Middle School Math: Reversing Declining Scores

Haddam Killingworth Middle School (HKMS) has experienced a remarkable turnaround in its math performance. Nationally, state-wide, and locally in RSD17, math scores on the Smarter Balanced Assessment (SBA), have been stagnant or declining. However, recent HKMS scores show a significant improvement in grades 6, 7, and 8. This trajectory change is the result of focused, collaborative efforts by school leaders and teachers who worked together to address the core issues impacting students' math proficiency..

"We saw students’ grade-level skill acquisition decline, especially for our high-needs students," explained Principal Dorothy Ventura. "Our task force, which included parents, board members, administrators, and teachers conducted a comprehensive audit and made math growth one of the school’s top priorities."

One of the shifts in the 2023-24 school year was increasing math instruction by over 20%, including courses aimed at filling learning gaps. To meet this new requirement, the school got creative with scheduling. They introduced a second period of math instruction for all students, focusing on new material while also reinforcing key concepts.

A major part of the school's success has been increased coherence between teachers, tiered instructional staff, data teams, and professional development. Teachers are collaborating more to focus on growth. 

"Collaboration time allowed teachers to brainstorm and refine their instructional practices using data-driven approaches,” Ventura said.

One impactful strategy was implementing high-leverage instructional techniques, including breaking big topics into smaller, easier-to-understand parts and making sure students had more chances to participate and answer questions during lessons. Teachers also emphasized building students' math vocabulary, a critical factor in helping them better understand math concepts.

Kerry Geoghegan, one of the school's dedicated math teachers, highlighted the role of data analysis in identifying key areas for improvement.

“We used SBAC data to pinpoint areas like probability and statistics, where students struggled the most. We created specific classes during a flexible period to target these areas," Geoghegan explained. "We also regularly used exit tickets to assess students' understanding at the end of each lesson and adjust instruction for the next day."

Although some students initially resisted the extra math classes, they soon began to see the benefits.

"They appreciated that they were starting to understand math better," Ventura noted. Geoghegan has also noticed a shift in students' attitudes toward math. 

"This year, we extended math periods to about 80 minutes, and students have responded positively. They’re more engaged, collaborating with each other, and using whiteboards to visualize problems. The extra time also allows us to integrate technology, which has been particularly useful for visualizing concepts like geometry.

"Geoghegan added, "The art of teaching is about relationships—if you create relationships, students are happy to come and work with you." 

She also emphasized the importance of brain breaks, allowing students to recharge, even with a quick walk. Parents and community members can also play an important role in sustaining this growth. 

"Talk to your kids about math," Geoghegan advised. "Encourage them to teach you what they’ve learned. It’s a different way of learning now, and when kids explain it, they reinforce their understanding."