First in MATH-Philadelphia School District News

First In Math
Philadelphia School District News

We Give Math Equal Status

First In Math® Becomes Part of School Culture at Hill Freedman

FIM Spurs Success In Philadelphia School District

First in Math: One Teacher's View

Comments by Linda Grobman, Regional Superintendent, Northwest Region, Philadelphia School District

Comments by Lucy Rodriguez-Feria, Regional Superintendent, Central East Region, Philadelphia School District

We Give Math Equal Status

The following are excerpts from comments made by Philadelphia School District CEO Paul Vallas at a December, 2004 press conference to announce PECO’s $500,000 Energy for Education grant to the School District of Philadelphia.

“Everybody focuses on reading, and is preoccupied with reading and language arts, and indeed we are too. But we give math equal status. The academic failures that many different inner city schools have experienced in the areas of math and science are as detrimental as their failures in language arts. When you look at the children who drop out of high school, it's not because they're failing their language arts, it's because they are failing their math and science courses. You look over the years, at the children who have failed and have had to repeat as 9th graders, generally it's because they fail their math and science courses.

So, from the very beginning, as we move to reform our curriculum instructional models, we have moved to focus not only on language arts but also to focus on math—and to give math the same status and high priority of importance.

For the math initiative you're funding today I want to recognize Bob Sun, who is the designer of this magnificent math supplement program.

Though I get a lot of credit for being reasonably smart in mathematics, all of my math skills, the skills that I use most today, aren't skills I mastered in high school or at college. It's the skills that I mastered when I was in primary grades, the basic multiplication tables, the ability to work with statistics, that I continue to rely on today. Mr. Sun's approach, I call it 'Mathphonics,' is a focus on those math basics like multiplication, division, critical thinking. When you focus on those core areas, you lay the building blocks for future excellence in areas of mathematics.

The supplement (First In Math® online) which we have in all of our schools, and the competitions that we're going to have city-wide, and state-wide are the math equivalent of spelling bees. What we want to do is elevate the importance of math as an area of academic rigor which is so critical for our children to master. This is great day for me, it's a wonderful Christmas gift for the children of Philadelphia, and I'd like to thank Denis (O’Brien, President of PECO), Mr. Sun, and Dr. Johnson, who's done such a fine job. I want to thank PECO for thinking and caring about the children of Philadelphia. Thank you all so much.”

Paul Vallas, CEO of the School District of Philadelphia with Bob Sun, Inventor of 24® game and First In Math® Online.

top

First In Math® Becomes Part of School Culture at Hill Freedman

Eighth-grade students at Hill Freedman Middle School continue to shine as math stars, with two teams, ranking 1st and 2nd place in the nation for 8th grade teams in the First In Math® Online Program. These students have succeeded last year’s 8th graders who ranked 3rd statewide in First In Math. The nationally ranked teams at Hill Freedman this year are currently competing against over 7,720 elementary and middle school teams in 25 states, until the program’s competition ends in June, 2005.

“I think it’s really nice that we do everything to get our children involved academically in competitions,” stated school math advisor Hope Glover. “Something like this really gives them confidence, they believe in their academic abilities. They know that they are good in math, and they love it—they really are inspired.”

Hill Freedman is the only magnet school in its area, and principal Diane Hathaway attributes a lot of her students’ achievement to their motivation to stay on top. “We try to teach children that they are expected to do well, and when they are not doing well, it is because of work ethic,” she explained, “I think First In Math gives kids the opportunity to practice a good work ethic in a way that’s fun.”

This is the second consecutive year for First In Math in all elementary and middle schools in the School District of Philadelphia. Hill Freedman was one of many schools in the district that witnessed a significant increase in math scores on the 2004 PSSA. Last year, 8th grade students at Hill Freedman who participated in First In Math scored at 84.7% “Proficient and Above” in math, which was a 41.6% jump from the previous year. “First In Math, we know, is one of the programs that helped us to get there,” Hathaway said.

