Important Dates

In February L&G social studies teacher Jessica Riemenschneider trained teachers in English and social studies courses at Hebei Tangshan Foreign Language School (pictured above), where we have begun a 2+1 collaboration which, includes Tangshan students spending their senior year at Leland and Gray.

Math Time Around Vermont

By Dr. Dorinne Dorfman, Principal

In 2014, every public school in America may be failing to make “Adequate Yearly Progress” (AYP) according to the Elementary and Secondary Education Act, known as “No Child Left Behind.” This legislation, proposed by the Bush Administration and passed by Congress in 2001, was as controversial then as it is today. No Child Left Behind required standardized testing to determine the success of every public school, scrutinizing the performance of every subgroup, such as students with minority or low-income backgrounds, gender, and special education eligibility. Schools had twelve years to train every student to attain grade-level proficiency in reading and mathematics. One year ago, 73% of all Vermont schools were considered failing, requiring most to write improvement plans and strategize how to increase learning time and improve instruction in reading and math.

Governor Shumlin and Secretary Vilsaseca want every high school student to take not only college-preparatory Algebra I and Geometry, but also to successfully complete Algebra II, the gateway course to more competitive colleges. To achieve this ambitious goal quickly, school administrators would need to direct new funds for programs in remediation and support. Since nearly every Vermont high school does not make AYP in math, what are they doing about it?

In February, I emailed this question to all of Vermont’s public secondary schools and 58 principals responded. Nearly all wanted to hear what I found out, and a representative of the Agency of Education requested the data as well. Here’s what I learned:

In middle school, the most common length of class-time for math is 50-59 minutes. Classes of 40-49 minutes and 60-69 minutes are also widespread. Just over a third of middle schools require math supports for struggling students, usually 30-39 minutes a day. In comparison, Leland and Gray provides 42 minutes of math class in grades 7 and 8, plus provides an average of 20 minutes a day of math support for about one-third of middle school students. Altogether 71% of middle schools surveyed have more time in math class than L&G. Our goal is to increase math instruction for all 7th, 8th, and 9th graders to one hour daily by September 2014.

In Vermont high schools, over two-thirds of math classes are 40-49 minutes per day. (If not required every semester, a semester-length double-block of 80-98 minutes is included in this group.) Only four high schools (17%) taught math 50-59 minutes per day, and only three high schools (13%) taught math 60-69 minutes per day. Slightly over one-third of respondents reported math supports, most commonly (4 schools) providing at least 40 minutes of a daily math intervention. Like in our middle school, L&G high school students take an average of 42-minutes of math per year, though until this year’s Algebra I course, students attended long-block semester courses. Thirty-six percent of students in Algebra I also attend Algebra Support for 42 minutes every other day.

Many parents and community members have raised concerns about learning gaps caused by the semester schedule, when as long as 9 or 18 months can go by without high school math. These gaps can show up on student performance in class and on state tests. Moreover, students who complete Discovering Geometry, a more hands-on approach than Euclidian Geometry, rarely pass the NECAP math test, though they have fulfilled L&G’s Geometry requirement for graduation.

L&G’s math department and administration have found a solution to the Governor’s call. School counselors began scheduling students into required courses months ago as part of an extended master schedule process. This year, the number of students taking Algebra I has increased by 53% over last year. Slightly over half of them will proceed directly to Euclidian Geometry (mostly as sophomores), and the others will attend Discovering Geometry in the fall 2013 semester. With both Algebra and the hands-on Geo courses under their belts, students can then proceed directly to Euclidian Geometry in the spring 2014 semester, thereby fulfilling state expectations and preparing optimally for college and career. While not an L&G graduation requirement, more students than ever will be qualified for Algebra II. In fall 2014, as juniors, these students can choose to continue math every term and continue onto Calculus by senior year. Or they may choose other options, having completed three math credits and prepared themselves for the SAT, ACT, NECAP, and other examinations.

Sophomore year is recognized as a crucial year around the world. The non-governmental organization, Organization for Economic Cooperation and Development (OECD), compares 15-year-olds in hundreds of countries, since school opportunities and student choices at that time can have lifetime impact. The timing of most high school NECAP exams corresponds with OECD’s international testing. The demand for highly trained workers for growing technology in our state and around the country requires much stronger, college-preparatory math skills. Teaching to this high level, with increased math course time (87 minutes each semester for Discovering Geo and Euclidian Geo), will give L&G graduates a leading edge, most especially for students directly entering the workforce.

For this reason, next year’s increased expectations in mathematics for sophomores, which we have begun with this year’s freshman in Algebra, is an optimal course of action for L&G’s mathematics department. Co-teaching with special educators, our math department has embraced the challenge of teaching three times as many freshmen in Algebra this year, from 24% of the class in 2011-12 to 61% today. Most freshmen not enrolled completed Algebra in 8th grade and have already moved onto Euclidian Geometry. The openness to change and dedication to student learning of Mr. Redfield, Mr. Beagan, Mr. Ricohermoso, Mr. Barton, Mr. Weber, Ms. Monks-Manton, and Ms. Pelton deserve recognition and praise. They also deserve the admiration of math teachers and principals everywhere, all of whom are trying to find ways to teach higher-level math to more students than ever before.

Vermont Junior Chef Competition

By Susan Jones, Family and Consumer Science Teacher

Congratulations to Leland and Gray’s Junior Iron Chef team: eighth graders Kelsey Hescock, Jennifer Chamberlin, Chloe Fawcett, and Zeb Moore, and seventh grader Desiree Werner. They participated in the Vermont State Junior Iron Chef Competition on Saturday, February 2nd in Essex Junction. Our Rebel Roasters worked quickly and accurately to complete their harvest crepes in the given time. While the judges noted that they enjoyed the meal, the Rebel Roasters did not win either of the two awards given. The team represented themselves and our school proudly, against the 30+ other teams!

Special thanks to the 21st Century grant for funding the program; Scott Choiniere, from Abbey Food Group for providing the butane burners and fuel; and Darlene Ballantine, from Specialtee Designs, for designing our team’s shirts.