Summary of Results from MCCPTA Local PTA Survey

March 2001

Background Information: The survey was mailed in January 2001 to each local PTA president in Montgomery County with a cover letter from MCCPTA President Linna Barnes. Each local PTA was asked to discuss the MCCPTA Local PTA Math Survey during their February PTA meeting and to fill it out as a group during that meeting.

The survey was designed to encourage PTA discussion of the math curriculum in MCPS as well as consideration of the local PTA’s role in supporting math instruction in the schools. It was also designed to collect local PTA opinions about math instruction and the communication of math information to parents and PTAs. A second survey, the MCCPTA Math Survey for Parents, was sent to PTA presidents at the same time, with instructions that it be distributed to individual parents to elicit their comments on the math instruction specific to their child.

 

MCCPTA Math Survey for Local PTAs 2001

Results

Number of Responses: 29

Responses by the level of school

Elementary 19 Middle School 9 High School 1 Other

What is your cluster high school?

Blair 3 Churchill 2 Gaithersburg 8 Walter Johnson 2 Kennedy 1 Magruder 1 Richard Montgomery 1 Northeast Consortium 1 Rockville 1 Seneca Valley 2 Springbrook 2 Watkins Mill 2 Whitman 1 Wootton 2

1. Does your local school SES plan have any specific math goals?

Yes 23 No 4

2. If so, what are the specific math goals for your school this year?

(See attached comments)

3. Which, if any, of the math assessments are addressed in your school’s math goals?

CRT 23 MSPAP 25 CTBS 12 ISM 10 SAT 0 Other HS Assessments 1, MLO 1

  1. Do any of the goals relate to the number or percentage of students who are meeting the excellent standard?

Yes 16 No 8

5. Do any of the goals relate to the students failing to meet the standard?

Yes 16 No 4

6. What type of reports do parents receive about their child’s math progress?

Report cards 29 ISM profiles 19 Weekly progress reports 3

Monthly progress reports 6

  1. Does your principal present information about your school’s math goals and related outcomes at a parent meeting?

Yes 24 No 3

8. What role does your PTA have in supporting math education at your school?

Tutoring sessions 3 Financial support 10 No role 2

SES committee members 20

Other: Math night 2, volunteering 2, parent information nights 1, Hands on Equations 1


9. Does your school have block scheduling for math?

Yes 15 No 13

10. Does your school provide additional math instructional time for students who are having difficulties?

Yes 20 No 7

11. Does your school group students for math instruction with students of similar abilities?

Yes 27 No 2

12. Are there any changes which you would like to see in math instruction at your school? Be specific.

(See attached comments)


(Note: not every question was answered on each survey.)

Responses to Question 2: Specific School Math Goals

Elementary Schools:

  1. We will increase the percentage of total students who meet the satisfactory standard in math as measured by MSPAP in grades 3 & 5 by 5% each year over the next three years.
  2. Math skills, problem solving skills, written communication & pre-algebra
  3. Increase by 5% math CRT scores, improve GT program so that those identified can meet the CRT standard with distinction
  4. Increase number of students meeting standard and standard with distinction on CRTs and MSPAP
  5. To increase student achievement in math by 5% as measured by MSPAP, to promote maintenance of satisfactory or excellent standards
  6. Improve performance on open ended math questions
  7. Study current best practices, improve scores on MSPAP and CRTs, report at monthly staff meeting
  8. To meet required standard on open ended responses on MSPAP & math CRT as evidenced by an increase of at least 17% in grade 3 and 18% in grades 4 & 5 over the next year
  9. Increase percentage of students meeting MCPS math standard in both multiple choice and open ended portions by 5% at each grade level, increase percentage of minority students meeting MCPS math standards by 5%, increase percentage of GT students meeting math excellent standard by 5%
  10. To raise scores on MSPAP by 5-10% in excellent category by use of Hands On Equations

Middle Schools:

  1. To meet MSPAP standard of 70%, to meet CRT standard of 75% passing
  2. To improve CRT scores by 5% a year
  3. To raise CRT and MSPAP scores
  4. To improve student achievement in math on the MSPAP by 5% each year over the next two years by integrating successful practices across the curriculum, to increase the achievement of all students on CRT by 5% each year for the next two years through partnerships with families and community resources, to increase the number of students in IM and algebra
  5. All 8th graders take algebra
  6. 5-15% increase in math scores, summer jump program to increase number of students moved up in math courses, after school help, smaller class size in 7th grade, monitor through ISM

 

 

 

 

Specific Responses to Question 12, Suggested Changes to Math Instruction

Elementary School PTAs:

  1. Faster rate of introducing new skills with continuous practice of skills and concepts that have been grasped (lots of opportunity to retain basic skills and realize connection with higher skills, i.e., addition and multiplication)
  2. Our parents want textbooks; more drilling of basic math facts; grouping by ability across classes (as opposed to within).
  3. Would like to know that our students were covering the same subjects as other schools. Think that students need more drills to cement facts in their heads.
  4. In our case, we would like to see a teacher experienced with 1st graders and their needs. The current teacher is disorganized, gives multi-step, confusing directions that the students don’t understand. So much time is wasted on behavior problems, we feels our child is moving backwards. The curriculum is a mess and compared to Howard County, watered down with lower expectations. Don’t tell me our students aren’t as capable as theirs. ISMs are a joke. 3-4 objectives combined in 1 of these ridiculous A, B, C categories. Be specific, list each objective separately so the student doesn’t need to pass three objectives to get credit in one area.
  5. More time spent on math, concentration on laying a good foundation of basic math skills.
  6. Math program similar to Reading Initiative. Group by ability by different concepts. Reevaluate ability throughout year.
  7. Additional instructional time for children having difficulties
  8. Additional math time. Additional staff. More manipulatives. Maintain ISM aide.
  9. More focus on math facts that are age appropriate. Use manipulatives to learn concepts. Worksheets should only be used to reinforce, review facts.
  10. Important to consider grouping by ability. School is using constructivist approach to teaching math students, and families seem to be responding well. Would like to see more individual portfolio development to assess student’s progress over time. Each school should be able to manipulate test data to identify specific issues and develop solutions.
  11. Tutoring sessions, monthly progress reports with specifics on what the child has learned and what needs more work, family math nights

Middle School:

  1. Pre algebra. Block schedule consideration. Smaller 8th grade math classes
  2. More integration of math into Science and Social Studies. More emphasis on acceleration leading to 8th grade geometry.
  3. One parent suggest that block be omitted for Math
  4. Smaller class size. Training for parents in Math curriculum. Longer instructional time. Teach concepts in greater depth. Reduce test (standard, mandated).
  5. Would like more advanced classes to be taught at the school instead of sending students to the high school. Like the way math was previously grouped- math 6 and g/t math 6, like the previous transition math class for 7th graders not quite ready. For IM7, would also like to see a better support class for 8th graders that are not quite ready for algebra–an algebra prep class in addition to a basic skills class. I was told by the principal that the Office of School Accountability and Performance told schools to write SES plans with a more narrow focus. It was felt that focusing on literacy skills would have a positive impact on all of the assessments that are administered.

High Schools:

  1. Continue to try creative methods of reaching regular math students