Student performance increases after implementation of math intervention program

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SUCCESS STORY

Student performance increases after implementation of math intervention program

East Baton Rouge Parish School System, Baton Rouge, Louisiana

 

East Baton Rouge Parish School System (EBR), the third largest urban school district in Louisiana, succeeded in helping students reach proficiency in English language arts. However, despite a number of attempts to increase math proficiency, many schools were placed on academic probation by the state. In 2011, the district implemented an intervention program throughout its elementary and middle schools. By incorporating educational technology into the program, teachers, administrators, and district supervisors were able to track the progress of students, classes, and entire schools. This allowed the district to set systemwide goals that increased proficiency and narrowed the achievement gap.

East Baton Rouge Parish School System has confronted many challenges. The majority of students face socio-economic disadvantages; more than 40 percent of students move multiple times and change schools within the district. As a result of these challenges, coupled with a lack of support at home, many students fell behind by two to three grade levels in math. While students were proficient in English language arts, many were not able to achieve proficiency on state-level math assessments. Thus nearly a quarter of the elementary and middle schools were placed on academic probation by the state.

By 2011, building a math intervention program became a top priority in order to raise school performance scores. Analyzing student data, district administrators, area directors, and school principals decided they needed to create a math intervention system to help the lowest-performing elementary and middle school students. To develop a Response to Intervention program, they first looked at how to address the different learning needs and styles of students. Next, they explored how to monitor student progress at the school and district level. Finally, they considered how to give teachers the professional development they needed to effectively assess students’ progress, adjust instructional practices based on data, and use digital curriculum to supplement in-class activities.

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