Glover and Hathaway have dedicated much time in the development of new ways to motivate and recognize students for their success in the First In Math program to make it part of school culture at Hill Freedman. Last year, they announced top players in the program on the P.A. system and published their names in the school newspaper.

This year, Hill Freedman has incorporated First In Math awards as part of their academic achievement process. They hold monthly awards assemblies to honor the top students excelling in the online program. Representatives from Suntex, developers of First In Math, had the opportunity to visit the school, and present the national awards to the top 8th grade teams, along with honoring the top students in each classroom on December 9.

Andre Howard, the #1 eighth-grade student nationally for 8th graders, and a member of the 1st ranked 8th grade team in the nation for First In Math, was awarded a gold medal from Glover, as he was the #1 student at Hill Freedman. Howard said that his family was thrilled on his accomplishment. “I showed them the medals, they said they were so proud of me,” he stated, “They said to keep up the good work!”

Principal Hathaway felt that in addition to the school’s awards, the immediate feedback of the program has played a part in motivating her students. “First In Math seems to be the most fun, as it gives students immediate gratification because they are competing against other people,” she added. Hathaway described how students do not generally receive instant results or acknowledgement for their hard work, as in research projects or while waiting for a final grade, and that students are self-motivated by the competition of the program. “They can go online and see where they are with relationship to other kids in the school, the state and the nation,” Hathaway added.

Her students essentially are participating in a lesson on the real world. “If you were in any kind of business, you’re checking to see what your competitors are doing, you’re trying to stay ahead of the game, that’s what they [her students] are doing!”

The program’s ability to generate friendly competition facilitates the process for students to take ownership of the program and run with it. Shalaya Williams, member of the top 8th grade team nationally and the #3 student in First In Math at Hill Freedman, stated that she likes the opportunity to compete against her classmates, especially her teammate Howard.

“I congratulated him then I said I was going to beat him next month,” Williams said jokingly, “We have fun with it, we don’t stop being friends because we want to beat each other. To me, it’s more about learning math, than competition.”

Students from Hill Freedman's top two FIM Teams show off trophies awarded by their school, and Achievement Certificates presented by Suntex. The teams ranked 1st and 2nd among all 8th grade teams nationwide as of December, 2004. Also pictured are (left to right): Hope Glover, Math Advisor; Mrs. Andrene Henderson, 8th Grade Math and Science teacher; Cred Dobson, Math Academic Coach-Northwest Region and Diane Hathaway Campbell, Hill Freedman Principal.

top

First In Math: One Teacher's View

It gives me great pleasure to write to you concerning our school's success in the First In Math® Program. Last year, I was the only eighth grade teacher at John F. Reynolds, with a class enrollment of 36 students (25 male; 11 female). With such a large group, it was important for me to have varied diagnostic tools, as well as an accurate way to pinpoint the skills of my students. First In Math provided me with these, and much more. Our school district made a wise investment when they purchased the program for all of the students.

After I was presented with my packet I sat and entered my students' names so that I could quickly provide them with their passwords. At that time, I was no more familiar with the computerized program than the children in my class. However, some of these students had success with the city-wide 24® game competition, and we continued to use some examples as a morning warm-up. I wondered if the technological version would differ from the concrete examples we were used to. I must admit that I chuckled at our team's name (typhoon4pa) as we began our First In Math journey.

Because we seemed to have started after most schools, I was a little anxious about "catching up." I realized that individual growth/progress was paramount, but because team rankings were always posted, I wanted my students to have a sense of pride. I always stressed to them that they had the same abilities and potential as students from other schools. The fact that the results were publicized in an expeditious manner was a motivating factor for the children in my class, because it helped them to see fairness in the system.

One major concern that I had as an educator was that the vast majority of my students had no computers (internet access) at home, so they had to depend on school computer use, which, as a class, was basically one period, one day per week. The few participants who had computers made good use of them. Others utilized the one of the two we had in the room, by coming in early and staying after school.

