Lake Stevens educators propose 'Agile Mind' Intensified Algebra pilot for ninth-graders
May 08, 2024 | Lake Stevens School District, School Districts, Washington
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District leaders presented a proposal to adopt the Agile Mind Intensified Algebra I program as a targeted intervention for ninth-grade students who entered high school with gaps in prior mathematics coursework.
Principal James Sellers introduced the program and said the goal is to reduce the number of ninth-graders needing additional support by combining a rigorous mathematics core with greater attention to social, strategic and metacognitive learning.
Assistant Principal Raphil Hasegawa described the program’s design: "Central to the design of the Intensified Algebra I program is the understanding that students who struggle in mathematics need more than simply more instructional time to be successful. Thus, in addition to a rigorous mathematics core, their program addresses the social and strategic cognitive and metacognitive dimensional learning of mathematics." Hasegawa said data from two blocked Algebra classes showed favorable outcomes: 33 of 40 students passed semester 1 (27 of those students had not passed eighth-grade math), 88% of students reported a positive sense of belonging, and 64% said they believe they can do even the hardest work if they try.
Cavelero math teacher Diana Etheridge said, "Students apply new skills to real-world problem-solving in areas of mathematics that are essential to their grade-level achievement," and offered examples of classroom activities that support belonging and skill application. Board members asked how many teachers would be affected; Etheridge and Sellers said two blocked classes and tier 2 interventions would serve approximately 52 students.
Directors praised the teacher testimonials and asked implementation questions. Director Vildan Kirby said the program appeared to be "leveling the field" for students; Director Paul Lund asked about teacher counts. SACo President Riley Boerger called the proposal "exciting." No formal adoption or vote occurred at the May 8 meeting; the item remained a discussion item for future action.
If the board proceeds, staff will return with implementation details, staffing needs and any budget implications for formal consideration.
Principal James Sellers introduced the program and said the goal is to reduce the number of ninth-graders needing additional support by combining a rigorous mathematics core with greater attention to social, strategic and metacognitive learning.
Assistant Principal Raphil Hasegawa described the program’s design: "Central to the design of the Intensified Algebra I program is the understanding that students who struggle in mathematics need more than simply more instructional time to be successful. Thus, in addition to a rigorous mathematics core, their program addresses the social and strategic cognitive and metacognitive dimensional learning of mathematics." Hasegawa said data from two blocked Algebra classes showed favorable outcomes: 33 of 40 students passed semester 1 (27 of those students had not passed eighth-grade math), 88% of students reported a positive sense of belonging, and 64% said they believe they can do even the hardest work if they try.
Cavelero math teacher Diana Etheridge said, "Students apply new skills to real-world problem-solving in areas of mathematics that are essential to their grade-level achievement," and offered examples of classroom activities that support belonging and skill application. Board members asked how many teachers would be affected; Etheridge and Sellers said two blocked classes and tier 2 interventions would serve approximately 52 students.
Directors praised the teacher testimonials and asked implementation questions. Director Vildan Kirby said the program appeared to be "leveling the field" for students; Director Paul Lund asked about teacher counts. SACo President Riley Boerger called the proposal "exciting." No formal adoption or vote occurred at the May 8 meeting; the item remained a discussion item for future action.
If the board proceeds, staff will return with implementation details, staffing needs and any budget implications for formal consideration.
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