Problem Analysis
What problems are you trying to address?
The problem arises when students pass the Algebra 1 course, but they were unable to pass the Algebra High School Assessment (HSA), a state mandated graduation requirement. Currently, my school has about 75% pass rate for students enrolled in the Algebra 1 course. There needs to be an effective remediation program in place to prepare students to retake the Algebra HSA when they are no longer in the course. While we offer after school tutoring, many students are unable to attend due to transportation and extra curricular activities. I want to provide an organized, effective course for students to access on their own time and prepare to retake their Algebra HSA.
What are the symptoms of the problem?
The obvious symptoms of this problem are the low pass rates for students retaking the Algebra HSA when they are not enrolled in the course. Many students even admit to guessing because they "don't remember anything".
What is the root cause of the problem?
Students who need to retake the Algebra HSA typically have difficulties in not only math, but in test-taking skills in general. There is often issues with test anxiety, and requiring them to keep retaking a test that they are not adequately prepared for doesn't help with this issue. These students need some individual attention, genuine feedback, and instilled confidence. More than likely, these needs were not met during their Algebra 1 course, and this is why the didn't pass the test to begin with.
Is instruction an appropriate solution for the problem?
Not only is instruction appropriate, but it is necessary! If students were unable to be successful on the Algebra HSA after completing the course, what makes people think they will be successful several months or years later? They need a different approach the content, with a strong emphasis on test-taking strategies.
Is WBI an appropriate instructional solution?
There are many ways that students can experience the necessary remediation to pass the test. After school tutoring and "pull-out" sessions are the current methods that are used in my school. However, this is not practical for all students, and depending on the teacher delivery the instruction, there are inconsistencies and structural issues. By developing and implementing this course online, both students and teachers can assess the material in a meaningful, flexible, uniform manner.
The problem arises when students pass the Algebra 1 course, but they were unable to pass the Algebra High School Assessment (HSA), a state mandated graduation requirement. Currently, my school has about 75% pass rate for students enrolled in the Algebra 1 course. There needs to be an effective remediation program in place to prepare students to retake the Algebra HSA when they are no longer in the course. While we offer after school tutoring, many students are unable to attend due to transportation and extra curricular activities. I want to provide an organized, effective course for students to access on their own time and prepare to retake their Algebra HSA.
What are the symptoms of the problem?
The obvious symptoms of this problem are the low pass rates for students retaking the Algebra HSA when they are not enrolled in the course. Many students even admit to guessing because they "don't remember anything".
What is the root cause of the problem?
Students who need to retake the Algebra HSA typically have difficulties in not only math, but in test-taking skills in general. There is often issues with test anxiety, and requiring them to keep retaking a test that they are not adequately prepared for doesn't help with this issue. These students need some individual attention, genuine feedback, and instilled confidence. More than likely, these needs were not met during their Algebra 1 course, and this is why the didn't pass the test to begin with.
Is instruction an appropriate solution for the problem?
Not only is instruction appropriate, but it is necessary! If students were unable to be successful on the Algebra HSA after completing the course, what makes people think they will be successful several months or years later? They need a different approach the content, with a strong emphasis on test-taking strategies.
Is WBI an appropriate instructional solution?
There are many ways that students can experience the necessary remediation to pass the test. After school tutoring and "pull-out" sessions are the current methods that are used in my school. However, this is not practical for all students, and depending on the teacher delivery the instruction, there are inconsistencies and structural issues. By developing and implementing this course online, both students and teachers can assess the material in a meaningful, flexible, uniform manner.