Detailed Notes on Learning Support, Math Curriculum, and Scheduling

Learning Specialist Roles and Responsibilities

Provide one-on-one support for students with diagnosed learning disabilities or those not performing well.
Teachers identify students needing interventions.
Support is scheduled based on parent requests and meeting frequency.
Meet with students during study hall for regular appointments.
Offer as-needed support and check-ins based on teacher concerns.
Struggling to implement session support for teachers and classrooms due to full caseloads.

In the past, learning specialists regularly pushed into classrooms with large section sizes and a high percentage of students with learning profiles.
This involved being present during class, especially during small group work, to provide extra support.
Advise teachers on accommodations and modifications for assignments, projects, and tests.

Students have varying levels of documentation, similar to 504 plans but with a different name specific to the school.
Some students only use accommodations without additional support, while others need both.
Documentation varies, with some students requiring more support akin to IEPs but without formal goal tracking.

Address emotional health, especially anxiety, in student sessions.
Sessions often involve a mix of academic work (e.g., math, humanities) and check-ins to ensure task completion.
Collaborate with social workers and counselors, who are full-time staff members.
Anxiety is prevalent, and strategies are taught to manage it.
Smaller class sizes are seen as beneficial for students with ADHD.

The middle school changed from leveled math classes (standard and advanced) to a system using numbers (10 and 15) to reduce anxiety and negative perceptions.
Previously, a pre-algebra group existed in eighth grade, but parents often pushed for their children to be placed in algebra instead.
Level 10 classes now require more time on individual concepts, indicating a need for a more differentiated approach.
Next year, seventh-grade math will revert to being called just "seventh grade math" to reduce confusion.

Students who aren't ready for algebra are sometimes pushed into it, leading to difficulties.
This can result in the need for reteaching and additional support, often falling on the learning specialists.
A dedicated pre-algebra class is needed to better serve these students, but small class sizes pose logistical challenges.

Emphasize the importance of algebra as a foundational skill for future math success.
Use analogies like "frosting cake batter" or building a house to illustrate the need for a solid foundation.
Mistakes in algebra 2 often stem from fundamental algebra errors.

The current seventh-grade math curriculum, taught by a full-time sub, may not be adequately preparing students for eighth grade.
Being faster in math doesn't equate to being better; some students need more time and repetition.
A math lab is planned for middle school to provide dedicated math time.

Sixth grade: CWP will be replaced by math lab, a 45-minute block once per seven-day rotation, run by math teachers.
Seventh grade: Will have writing lab.

Middle school faculty generally dislike the block schedule due to infrequent touchpoints and longer class periods.
Students may forget material with four days between classes.
Sixty-minute blocks are not ideal, especially for sixth graders.
The schedule is maintained to align with upper school classes and teaching assignments.
High school students also desire breaks during longer blocks.
Math and language suffer from less consistency in a block schedule.

Some schools use semester-long block scheduling, which is seen as problematic.
An eight-day rotating schedule with 65-minute blocks is currently used but is considered less effective due to attention issues.

Test corrections are used to encourage learning, but concerns exist about whether they truly reflect understanding.
Discrepancies in test correction policies exist between departments, leading to grade disparities.
Students can often achieve a high grade (e.g., up to a B) even with repeated failures on exams.
Corrections may be done with tutors or with access to external resources, potentially undermining their effectiveness.

A standardized test correction policy is needed within the math department.
Some teachers drop the lowest test score, while others use corrections with varying point values.
Homework is typically weighted at 20%, quizzes at 20%, and tests at 60%.

Consider providing two grades: one reflecting test scores (mastery) and another reflecting effort and growth.
Explore research-backed methods for test corrections and retakes.
Consider exceptions for students with specific learning profiles.
Standards-based grading, while effective, is very time-consuming for teachers.

Concerns exist about the use of Delta Math, particularly regarding penalties for incorrect answers and timed assignments.
Aim to revisit how it's being used.
Delta Math is graded on performance on the homework.
Immediate feedback and video examples are valued aspects of Delta Math.