Youngblood Intermediate School Sees Success with Reasoning Mind

September 15, 2009

This article was reprinted with permission from the Houston A+ Challenge – a partner in bringing the Reasoning Mind program to students in the area. For more information on Houston A+ Challenge, please see their newsletter.

In the summer of 2008, when Youngblood Intermediate School Principal Pam Bruner asked veteran teachers Pam Parrish and Candy Gilmer if they would like to pilot a new math program for the school year, they were interested but cautious.

It’s a typical response from teachers when they hear about Reasoning Mind, a technology-driven math program for elementary students where students work through online curriculum as the teacher provides additional real-time support, resources, and instruction. Youngblood receives funding to implement the program through a partnership between Houston A+ Challenge and the ExxonMobil Foundation.

After a year of implementation at the Alief ISD campus, Parrish and Gilmer’s skepticism has been replaced by enthusiasm as they’ve seen their students succeed. “In the fall of 2008, we were given the kids that needed the most help. They hadn’t passed the TAKS test — in some cases, ever. We moved the passing rate for them from 0 to almost 70 percent,” says Gilmer. “They succeeded unlike they ever had.” With such success and the start of a new school year, both of them see the opportunity to grow.

Parrish and Gilmer, both master teachers, say they are excited by the way the Reasoning Mind (RM) allows them to differentiate learning based on student needs. “I feel like I know my students better than I ever have,” says Parrish. “RM has given me the chance to work with each student individually, to assess what they need and then help them with it on a daily basis.” Adds Gilmer: “Every bit of time, we are spending with the students teaching math to each one as they need it. It’s great.”

Not only are their students learning, but so are they. Reasoning Mind teachers undergo a rigorous certification process requiring them to demonstrate mastery of the curriculum and pedagogy before becoming an RM teacher. “It was great refresher for me. Especially the algebra,” says Parrish. But for Gilmer, the learning wasn’t all textbook. “I’ve learned that the kids we typically say don’t have a chance to make it, do have a chance. RM has made me see that.”

Both are quick to point out something else they’ve learned about computer-aided instruction. “You can’t just sit a kid down at a computer and walk away. It won’t work,” Parrish contends. “Teachers are needed to facilitate, respond to questions, and pull kids off to intervene when necessary.” Gilmer adds that the program has allowed her to use her math manipulatives in a meaningful way. “Now, I can pull kids off the computer and sit a group down with manipulatives targeted at specific areas.”

When asked what they hope to see with the program this year, both Parrish and Gilmer said they hope it looks like it did last year. Gilmer sums it up, saying: “The kids love to learn math. They can’t wait to get in here. They love it, and they learn, and that’s all I can ask for.”