READING INTERVENTION FOR MATH SUCCESS: A CROSS-CURRICULAR TUTORING PROGRAM

Linda Fenimore, M.Ed. Reading Specialist, Round Rock ISDStephanie Stoebe, M.Ed. Reading Specialist , Round Rock ISD

It’s all in how we say it

http://www.youtube.com/watch?v=zyGEEamz7ZM

Hisotria de un letrero

Round Rock High School

• 2,724 studentsFreshmen:833 Sophomore: 682

Junior: 651 Senior: 556 as of April 6, 2010

   READING  ELA  MATH  SOCIAL STUDIES

 SCIENCE

Grade 9

92%        71%    

Grade 10

  91% 72% 94% 78%

Grade 11

  96% 88% 99% 93% 

Information compiled from 2008-2009 AEIS Report 

Annual Dropout Rate (Grades 9-12): 2.3%Completion Rate/Retention Rate: 80.9%Advanced Course/Dual Enrollment Completion: 26.1%AP/IB Results (% of examinees who met criteria): 64.1%SAT Results (Average): 1061ACT Results (Average): 22.2

2008-2009 TAKS Scores

Performance Indicators: (includes TAKS, Survey Charts, AEIS Report, School Report Card, Accountability Data Table, Adequate Yearly Progress (AYP), No Child Left Behind (NCLB) Report Card and Report of Disciplinary Action)

 BILINGUAL/ESL   CAREER & TECHNICAL   GIFTED & TALENTED   SPECIAL EDUCATION 

 4.4%  77.5%  6.3% 6.4%

EOD  At-Risk LEP Disciplinary Placements (2007-08): 

24.3% 36.7% 4.6% 4.9%

Information compiled from 2008-2009 AEIS Report.Student Enrollment by Program:

District Per Pupil Expenditure: $7,490Total Staff: 214.8

Average years experience of teachers: 12.5 years

Speaking math.

• direct-translation problems• given-formula problems• standard-formula problems• single- and multiple-change problemsFrom Teaching Math as a Language by Rodney Weems

Dog Ear Publishing, LLC (February 8, 2008) http://trilastic.wordpress.com/2007/06/09/math-as-a-langauage/

If a picture is worth a thousand words, then an equation is worth a thousand pictures. To give students a tool that is a million times more powerful than words alone is not a bad goal for which to aim. This is the analytical potency of mathematics.

 From Teaching Math as a Language by Rodney Weems Dog Ear Publishing,

LLC (February 8, 2008) http://trilastic.wordpress.com/2007/06/09/math-as-a-langauage/

The Problem

… problem solving is dependent on reading the problem for understanding. Then the solver must transform the words to the correct mathematical statements, make connections between the words and the math, and finally propose a solution that is reasonable for the problem. Unfortunately, teachers often do not know how to teach these skills, but rely instead on repeating familiar phrases or following certain steps.

Jacobs, J. H., Heibert, J., Given, K. B., Hollingsworth, H., Garnier, H., & Wearne, D.(2006). Does eigth-grade mathematics teaching in the United States align with the NCTM standards? Results from the 1995 and 1999 video studies. Journal of Research in Mathematical Education, 37(1), Reston, VA: NCTM

Student Choice

1. TAKS scores – Failure or less than 2150 for

multiple years in reading and math2. Other assessments

MAP GSRT SRI

3. Recommendation by teacher4. Elective during 1st , 2nd 5th or 6th period

THE PLANOn 3 “A” WeekGroup A Mon 1st period 1st half Wed 1st period 2nd half Group B Mon 1st period 2nd half Wed 1st period 1st half Group C Mon 2nd period 1st half Wed 2nd period 2ndhalfGroup D Mon 2nd period 2ndhalf Wed 2nd period 1st halfGroup E Tues 5th period 1st half Thurs 5th period 2ndhalf Group F Tues 6th period 1st half Thurs 6th period 2ndhalf On 2 “A” WeekGroup A Tues 1st period 1st half Thurs 1st period 2nd half Group B Tues 1st period 2nd half Thurs 1st period 1st half Group C Tues 2nd period 1st half Thurs 2nd period 2nd halfGroup D Tues 2nd period 2nd half Thurs 2nd period 2nd halfGroup E Mon 5th period 1st half Wed 5th period 2nd half Group F Mon 6th period 1st half Wed 6th period 2nd half

