Poor test results prompt new CBE math strategies

More than 40 per cent of Grade 9 students failed math exams last year

In the wake of alarmingly poor results on standardized math tests, public schools will spend more time on daily math work, provide more instructional support to teachers and ensure all schools are setting specific goals around math achievement.

As well, teachers will continue to be asked to check in with parents at least four times a year about progress in math, a strategy that was adopted a few years ago when report cards were scaled back.

Trustees with the Calgary Board of Education approved a threeyear education plan at their board meeting Tuesday, an evolving document that this year will include a series of new approaches to improve math learning.

“I’m very confident as we continue to focus and have intentional instructional strategies devoted to math instruction we will see continued growth in math in our students over the years,” said Sydney Smith, acting superintendent of learning.

“What you pay attention to, you get progress on. And as a district, math has become a focus.

“It’s something we talk about in the board room, in meetings with principals, principals are talking about it with teachers, teachers are talking about it with parents.”

Last month, the CBE released standardized-test results showing more than 40 per cent of Grade 9 students failed their math exams last year, while officials also confirmed that acceptable standards were much lower than 50 per cent.

According to the data released in late October, only 59.4 per cent of CBE students achieved acceptable standards in the Grade 9 math provincial-achievement test for the 2017-18 school year, meaning more than 40 per cent failed.

But in the same week, information came to light that acceptable standards for Grade 9 math provincewide was a minimum score of 42 per cent. And for Grade 6 math provincewide, acceptable standards were achieved with a score as low as 41 per cent.

The province said at the time it sets cut-off scores below 50 per cent to ensure more students achieve acceptable standards on tests that are more difficult.

Administrators came forward this week with a lengthy document outlining learning strategies in all subject areas, with new and improved changes for math in particular.

The first outlined a 25 per cent increase in math instruction than what is already mandated by the province.

Students in grades 1 to 6, who already spend 45 minutes a day learning math, will now get a full hour of math instruction each day. Kids in grades 7 to 9, who are only required by Alberta Education to get 35 minutes of math instruction a day, will now get just over 45 minutes daily in all CBE junior high schools.

Although it might seem surprising that junior high students are mandated to spend less time learning math than elementary kids, Smith explained “it may be that in (grades) 1 to 6, where the building blocks happen, it’s where you want to get all those basic skills, so there may be more time devoted there.

“In the later grades, they’re applying the knowledge more.”

Smith stressed that the mandated times are officially time spent “receiving math instruction,” and that older kids may be engaged in more work afterward, whether that’s problem-solving, projects or group work.

Along with the 31 math coaches deployed in up to 60 schools midway through last year, all schools that don’t have a math coach must now appoint a designated “math lead” to support teachers in delivering curriculum, particularly as it changes through the province’s ongoing curriculum update.

While that math lead may already be a teacher within the school with a higher level of math expertise, Smith said there may be additional funding available to allow them to give side-by-side support to teachers in the classroom.

“They may also provide that support on a professional learning day, when you bring your knowledge to help colleagues with the teaching of math,” Smith said.

All schools are also being asked to define a specific “math goal” based on academic outcomes geared to their individual weaknesses.

“So they may look at their data, report cards, PATs or diploma data and other assessments, to determine what areas they need to particularly focus on improvement,” Smith said.

“That doesn’t mean they don’t apply attention to anything else, it’s just, what are you going to focus on moving forward.”

As well, a few years ago, when report cards were scaled back to only two reporting periods, teachers were encouraged to connect with parents at least two more times.

Now, teachers will be encouraged to reach out specifically through a phone call or email, or other electronic sites such as Desire2Learn, and ensure parents are aware of their children’s progress in math.

It’s something we talk about in the board room, in meetings with principals, principals are talking about it with teachers, teachers are talking about it with parents.