Math whizzes: Teachers boost Draper Elementary

"I see some amazing things," says Jennifer Asay, as she looks over her students' shoulders at Draper Elementary School to see how they solve a story problem about the number 82.

One boy writes: "I have 80 marbles. I got two more marbles. Now I have 82."

Draper Elementary principal Kenna Sorensen likes her own word problem: Seventeen of the school's 26 teachers have gone through the district's math endorsement program. Seven of those teachers also just earned their master's degree in education with an emphasis in elementary math.

With that many math experts at one school, an eventual boost in kids' test scores is inevitable. Hard data isn't available yet but Sorensen said she is seeing "significant jumps" in exam results. The school has always passed the requirements of the federal mandate No Child Left Behind, which is based on end-of-level exams.

Asay said, "I hope we will have the brightest minds coming out of this school." She teaches third grade and is one of the seven with a master's degree.

A school full of math whiz educators "is something to be celebrated," said Tamra Baker, Canyons School District's K-16 student achievement director for elementary. She was principal of Draper Elementary last school year before being hired by Canyons District.

Draper Elementary was in Jordan School District before the district split last July. The school is now in Canyons District.

Jordan District paved the way for these educators to further their higher learning by organizing a cohort of teachers to take the math endorsement classes taught by district math officials. The teachers gathered on evenings and Saturdays on site at Draper and Peruvian Park elementary schools year round for two years to earn the requisite 18 credit hours. State grant funding paid for some of the tuition, instructors and materials.

The math endorsement program emphasized the "Developing Mathematical Ideas" method of teaching. Students learn the basic math concepts, then move on to a deeper level of understanding by solving problems in different ways. The students then expand by proving they know what the problem means and how it connects with real life.

For the seven teachers who decided to simultaneously earn their master's degrees at their own cost, the district brought in Southern Utah University professors to teach at a Jordan District site. The teachers took an additional 30 credit hours on their own to earn their higher degrees.

"It was very user-friendly for busy teachers," Baker said.