Entering high school math can bring up anxiety for both the student and the parent. Algebra, geometry, trigonometry — the course titles are the same, but believe it or not, the way these classes are now taught in school can look a lot different from what you might remember. Here are a few ways to prepare yourself — and, more importantly, your student — for a successful school year:
The best way to support your student as he transitions to these upper-level math courses is to keep an open dialogue with him about it.
"When Common Core came in, it shifted the focus to include an understanding of everything," said Amy Lee Kinder, who has worked as a math specialist at the Bridgescape Academy in Humboldt Park. "It's more about the process to get there. That's very foreign to how people were taught in the past. It's more about investigative learning and students going through a scenario and understanding a concept completely."
Kinder said students are now asked, "Why do you think that?" and, "Where does that come from?" They are required to explain how they came to the answer, instead of just spitting out a number.
A great way to prepare your student for the classroom is by asking the same types of questions at home.
"Question, question, question," Kinder said. "Stay involved, as hard as it may be. From the teacher's perspective, it takes a team of people to assist these kids, and support outside the classroom is huge."
If your student is nervous about a new math class, try building up his confidence by revisiting basic concepts, such as addition, subtraction and fractions.
"The issues kids face in algebra aren't necessarily about algebra, but a lack of understanding about what a fraction is — things that precede that higher-level class," said Mark Kriston, owner of two Mathnasium learning centers in Chicago.
It's always good to know when to ask for help. And with more difficult courses that build upon previous concepts, it's probably best for your student to get help sooner, rather than later, if he needs it.
"We don't get calls for tutoring until October or November," Reber said. "That's usually when they've had their first hard test."
But Kinder, who also works as a private math tutor, cautioned: "Once a kid gets behind, it's way harder for them to get caught up." She suggests going over the syllabus with your child as soon as school starts. She said students should be presented with a calendar of what's going to be expected of the class; some teachers will post this information online.
"The more proactive parents can be about getting involved, the better," she said.
EdisonLearning Enhances Alternative and Virtual Education Solutions with Innovative Project-Based Learning Curriculum
EdisonLearning, the leading international educational solutions provider, is enhancing its alternative and virtual education solutions with the addition of a new project-based learning curriculum. This initiative is being advanced in partnership with Global Learning Models (GLM), and the Capital Area Intermediate Unit (CAIU) – a regional educational service agency in Pennsylvania serving 24 member school districts.
With the 2016-17 school year, project-based learning curriculum, developed by Global Learning Models (GLM), will be incorporated with EdisonLearning’s eCourses and utilized throughout its partnership school network to help students capitalize on their own strengths, learning styles, and interests by applying them to coursework.
“This new project-based learning curriculum highlights our sincere belief that it is only through collaborative partnerships that we will advance the goals of education – specifically in raising academic achievement and preparing students for college and a career,” said Thom Jackson, EdisonLearning’s President and CEO. “Both Global Learning Models and CAIU are among the most competent and committed working in education today, and we are proud to have them as our partners.”
In addition, EdisonLearning is re-establishing the original brand name to its alternative learning program that provides an effective and personalized educational option for those students who want to graduate from high school. Bridgescape Learning Academies have, since their inception in 2010, awarded 2,000 at-risk and dropped-out high school students their high school diplomas.
“With as many as one quarter of our students not finishing high school,” said Mr. Jackson, “Bridgescape Learning Academies continue to advance our belief that every student – given the right tools, support and environment – is capable of exceeding their expectations, and complete their high school education, giving them the ability to continue onto college, attend vocational school, or enter the workforce.”
As result of a 2011 strategic alliance with Magic Johnson Enterprises, Bridgescape Centers were re-branded as Magic Johnson Bridgescape Academies. “We are honored to have partnered with Mr. Earvin Johnson, who helped to increase public visibility of the Bridgescape program, and boost public awareness of the dropout crisis in our country,” said Mr. Jackson.
Bridgescape Learning Academies are designed for high school-age students who have already left school, or who are at risk of leaving, and want to earn a standard high school diploma. Unlike a traditional school setting, the Bridgescape program is a blend of one-on-one and group instruction, which will now be infused with the new project-based learning interactive offerings specifically tailored for each individual student.
