Analysis of Tasks on Mathematics in Crocket State School - Research Paper Example

Curriculum Planning-Alignment Assignment Research Paper Task: Curriculum Planning-Alignment Assignment Research PaperIntroduction This paper examines the TAKS data for mathematics in Crocket State School in Texas. This is with the intention of creating an action plan, which will be instrumental in improving the dismal results present in the schools. In an effort to understand the grim situation and create an appropriate plan, it is fundamental to draw associations between TAKS and TEKS since they focus on attaining superior skills. Subject, grade levels, and objectives that are in need of Improvement It is clear that most students at Crocket State School performed poorly in the Mathematics subject as highlighted by the TAKS Test shows. Mathematics presents low records in successive tests for the 9th, 10th and 11th. For instance, the subject recorded the lowest scores of 3% and 17% in the Grade 9 and 10 respectively (USA, 2012). As such, this plan observes that in terms of subjects, improvement strategies should target Mathematics. In terms of grades, the 11th grade presented the best performance followed by the 10th grade and the 9th grade comes last with the lowest performance. This states that the 9th grade demand improvements; thus, the action plan should focus on such a group. According to the TAKS statistics, the performance increases up the grade levels. An objective that seems not to be met includes the need for students to comprehend the functional relationships. This means that students may get the answer but fail to highlight the procedures, which were instrumental in obtaining such answers. The objective 10 equally seems not to have been met since students show lessening knowledge in understanding and utilization of mathematical tools and processes. Students’ Problems on TAKS A major problem associated with the TAKS is the requirement that demands students to show how they arrived at each answer; thus, meeting the objective of comprehending functional relationships. Most students find this challenging since putting such an explanation on the paper is strenuous. As such, a student who obtains an answer but fails to justify his procedure scores poorly. According to Perna & Davis (2007), most TAKS tests provide vague questions with authentic answers not provided as one of the alternative of the multiple answers. Interestingly, students who fail such tests cannot proceed to the next grade level. Such questions come as a surprise and disappointment to most students who fail to comprehend the context of the test (Parkay, Anctil & Hass, 2006). Indeed, the test does not have an effective way of measuring students’ ability; hence, students who have sufficient knowledge may fail the test. Notably, most students find the broad curriculum provided by the TAKS quite challenging since they fail to comprehend the objective of the subject clearly. This indicates that objective 10, which necessitates persons to utilize tools and methodologies, has not been addressed. In fact, the program outlines numerous objectives, which confuse the students in the end (Perna & Davis, 2007). Subpopulation that has poor performance According to Statistics, the subpopulation of males performs poorly in Social Studies, and the subpopulation performance varies with subjects. The performance of males in the social studies subject may be attributable to the attitude of the group. Perna & Davis (2007) observes that most males have low interests on the subject. Indeed, males’ interest tends to decline towards science subjects. Importantly, the female subpopulation presents considerable interest on social subjects hence grasp social concepts easily. In fact, this position is supported by the high performances realized in mathematics and science subjects by the male subpopulations (USA, 2012). An Action Plan for improving student scores Addressing objective 1: Improving the understanding of functional relationships Initially, the structure should entail examination of the lesson plans and program procedures to ensure effective communication of the documented and the taught curriculum. The corresponding TEKS objectives indicate that comprehending sequences, cause and effect, and making predictions would be crucial. Perna & Davis (2007) observes that most curriculums underperform due to poor resemblance of the stipulated structure and the implemented one. This entails that administrators should first analyze every component of the plan to ensure its efficient functioning. Consequently, sections that have poor performance need frequent adjustments to conform to the curriculum’s objectives. Subsequently, the implementation team should examine the performance realized in each subject. As identified, students present poor performances in the mathematics; therefore, the action plan should emphasize on sourcing for the causes of such performance. Importantly, there should be an investigative research to develop knowledge on the main challenges facing the students while tackling the subject. Consequently, the team should structure a scheme that has strategies that respond to each of these problems. Perna & Davis (2007) observes the present Mathematics curriculum observed by TAKS provides considerable challenges to many students. As such, future adjustment should consider simplifying the course structure to develop a harmonized model. As identified, statistics affirms that students are performing poorly in grade 9; hence, the plan should consider restructuring the approach used in this level. Initially, the curriculum team needs to examine the content provided in the level to determine whether it matches the students’ expectations. Parkay, Anctil, & Hass (2006) observe that poor performances or understanding of a topic emerges with the application of the wrong approaches while introducing the subject. As such, the procedure should consider re-examining the approach employed by the teachers in accessing the level’s objectives. Consequently, this plan recommends for the abandonment of unpractical approaches and adoption of further tactical procedures. Incorporating modern technologies are ideal strategies that could ease the teaching processes (Henson, 2010). This should be followed by the consolidation of curriculum tools to develop a harmonized model. This should include a well-structured time plan that avails an equitable distribution of time. Importantly, this stage should account for resources and all possible supplements to ensure that the plan does not suffer shortages. This is an imperative stage of the plan; hence, demands one to avail cautious attention. Notably, statistics presents that different subpopulations has varying performances hence each group should adopt a specified structure (Perna & Davis, 2007). The structure should also include a continuous assessment and adjustment of the program to ascertain that essential procedures are operating effectively. Indeed, developing and executing remediation strategies which promotes adherence to the plan is of great essence. Unnecessary regulations should be eliminated from the program to develop a customized plan that can be followed easily. However, such adjustment should be effected cautiously to ensure that important components are not discarded from the program. Addressing objective 10: Understanding mathematical processes and tools The plan will have a system of supervising instructional procedures to ensure optimum utilization of classroom time, and development of written feedbacks in curriculum management and implementation (English, 2000). This will be supported by the objectives I TEKs, which highlight that students need to learn and explore these tools through comparison and contrast. Furthermore, understanding the ideologies presented within a mathematical session are fundamental. This should also monitor students’ engagement, deviation of information and appropriate evaluation. The plan should use simple indicators, which are capable of signifying the performance of the program at each specific time. Indeed, the program should utilize the obtained feedback in developing corrective measures (Parkay, Anctil & Hass, 2006). Besides the monitoring system, the program should set up a pilot structure that outlines future long-term goals. Implementation should ensure that the program remains on track by correcting any deviation immediately. Conclusion The action plan will empower students by allowing them to develop awareness on the relationship and tools in mathematics. Additionally, students should understand the short-term and the prolonged consequences of the vital processes in mathematics. This knowledge would provide them with fundamental concepts for excelling in the subject at the exit level. References English, F. W. (2000). Deciding what to teach and test: Developing, aligning, and auditing the curriculum. Thousand Oaks: Corwin Press. Henson, K. T. (2010). Curriculum planning: Integrating multiculturalism, constructivism and education reform. Long Grove, Ill: Waveland Press. Parkay, F. W., Anctil, E. J., & Hass, G. (2006). Curriculum planning: A contemporary approach. Boston: Pearson. Perna, D. M., & Davis, J. R. (2007). Aligning standards & curriculum for classroom success. Thousand Oaks, Calif: Corwin. United States of America (USA) (2012). Crocket State School. Retrieved from http://www.usa.com/school-district-4800197.htm Read More