Success was steady. I familiarized myself with the program, and constantly monitored my students. A healthy competition started to develop class- and school-wide. Soon "bragging rights" were earned. Much more importantly, I began to understand the focus of each skill level, which helped me to clearly see the math strengths and weaknesses of each of my students. Just by saying, "Skill Set® 7, Game 2," I knew that a student was working with integers. Moreover, each student developed a keen awareness of himself as a learner. They started to understand the concepts they needed to sharpen. The "Gym," I came to discover, was a great place to "mathematically work out" when they were stuck on a Skill Set. "Show What U Know™" became the place to showcase their knowledge, and gave them wonderful practice with test-taking skills.

Students began to notice the progress of certain individuals and schools outside of Reynolds. We felt like we were a part of a culture of successful teams who may never have met, but were quite aware and respectful of each other. I became increasingly aware of schools in our district, system and state. Our principal was excited about our progress and greatly encouraged the students. Additionally, our growth showed us that we indeed were players - contenders - who had challenged ourselves personally and collectively at Reynolds. When it was time for the PSSA, we put our best foot forward and tasted the sweetness of AYP (a 27.6% increase!). These students, through the creativity of First In Math, proved what I had always known about them. What a marvelous testimony!

With all the progress my eighth graders made during the 2004-2005 school year, I will forever be grateful for the opportunity to witness my students become engaged by your program. They left a great legacy to our school. This year, with fewer students in my room (20), I am still having a wonderful time. Because I truly understand the program, I can help my "madras7pa" team set loftier goals, and challenge themselves more. Our new principal, through daily reports and announcements, supports and encourages all Reynolds students in their endeavors.

Thank you, Suntex International, Inc., for your First In Math Program.

Sincerely,
Mrs. Cathy Hensford
(January, 2005)

FIM Spurs Success in Philadelphia School District!

The School District of Philadelphia began using the First In Math® online program in more than 2,600 third- through eighth-grade classrooms throughout the district during the 2003-2004 school year. The first-year implementation of the program was a resounding success, with 2004 Pennsylvania State Standard Assessment (PSSA) results showing a significant increase in overall performance in math. (To read the full article, including school case studies and 2003-2004 proficiency statistics, click here. To download a printable document in PDF format, click here.)

top

Comments from Linda Grobman
Regional Superintendent, Northwest Region

Our schools eagerly embraced the First in Math® program, which added a needed punch to our arsenal of strategies for improvement of educational outcomes for our students. In a very short time, our principals, teachers and students abandoned other interventions and aligned rosters—as well as out of school time—with multiple opportunities to engage in the First in Math program.

The participation rate in the First in Math program throughout the region soared—as did our standardized test scores. First in Math is the first program to quickly engage student interest, and is designed to meet the student at their level and provide a strategic road map for accelerating learning. When students are engaged in the learning process, wonderful things begin to happen.

First in Math provides immediate feedback for students. Teachers and principals love the management system and as a regional superintendent, I am able to monitor our students' achievement and provide the appropriate targeted support. Most importantly, the program provides a respectful, highly engaging opportunity for our students to demonstrate their mathematical prowess. Thank you for giving our students this program.

top

Comments from Lucy Rodriguez-Feria
Regional Superintendent, Central East Region

As Central East Regional Superintendent for the School District of Philadelphia, I have instructed all of our schools to implement the First In Math® Online Program. First In Math® is challenging, motivating and is aligned with rigorous district, state and national math standards.

In order to meet the challenge of our student population scoring at proficient or above on state standardized tests, administrators must provide schools with a solid core curriculum and vibrant supplemental programs. First in Math is a program that engages students in the learning process while integrating technology and encourages them to spend the time necessary to internalize requisite skills.

In 2003-2004, two of our schools scored in the Top 14 Schools in the First in Math Program and those schools more than tripled their PSSA scores as compared to the district average.

First in Math creates excitement in the area of mathematics and many students make an effort to log on by coming to school early to use the computer lab, using their free time to play, going to the library or choosing to go online rather than watch TV!”

top

Click here to read about 2007 Philly Regional
24 Challenge® Events at
24game.com