What is your implementation objective?
The implementation objective of our Ascend Math program is school wide based on each individual students needs. All students in special education participate on the Ascend Math program. In addition, the bulk of our students are chosen from a Response to Intervention (RtI) perspective. Any student that failed a six weeks grade-reporting period in math during the school year was assigned to the Ascend Math program. Once a student was assigned to the program, each student was scheduled for a 30 minute weekly tutorial once a week, and a 60 minute after school tutorial on the Ascend Math program once a week. In addition, any student whose parents felt their child needed help in math or if a teacher felt that a particular student needed the assistance of the Ascend Math program, the student was assigned to the tutorial program. Any student that was remanded to the DAEP campus from our school was assigned to the Ascend Math program. In addition, new students are being added regularly, depending on the students needs. Currently, our last influx of students added to the Ascend Math program are students attending Saturday school for attendance recovery, and any 8th grade student who did not pass the state assessment in math.
How many students use Ascend?
Currently we have 171 students on the Ascend math program. With students added regularly depending on the individual needs of each particular student.
On average, how many hours per week are they on Ascend?
On average, most students spent a minimum of 60 minutes a week on the Ascend Math program. Some students spent more than over 100 minutes a week on the program. Currently any 8th grade student not passing the state assessment in math is assigned to 480 minutes a week of Ascend Math outside of the school day; after school four times a week for 60 minutes and on Saturday for 240 minutes.
How many teachers use Ascend?
Currently all math teachers know and rely on the assistance the Ascend Math program does for their students and are aware of which students they have that are on the Ascend Math program. We have 8 math teachers, one English as a second language teacher, and three special education teachers who are aware of their students using the Ascend Math program as a method to closing the achievement gaps in math.
What were some of the challenges faced, and what were your reasons for adopting Ascend?
The first challenge was to sale the Ascend Math program to our teachers, the need for a program to help close the achievement gaps of our students in math. After extensive research, and meeting with a trustworthy consultant, we chose to use Ascend Math. Prior to the implementation of the Ascend Math program, some students were assigned to 30 minute math tutorials with their math teacher 3 times a week. As a school, we felt this was ineffective and counterproductive. Our new plan, integrated the Ascend Math Program that would give teachers the opportunity to work with more students throughout the week. Mainly because each student was assigned to a math mandatory tutorial in our computer labs until 5:00 pm working on the Ascend Math program to close achievement gaps in math.
Another challenge we faced in implementing with the Ascend Math program was the need to get students to work on the program with fidelity. After meeting with each student and communicating with their parents, students were assigned mandatory tutorials before and after school that totaled 90 minutes a week. Students were assigned 30 minutes with their math teacher and 60 minutes on the Ascend Math program. Automated daily calls were made to each student’s parents the night before reminding the parents of the importance of attendance to the Ascend Math tutorials and the time they would be done every afternoon. A second call was made each afternoon to remind parents of the tutorial. When students missed a scheduled tutorial in the computer lab, a makeup day was assigned.
One major challenge that took some collaborative discussions was the need of our feeder school to get on board with the Ascend Math program. It was apparent that our students were closing their educational achievement gaps in math. The problem was that the gaps were so wide ranging from students testing out on grade levels in the 5th, 4th, 3rd, and even 2nd grade level. Because of the gaps in math, students had to attain proficiency for up to six or seven years of math within three, two, or unfortunately even in one year. Getting our feeder school on board with the Ascend Math program was a major accomplishment because the achievement gaps the 4th and 5th grade students had were not as bad as if the students were in the 6th, 7th, or 8th grade level.
The major reason why we needed to adopt Ascend math was that it was apparent that students at Fort Stockton Middle School were struggling in math. We looked at the Ascend Math program because teachers were accountable for teaching their students math at grade level. Problem was we had too many students performing below grade level. I explained to teachers, parents, colleagues, and students the benefits of the Ascend Math program. I gave examples such as, if a student struggled with proportions in the 7th grade, it may be because the student really did not grasp the skills needed to mathematically manipulate fractions taught at a lower grade. A gap existed and until the gap was filled, then the student would succeed in solving proportions.
What were your desired objectives?
The desired objectives of the implementing the Ascend Math program is to close the achievement gaps in math of all students at Fort Stockton Middle School. Thus increasing student achievement in math, and improving state assessment scores in math. Lastly, our school wanted students to attain a sense of confidence in math and even pursue careers that embrace math as means to a better world.
What has been Ascend’s impact on student achievement, and what are the actual outcomes?
The impact Ascend math has had on our school is tremendous. Teachers can tell which students are on the Ascend math program because of their improved math abilities and skills in the classroom and on their assessments. One of the prominent success stories involves a special education student. The student worked over 23 hours on the Ascend Math program, and received commended performance on the state assessment in math.
Most recently, students have achieved average gains as follows:
• 6th grade – 28.6% (post test vs. pre test)
• 7th grade – 25.5% (post test vs. pre test)
• 8th grade – 35.6% (post test vs. pre test)
Level improvements are as follows:
• Level 2 – 18.7% gain (post test vs. pre test)
• Level 3 – 14.0% gain (post test vs. pre test)
• Level 4 – 8.8% gain (post test vs. pre test)
• Level 5 – 27.9% gain (post test vs. pre test)
• Level 6 – 32.0% gain (post test vs. pre test)
• Level 7 – 28.8% gain (post test vs. pre test)
• Level 8 – 47.8% gain (post test vs. pre test)
Funding
The funding sources used for the adoption of Ascend Math program were from different sources. Local budgeted instructional funds were used along with funds allocated from a bond issue earmarked for technology. Lastly, some stimulus money was used to pay for the licenses our school purchased for our students.
