdelivery.com/accounts/NCSBE/bulletins/30d00eb
4. United States Census Bureau. “Quick Facts North Carolina”. Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219
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