I had one of those days this week that helped remind me why I became an educator and why I’ve always worked with kids.
Wednesday, at our principals meeting, three of our assistant superintendents met with me and four other middle school principals regarding a STEM program sponsored by Fayetteville State University. This program will target our rising 8th graders who will likely be 8th grade Algebra students. Dr Black, one of the assistant superintendents, had run lists of our rising 8th graders using EVAAS, an online data program for NC schools, that runs student and school data a number of ways. We received achievement probability reports for these students. It listed students’ probability of passing the Algebra 1 EOC based on past EOG performance. As I read the list of students for my school, I was excited to see the name of one of our students [for privacy reasons, I’ll call him Baxter]. Baxter is served in our exceptional children’s program for behavioral reasons. This list generated showed all students with a high probability of passing Algebra. Baxter’s position on the list places him higher than 2/3 of our current 7th graders.
I was excited for Baxter when I saw this! What a great opportunity for him. There is research that shows, properly identified students who are successful in the 8th algebra have a significantly high probability of post-secondary success. For a student like Baxter and his family this could be a life changer.
But my excitement was soon matched by concern. As I began playing out scenarios I began to worry about Baxter’s preparation. This probability model is great – I’ve used EVAAS in another NC district as a principal and as the Director of Curriculum and Innovation. We start the conversation with this data – who has best chance. Then we look at other data for consideration. This is where my concern began – have we done enough to support and prepare Baxter?
It just so happens that when I got back to my school that afternoon, Baxter and a couple of other students were a little talkative in class [ironically math] and were sent to the office for redirection. These are great boys and we had a great conversation. They all admitted what they did wrong, knew where they went wrong and promised to do better. Great talk!
I kept Baxter back a little while. Given my talk earlier and the fact that I’m a middle school math teacher [having taught 6-8 math all levels, and 7th and 8th Algebra] I just wanted to see where Baxter was. I asked him what they were studying in math and he replied ‘trees’ [great answer]. He of course meant factor trees. I asked him a couple of questions and he answered them flat out so I dove straight into the heart and asked him to show me a factor tree for the number 24. I’ve attached a picture of his work.
I like Baxter and I’m not saying this because I like him but he demonstrated a clear understanding of concept including use of terms prime and composite, exponent form and when to use a factor tree. Clear ability. He wrote out this example and explained it without pause and without missing a beat. This conversation was as positive as it was concerning. Clearly he knows what he knows but I have to keep asking have we done enough to prepare him for the rigor of a high school course as a middle schooler?
Have we done enough to support this at-promise student’s natural ability to help him be successful?
Meeting with the Beginning Teachers
That same day after school, I was called into our beginning teachers’ monthly large group meeting. I was asked to share a couple of words with them while they were finishing up their paperwork. I had to talk about Baxter. Many of the mentors in the room and some of the BTs knew Baxter and they all attested to his good nature. When I shared the data everyone in the room shared a feel good moment and were genuinely happy for him. We help a lot of needy kids and its good to share promising news.
My talk with the BTs went a little deeper. I asked them a couple of questions:
- What was their vision of our school?
- What contribution or part will they play in helping take our school to another level?
- What will you do to make sure we don’t miss kids like Baxter again?
- We have proven success in helping kids grow but what about building something new, something supportive for kids?
- What are we doing to create very different opportunities for kids?
- What are we doing to change our approach to make sure our school is serving every child?
These questions generated a lot conversation.
As I said, this was a one of those defining days. It made me remember back to my days of teaching ‘below level’ students and ‘above level’ students and how frustrated I got because I needed some flexibility in identifying students and in most cases better support in preparing them. It made me remember previous days as an administrator committing to do all I can to ensure that every middle and high schooler, who was capable and ready, would get my support and help in getting placed in courses that would help give them a step up.
This has a been a great first year at a great school. We have had tons of growth conversations. I need to make sure that this topic doesn’t stay remain a conversation – but that it becomes what we are about, what we do and our vision.
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