That way a student misses only the 1st half or 2nd half of a class every other week

The StudentsGroup Gender Ethnicity Lexile GSRT gr

equivEOD LEP/ESL At Risk SpEd

Group A Female Hispanic 855L √ √ √

Group A Female Hispanic 875L 3.5 √ √

Group A Male Asian/Pacific 900L √ √

Group A Female White 875L √ √

Group A Male AA 945L √ √

Group A Male White 915L 4 √

Group B Female Hispanic 875L √ √

Group B Male Hispanic 855L √

Group B Male White 915L 3.5 √ √

Group B Male White 945L √

Group B Female Hispanic 900L 3.5 √ √ √

Group B Female Hispanic 920L 2.5 √ √ √

GROUP C Male Hispanic 4.8 √ √

GROUP C Male AA 945L √ √

GROUP C Male Hispanic 855L 3.5 √ √ √

GROUP C Male Hispanic 945L 2.2 √ √

GROUP C Male Hispanic 915L √ √

The StudentsGroup Gender Ethnicity Lexile GSRT gr

equivEOD LEP/ESL At Risk SpEd

GROUP D Female Hispanic 920L 3rd √ √ √

GROUP D Male Hispanic 900L √ √

GROUP D Male White 2nd √ √ √

GROUP D Male Hispanic 945L √ √ √

GROUP E Male White 920L 2.5 √ √

GROUP E Female Hispanic 3.8 √ √

GROUP E Male Hispanic 900L 4th √ √ √

GROUP E Male White 970L √ √

GROUP E Female Hispanic 2.2 √ √

GROUP E Female AA 3rd √ √

GROUP F Male Hispanic 945L

GROUP F Male White 3rd √ √

GROUP F Male Native Amer 855L √ √

GROUP F Female AA 855L 2.5 √ √ √

GROUP F Female AA 855L √

The Lesson Sequence

The Results

Beginning MathsBeginning

English Average Math Average EnglishNet change

MathNet Change

English

Student 2 75 75 74 78 17 14Student 3 92 89 93 92 13 -1Student 4 80 88 86 71 0 -23Student 5 69 75 70 68 4 -15Student 6 72 66 73 68 2 8Student 7 84 73 85 70 6 -12Student 8 84 82 84 85 6 10Student 9 74 78 73 69 2 -13

Student 10 70 71 72 77 4 -6Student 11 94 70 95 74 1 12Student 12 82 82 82 74 0 -11Student 13 79 50 80 69 5 36Student 14 89 82 86 84 -5 2Student 15 79 81 83 74 6 -16Student 16 83 50 87 63 12 6Student 18 70 71 72 73 5 20Student 19 90 84 91 82 2 -6Student 20 84 66 89 67 9 -1Student 21 73 78 76 64 3 -18Student 22 93 78 93 89 2 19Student 23 96 91 96 89 1 -4Student 24 76 83 77 77 3 -23Student 25 80 77 82 81 4 6Student 27 91 76 92 70 1 8Student 28 90 95 93 92 8 4

Taking Inference to the Problem

1. Watch the video clip and fill in organizer.

2. Watch it again and see if you changed your mind.

3. Divide into groups and complete the RIDGES organizer for the problem assigned.

GOOD LUCK!!!!

How did it go?

Did you change your mind on the characters?

What clues did you use without sound? What clues did you use with sound? Was it easy to translate to the RIDGES

organizer?

Turn to someone you don’t know and tell them if you think this activity or this program would be helpful for your school.

Thank you!!!Have a great rest of your day!!!!