Bridgescape Learning Academies in Chicago, Cleveland, Columbus, Cincinnati, Norfolk, Durham, and Bridgeton, NJ helped more than 2,200 high school dropouts and at risk students during the current school year complete their education, earn their diplomas, and prepare to enter college or receive the necessary credentials to get a job upon graduation. New Bridgescape Learning Academies will be opening this year in Dayton, Ohio and Gary, Indiana.
Eighty-one percent (81%) of students, who enroll in Bridgescape, complete the program and earn their diploma - which is higher than the national graduation rate for all schools.
The Virginian Pilot
Norfolk, VA -- Still a high school sophomore at 18, Shalya Lancaster struggled to stay on track to graduate. She juggled day classes at Lake Taylor High School with two night courses at Granby High last year. She still had five of six required state exams to pass. "It was very stressful," she said.
Lancaster wanted to catch up, but she struggled to find the motivation she had before her mother died eight years ago. She fell behind, in part, because of negative peer pressure. "When I got to ninth grade, I thought it was fun skipping school," she said. "So I kept doing the same thing, the same thing every year."
Her attendance and grades plummeted. Being so far behind at the point when most peers are graduating, she planned to drop out. But a counselor told her about the school division's newest program, the Open Campus for dropouts and students who have fallen behind. Lancaster left Lake Taylor and in September began taking online classes at the new school in the Coronado area, on Widgeon Road. Students study on computers in one main lab along with participating in small-group instructional sessions.
On a fast track, Lancaster could earn her eight remaining credits in a year, or a little longer if she runs into any academic snags. Either way, she's now more likely to get a diploma.
The Open Campus has been touted as a graduation game-changer, giving students a second chance to earn diplomas - not just a General Educational Development equivalency certificate - and helping to boost the division's lagging graduation rates.
The program is part of the Transformation Initiative, a divisionwide improvement plan the School Board adopted last year. The division partnered with the private EdisonLearning and Magic Johnson Bridgescape operate the program, though other components add to the cost. The companies operate similar programs throughout the country, though evaluators didn't compare Norfolk's to those.
State Del. Daun Hester, a former teacher and Norfolk City Council member, serves as the school's executive director. Norfolk provides other staff and resources.
The school opened in October 2014, with spots for 100 dropouts and about 25 students considered older than the typical age for their grade levels. With a rolling enrollment, about 200 participated at some point during the year. About 20 graduated in the spring. School leaders haven't set an annual graduation goal.
The program targets students on the fringes, and they come to school with more than academic problems.
Lancaster needed to work to help support herself and her family. She's moved with relatives three times since her mother died. "Eventually, I was like, I'm just tired. I gotta do something with my life. I can't depend on nobody to do nothing for me," she said. "I'm going to just come back to school and just do whatever I have to do, no matter what."
Now she works full time at McDonald's while attending morning or afternoon sessions at the school. She can check out a computer to work on courses at home when needed. Teachers cheer her on when she gets tired or frustrated. "They help you; they're very supportive," she said.
Lancaster's experiences echo program successes outlined in an evaluation compiled by Old Dominion University researchers. The School Board recently discussed the findings, which showed promising data about helping vulnerable students. But the school also faced difficulties in its first year.
There were fights and other discipline problems, and on-site attendance hovered around 40 percent. The division chose novice teachers to instruct some of its most challenged students. Most teachers of the program's core content - English, math, science and social studies - had less than three years' experience. Although the program provides online courses, the teachers felt the students could benefit from more direct, small-group instruction, according to the report.
Teachers generally spoke favorably about their experiences but said they could benefit from more training and professional support. On any given day, they teach various topics across grade levels. The program could use more teachers, especially to help with reading, the report said.
Many students struggle to read beyond an elementary level, according to the report. The majority of students came in classified as sophomores, while others just needed to pass the Standards of Learning exams required to graduate. The school noted over-age students passed only one SOL exam, and school leaders plan to explore other options for those students.
Open Campus students face significant family and social hardships, including incarceration, homelessness, children and financial difficulties.
A host of support services contribute to students' success, the report said. Teachers facilitate advisory groups, community partners provide job opportunities and parenting and prenatal resources, and the division helps with transportation among other things not usually offered in an alternative education setting.
Some students still struggle to make it to school despite the support. Hester will track down wayward students in their neighborhoods or on their jobs. They still need guidance even though they're young adults, she said. "I see the kids' needs," she said. "They want to be successful. They don't, maybe, necessarily know how."
