Student and School Background Information
I teach at Webster High School in Tulsa, Oklahoma. Webster is the largest physical campus and has the smallest enrollment among Tulsa Public Schools (TPS) high schools. Located in West Tulsa, Webster has a rich history as an integral part of this unique community.
There are approximately 400 students enrolled at Webster High School. The student body is culturally diverse. Approximately 33% of students are white, 21% are black, 19% are Hispanic, 12% are multi-race, 11% are Native American, 3% are Hawaiian/Pacific Islander, and 1% are Asian.
All students at Webster receive free and reduced lunch. English Language Learners make up 13% of the school population. Approximately 25% of students are on an IEP but only a small percentage of those students are in Special Education classes. The teacher shortage is exacerbating this situation. Last year we did not have a Special Education direct instruction teacher for math until midway through the school year. This resulted in many students on IEPs being in general education math classes despite their IEP requirement to be in direct instruction math classes with a Special Education teacher. This increased general education class sizes and left general education teachers with the added role of supporting students who are identified as not being successful in general education math classrooms. Webster is also identified as a low performing school within TPS and the State of Oklahoma.
The diversity of Webster is reflected in each of my classes. Well over half of my students are chronically absent and have moved from school to school throughout their academic careers. The pandemic has exacerbated the challenges of teaching these students. Students are missing many foundational math skills, they are lacking in number sense and fluency, and most students lack the productive disposition which is necessary for students to learn mathematics successfully.
My challenge is to create multi-tier scaffolds so that all students can enter the curriculum. I also must dedicate time to building number sense and to teaching concepts which should be prior knowledge. Most importantly, I must help students believe they can do the work required and that the work is worth their effort.
This unit will be a “Unit 0” for my Geometry classes. My goal is to create a unit which will strengthen number sense and leave students with improved proportional reasoning skills. I believe that if I do this well, the unit could be used in Algebra I and with slight modifications used in middle school math classes as well.
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