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<< Previous   of   Next >> Kevin Nortz / The Herald  (click to enlarge) Cascade High School freshman Keiana Stiell (center), 14, tries to inject a bit of fun into a Monday morning algebra exercise as Dakota Sieffert (left), 14, and Jessica Brown, 14, work with her.   ADVERTISEMENT   CONTACT THE HERALD Robert Frank, City Editor frank@heraldnet.com   Published: Tuesday, November 11, 2008 Everett students find solution to math problems Freshmen share newfound knowledge of algebra By Eric Stevick Herald Writer EVERETT -- In a race down the page of equations, Dakota Sieffert desperately wanted to catch up. "I'm on C. What are you on?" he asked classmate Jessica Brown. "I'm on D," she said, without looking up. "Loser," he jabbed back with a smile. For the next several minutes, the classmates bantered, poked at their calculators, scribbled down their steps and attacked unknown variables. "I'm done," Jessica announced. "Noooooo," Dakota said. "Loser." Jessica and Dakota, both 14-year-old freshmen, are finding they like math a lot these days. The Cascade High School classmates see themselves as being successful in Algebra I, the introductory course for Everett School District freshmen whose math skills are at or below grade-level expectations. The district is taking a different approach to the crucial transition year into high school math with summer classes that use social psychology while teaching how to solve for X and Y. It's using a program from the University of Texas Charles A. Dana Center called the Academic Youth Development initiative. Researchers there say relatively modest steps aimed at shaping the culture of algebra classes can have powerful effects on student success. Jessica and Dakota, for instance, spent 14 days last summer in a math class where they were exposed to brain research and learned to think about themselves as learners who could master math. They were among roughly 70 incoming freshmen who were recruited during their second semester of middle school into the summer program because of their work habits, attendance, personalities and leadership potential. As a result, they entered high school knowing their math teachers and feeling a sense of connection. During the summer, they also learned ­problem-solving strategies they will need during Algebra I and will be able to earn an extra half academic credit. They also were taught how to use online math curriculum. Now they find themselves in a position to assist their peers. "When I don't get stuff, they help me," said Keiana Stiell, who was not in the summer program, but often gets ­problem-solving tips from Dakota and Jessica. Math, she said, is her worst subject and it's good to have classmates who can help. "I like knowing if someone needs help, I'm able to help them," Dakota said. A core of students who attended the summer program are sprinkled into each Algebra I class this fall. Teachers don't necessarily announce who was in the summer program to the regular classes. They know some kids don't want leadership thrust on them, but are quietly willing to help others, said Stephanie Parker, who teaches math to Cascade freshmen. Fellow math teacher Diana McIntosh believes many of her students started the year with a great deal of self-confidence that spilled over from the summer. Scott Stencil, another Cascade math teacher, said it is too early to know how effective the new strategy will be, but he likes trying different approaches to help students learn math. School district leaders also have high hopes the new strategy will get more freshmen through the bottleneck that can be Algebra I. This year, for instance, 209 students are repeating algebra in the district. Everett has made steady progress getting more students to take higher levels of math. Of the 1,477 freshmen taking math this year, 728 are in Algebra I, 604 are a year ahead in geometry and 15 others are two to three grade levels ahead. Terry Edwards, the district's chief academic officer in the curriculum department, is confident the personal nature of the summer math program and established relationships with teachers and peers entering the school year will help students. He hopes it will help them reject the notion that they can't do math. "The benefit of this program has been getting kids to think about their personal learning style and the efficacy of working hard, that math is a muscle you can develop," he said. Reporter Eric Stevick: 425-339-3446 or stevick@heraldnet.com. READER COMMENTS Be the first to comment. You must be a registered user and verify your e-mail address to post comments to blogs or articles on HeraldNet. To register, click here. To read other terms and conditions, click here. Log out

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