April 22, 2025 Work Session Summary

The Shaker Heights Board of Education held a work session on April 22 focused on Algebra I instruction and outcomes, aligned with Key Performance Indicator 2 (KPI 2) from the District’s Strategic Plan.

Key Highlights:

• Student Experience Demonstration: Eighth-grade Algebra I students and teachers led Board members through a simulated classroom experience using vertical whiteboards and differentiated instruction (mild/medium/spicy problem sets). Board members interacted with students and received real-time coaching, experiencing instructional methods firsthand.

• Student Panel: Students shared how teaching strategies—such as collaborative group work, co-teaching, notes with fill-in-the-blanks, and tools like DeltaMath and Edulastic—helped them succeed. They emphasized how peer collaboration, growth in confidence, and personalized supports improved their math skills and engagement.

• Instructional Philosophy and Equity Goals: District leaders explained the rationale for the “Algebra I for All” initiative, launched in 2020. The initiative aims to ensure all students, regardless of prior tracking, have access to Algebra I in 8th grade, unlocking advanced opportunities in STEM and reducing long-standing racial disparities in course access and outcomes.

• Data Review: The Board reviewed data showing:

  • Increased Algebra I enrollment across all subgroups, especially among Black students.

  • Growth in competency and proficiency levels since the initiative began.

  • Persistent achievement gaps in proficiency between racial subgroups remain a concern.

  • High proficiency among White students (111 out of 120) compared to Black students (44 out of 145) in 2024.

• Teacher Perspectives: Middle and high school Algebra I teachers shared successes such as co-teaching models, targeted interventions, and common assessments. They also highlighted challenges including:

  • Varied skill levels and prerequisite gaps.

  • Need for more in-school math intervention time.

  • Lack of consistent co-planning time and intervention staffing.

  • Student disengagement and inconsistent homework completion.

Key Takeaways:

• Detracking Has Expanded Access: Since implementing “Algebra I for All,” enrollment in 8th-grade Algebra has become more equitable across racial groups, offering more students early access to high-level math.

• Achievement Gaps Persist: Despite increased access, significant disparities remain in proficiency outcomes, particularly for Black students, students with disabilities, and economically disadvantaged students.

• Instructional Strategies Are Making an Impact: Differentiation, co-teaching, and student-centered practices such as vertical whiteboards and formative assessments are helping many students succeed.

• Resources Are Critical: Teachers and administrators emphasized the need for additional resources—staffing, time for collaboration, intervention blocks, and culturally responsive professional development—to meet all students' needs.

• Continued Community Support is Essential: Board members and staff underscored the importance of sustained financial and community backing to ensure long-term progress in equity and academic achievement.

Certification Signing Discussion:

At the conclusion of the work session, the Board discussed a federal certification document attesting that the District does not engage in "illegal DEI practices." Rather than sign the certification, the Board voted instead to approve a resolution directing the Superintendent not to sign the document. This action reflected concerns among Board members regarding the implications and language of the certification form.

Disclaimer: This summary was generated using AI based on the available meeting transcript. While efforts were made to ensure accuracy, it may contain errors or omissions. For official records and full context, please refer to the official meeting minutes or video recording provided on shaker.org.