Hester acknowledged the difficulty in leading a school and serving as a state delegate. She'll be gone when the General Assembly convenes in mid-January through mid-March. She won't get paid while she's away. "The foundation is set before I go, and the expectations they know," she said.
At Open Campus, students take two courses at a time and complete at least 10 online lessons each day. But there is no specific time frame for students to graduate, just that it occurs before they "age out" of public school at 20, depending on their classification. The option of earning a diploma - compared with a GED - motivated students to attend the program, the report said.
Statistical credit when they do graduate goes to their "home" school, the one they were assigned to before attending Open Campus. That's because the state Education Department considers Open Campus a program, not a separate school. That arrangement is not uncommon in Norfolk or the state but has raised questions about accountability because schools get credit for students not enrolled in them.
Along with highlighting successes, the evaluators made several recommendations, including better recruitment and identification efforts, more scheduling options and on-site child care to boost attendance, teacher training and interactive learning. The program also connects students with college and career opportunities once they graduate.
Elizabeth Rice, who needed 10 credits when she enrolled, finished the program and plans to take part in a graduation ceremony later this year. Rice said she doesn't think she could have earned a diploma without Open Campus. "I struggled a lot in high school," she said.
Rice plans to attend Tidewater Community College, where she earned a scholarship. She wants to study nursing and psychology. Of all the things to be happy about, she's most proud to be "finally seeing myself doing something good for my life."
Division leaders have discussed expanding the program while focusing on the problems that contribute to the dropout rate in the first place. It's too early to tell whether the program is the most effective way to achieve academic and graduation goals for vulnerable students, they said.
For now, they're taking it one student at a time.
On September 8, a new Magic Johnson Bridgescape Academy will open to students in Chicago Brainerd neighborhood (above). This new center will mark the fifth MJBA location in the city, and bring the total number of students earning their high school diplomas in the program to 1,000 students. During the recently completed school year, more than 100 students received their diplomas, and the Chicago-area MJBAs had a graduation rate of 80%.
In addition to the learning centers being readied for the students, the education teams for all five of the Chicago MJBAs participated in a unique professional development initiative earlier this week. They are piloting a program called WhyTry, which utilizes a series of ten visual metaphors to teach social, emotional, and leadership principles. It is a multi-sensory approach designed to build resiliency and relationships.
The program directors, guidance counselors and teachers participated in two days of interactive, high energy and robust training with a really facilitator from the WhyTry organization. In the future, the MJBA staff will serve as the implementation experts for the pilot this year, and serve as the project leaders at each of their individual sites.
If her family life had collapsed in another state, Makkedah Cutshall might still be in foster care. Rent, utility payments and grocery bills wouldn’t yet be causing her anxiety. “That would be real helpful,” said Cutshall, who aged out of foster care last year at 18. “I’d maybe have a chance to save.”
She has been working with advocates to urge passage of a bill to extend foster-care programs in Ohio to age 21, a change that would offer three more years of assistance to some of the state’s most vulnerable youths. Supporters had hoped that the bill, which also includes “bill of rights” provisions for wards in guardianship cases, would be approved along with the biennial budget. Now, they’re aiming for action yet this year.
“What’s sad, or perhaps moving, is how many foster teens who have aged out are active in this campaign,” said Mark Mecum, executive director of the Ohio Association of Child Caring Agencies.
"It’s frustrating to get emails from children who ask, 'Has this passed yet? How can I help?'"
Between 1,000 and 1,300 foster youths leave Ohio’s system each year after they turn 18. Staggering numbers of them soon experience homelessness, or become parents, or fall into the justice system.
About 26 states, along with Washington, D.C., already have extended foster care to 21 or are in the process of passing legislation to do so, Mecum said.
The 2016 startup cost for an extended foster-care program would mean about $550,000 in state money next year, then up to $9.7 million in 2017, depending on whether the Ohio Department of Job and Family Services has it fully or partly implemented by then. Up to $14.8 million in federal foster-care money also would be budgeted for the program in 2017, for a total of about $24.5 million in state and federal funds that year.
Cutshall, now 19, is just trying to figure out how she can get far enough ahead to thrive. She shares a tidy, spare Reynoldsburg apartment with a roommate and dreams of having a car someday. For now, she rides her bicycle to the bus stop and then faces a two-hour bus trip (including transfers) to her minimum-wage job on the North Side.
“I’m trying not to let myself get down,” she said. “But I would still be with my foster mom if I could.”