Grady High School Mathematics Department Insights
Explore data and insights from the Grady High School Mathematics Department, including performance trends in Coordinate Algebra, Analytic Geometry, AP Math Courses, continuous improvement initiatives, interventions, teacher support, and the integrated versus discrete curriculum debate as per the Georgia Department of Education. Stay informed about the school's math education strategies and outcomes.
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Presentation Transcript
Grady High School Grady High School Mathematics Department Mathematics Department Local School Council Meeting Local School Council Meeting March 2, 2014 Presented by: Mr. Rives Math Department Chair Dr. D. Stoner Instructional Coach
Coordinate Algebra Spring 2013 Coordinate Algebra Spring - 2013 Percentage Passing 100 90 80 70 60 55 50 39 37 36 40 34 30 23 21 20 17 20 15 14 10 9 9 8 8 8 6 10 4 3 3 2 2 0 2
Coordinate Algebra Spring 2014 Atlanta Public Schools Spring 2014 End of Course Tests - Percent Meeting+Exceeding Standards Coordinate Algebra 100 90 81 80 70 60 46 50 40 40.2 40 33 28 30 22 21 16 1614 1413 12 11 10 20 8 8 6 5 4 10 0 0 0 0
Analytic Geometry Spring 2014 Atlanta Public Schools Spring 2014 End of Course Tests - Percent Meeting+Exceeding Standards Analytic Geometry 100 90 90 77 80 70 56 60 50 43 3735 40 30 29 25 30 20 1917 171513 12 11 11 20 7 6 5 5 4 4 10 0 0
AP Math Course Data AP Math Course Data 6 5 4.8 5 4.4 4.2 4.1 4.1 4 3.9 4 3.4 3.3 3.2 3.1 3 2 1 0 2011 2012 2013 2014 AP Calculus AB AP Calculus BC AP Statistics
Continuous Improvement Vertical Teaming with Inman Generation Ready MRESA Courses Weekly Professional Learning Communities (PLC s)
Interventions ALEKS All Support Classes Edgenuity Unit Recovery Tutorials All Math Teachers
Math Teacher Support Monthly Department Meetings Faculty School-Wide Meetings Cluster Teachers
Integrated Versus Discrete The Georgia Department of Education is allowing districts to decide whether to remain with the integrated standards or to switch to the discrete standards. CCGPS: discrete studies of algebra and geometry with connectivity by linking algebra and geometry in each of the three courses Proposed Traditional: discrete studies of algebra in two courses and a discrete study of geometry in one course.
Next Steps Continuous Professional Development - Greater emphasis on data analysis with common assessment - Practicing with constructed response using template - More frequent opportunities for students to assess on computers (constructed response).
