Extra effort adds up

As she reaches into the bag to pull out the next cup of ice cream, watchful eyes follow Algebra teacher Valerie Franck's every move, and eager hands grab each ice cream cup before it reaches the table. Students helps themselves to an array of toppings, from sprinkles to gummy worms, and return to their desks with both a colorful sundae and a better understanding of two-step equations.

This and other activities took place weekly throughout the school year as part of an effort to help students pass the Algebra High School Assessment (HSA). At least partially due to these efforts, Blair made the Adequate Yearly Progress requirement mandated by No Child Left Behind for the Algebra HSA for the first time, with 65.7 percent of students passing, almost double last year's rate, according to the 2006 Maryland Report Card. In 2005, after only 34 percent passed the exam, the Blair Algebra teachers developed new programs to give struggling students the additional help and personalized attention they needed. Teachers are pleased with the jump in scores, but with new students entering Algebra classes every year, their work is by no means finished.

Mind games

In the sundae-making activity, the initial scoop of ice cream represented the y-intercept, "bought" by the students for 25 cents, and each topping was another variable "bought" for 10 cents. The students had to calculate how many toppings they could afford using two-step equations.

While giving them word problems to solve using equations would have been dull and confusing, Franck and Algebra teacher Caroline Lesho say the students were able to grasp the concept better and more quickly by relating the problems to the sundae activity.

Algebra teachers have begun to push past the traditional boundaries of math class by bringing more fun into their classrooms. "Sets" is another popular game in which the teachers split up the problems into different sections and assign each group of four students a set. The students compete against each other in a race to get the right answer first. Before calling the teacher over to verify their answer, the students in each group must add their answers together, so if one person's work is wrong, the entire answer will be off. Although the students get loud and rowdy while playing "Sets," they are enthusiastic about the activity and stay focused, says Lesho. The winning students receive a small prize at the end, ranging from a pack of gum to a Starbucks gift card.

According to Franck, these engaging activities prove beneficial, as grades improved significantly last year. When the teachers began to review material for the HSA in the spring of 2006, they wanted to create a set of mini-activities and lessons both interesting and effective to help the students remember the information. The brainstorming sessions eventually developed into "HSA Fridays," a review at the end of each week of second semester when the teachers went over one specific topic through games and other hands-on activities, concluding with a quiz on the material. In addition to HSA Fridays, an after-school intervention program also gained popularity among Algebra students.

Extra help, extra care

According to Maria Costello, head of the after-school program and the Algebra lead teacher, the program required hours of extra work from the teachers, voluntary participation by the students and funds provided by the county and the Blair Sports Academy (BSA).

Such intervention programs, mandatory for all MCPS high schools, ran from last March through the end of the school year and will restart this spring. Targeting students at risk of failing the HSA, Blair's program was created as a preparatory refresher course.

Last year, sophomore Adja Koite spent every Tuesday and Thursday at the program. As she snacked on Oreos and drank CapriSun provided by the program, Koite worked on a warm-up handed out by the teacher. After going over the warm-up on the overhead, the students practiced the concept on a worksheet. As the hour-long session came to a close, Koite and the other students checked their answers and asked the teacher any last questions.

Even with 90 to 100 other Algebra students participating in the program, Koite still feels she was able to get the individual attention she needed since each teacher taught a group of 10 students on average. For many teachers and students, it was the personal attention both at the program and in the classroom that ultimately helped improve HSA scores.

Motivated by commitment

Algebra teacher John Notley credits commitment from the teachers as the main reason for the students' continued interest and success in class. By "showing that we cared" and having problems that "relate to the world around them," Notley says the students were able to stay engaged in the tasks. Koite agrees, explaining that her teachers were always willing to work with her whenever she felt confused about a certain topic, even if it meant working one-on-one after class.

For Franck, the most rewarding moments were when students exceeded even their own expectations. Last year, one of Franck's students started out disinterested, unwilling to work, always putting his head down on his desk, never participating in class. By joking with him and building upon each of his successes, Franck and Lesho eventually got the student involved in both classroom activities and the after-school help sessions.

The student passed the HSA, to their surprise and thrill. "You could see it in his face," Franck says.