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Story posted April 17, 2009

Results:
• Most participants make significant gains in both district benchmark testing and class grades
• Students report greater interest in and understanding of math
• Teachers report increases in participants' attention to instruction and class participation

At Mechanicsburg Middle School, we recognized the need to help our lowest-achieving math students improve their skills. In addition, because many of these students had low confidence in their abilities based on past failures in Math, we knew we needed to provide a model that not only would be academically beneficial but also give the students an opportunity to view Math in a new light. Using collective teaching strengths, we created a model that has resulted in higher performance and an overall love of Math not previously seen in our students.

At the beginning of the 2007-2008 school year, my task was to provide intervention for students who had scored below basic on the Pennsylvania System of School Assessment (PSSA). 18 students would see me twice a week during “Period 9” (a building-wide daily period during which all students sign up for clubs and activities or are assigned to study halls). These students had no choice in their assignment to my class, so you can guess how thrilled they were to be sitting in an additional Math class!

After a month, it was clear that this class time was not improving either the students’ academic performance or their confidence as Math students. With the collective brain power of myself and two other teachers—Rachel Nolt (a Learning Support teacher) and Karen Earley (a Deaf & Hard of Hearing teacher)—who were providing intervention for their nine students, we came up with a new model, called “Math Club,” to help students learn and be excited about math.

As mentioned, our students were assigned to us based on low PSSA scores. Recognizing the broad range of ability levels within the category “below basic,” we divided students into three groups based on their district benchmark scores and classroom performance. During each class period, these groups rotate through three stations, each taught by a different teacher. One teacher is responsible for acceleration of upcoming content skills, another is charged with previewing related vocabulary, and the third reviews important skills that were areas of weakness for students during recent lessons. Two classrooms are used, so students get to move around and be active throughout the class period. We also provide many opportunities for peer-assisted learning activities, so students don’t have to listen to us talk all period! These activities also help students verbalize their thinking and model problem-solving processes.

Another important feature of the intervention is the use of formative assessments. We use the web-based standards mastery program “Study Island” every week to monitor student progress. We then use the results information to guide instructional decision-making.

As a result of Math Club, most participants make significant gains on district benchmark testing as well as in class grades. But of greatest significance is the change in students' attitudes towards Math. Those who began the year coming to our Math Club with heads down, dreading the thought of more Math, now eagerly show up at our door anxious to know what will be covered during the class. In their regular Math classes, attention to instruction has increased significantly. Students report greater interest in Math and believe that they are better able to understand material covered in class and related vocabulary, having previewed it first in Math Club. Their confidence in what they know has resulted in greater class participation. That confidence has also lead to greater risk taking when asked to work independently.

This program has been so successful that this year, as our school moved towards implementing Response to Intervention (RTI), Math Club has become, in essence, our “Tier 2” intervention. Rather than being identified strictly by PSSA scores, students are selected for participation based on a formula of PSSA scores, benchmark scores, and class grades. Students are able to work their way out of Math Club based on exit criteria and more intensive services are provided to those students who do not make significant progress.

The most important lesson we’ve learned from this experience? That negative attitudes about Math are not fixed for life, and sometimes the best strategy in helping our students succeed is giving them the confidence to believe they CAN do it. With this confidence, academic success has closely followed.

For additional information, please contact:
Ashlyn Rehm
Math teacher, Mechanicsburg Middle School
ashlynrehm@msn.com  

Rachel Nolt
Learning Support teacher, Mechanicsburg Middle School
rnolt@mbgsd.org  

Karen Earley
Deaf & Hard of Hearing teacher, Mechanicsburg Middle School
kearley@mbgsd.org