1 standards, curriculum, and research mathematically connected communities (mc 2 ) adapted from a...
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Standards, Curriculum, and Research
Mathematically Connected Communities (MC2)
Adapted from a PowerPoint by
Barbara A. Austin, Ph.D.
![Page 2: 1 Standards, Curriculum, and Research Mathematically Connected Communities (MC 2 ) Adapted from a PowerPoint by Barbara A. Austin, Ph.D](https://reader036.vdocuments.site/reader036/viewer/2022082417/56649ebb5503460f94bc31fe/html5/thumbnails/2.jpg)
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Logic of Standards Movement
If a group can specify what students should know and be able to do,And if the standards are widely disseminated and accepted,And if the standards are used to guide instruction,And if the standards align with the assessments,And, if the assessments are deemed important,Then student outcomes are likely to improve.
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Quality of Instruction
Content of InstructionAligned with NM Mathematics Content StandardsVertically aligned
Method of InstructionConsistent with best practices in mathematics teachingAligned with NM Mathematics Process Standards
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Importance of Alignment with Standards
Cohen 1987– When instruction is not aligned with assessment, only higher aptitude
students perform well. When instruction is aligned, both lower and higher aptitude students perform well.
Wishnick 1989 & Moss-Mitchell 1998– The higher degree of alignment between instruction and the CRT, the
lesser the effect of demographic variables on performance.
Boaler 2002– Students in standards-based classrooms outperformend students in
traditional classrooms on traditional standardized math exams.
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CMP and Basic Skills
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CMP and Balanced Assessment
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Closing the Gap: What the Research Says
Teacher School Student Performance
Average Average 50
Effective Ineffective 63
Ineffective Ineffective 3
Ineffective Effective 37
Average Effective 78
Effective Effective 96
The effect of schools and teachers
Students entering at 50th percentile, leave…
After two years, measured in percentile.R. J. Marzano
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Putting It All Together in New Mexico
28%
19% 24
%
11%
9% 7%
3%
35%
32%
24%
24%
24%
20%
43%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Stud
ents
Pro
ficien
t or Abo
ve
1999-2000 District 1999-2000 State
GISD Mathematics Test Data 1999-2000
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Putting It All Together in New Mexico
GISD Mathematics Test Data 2005-200656%
38%
28%
21%
19%
28%
28%
13%
44%
40%
33%
23%
23% 26% 32%
30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11
Stu
dents
Pro
ficie
nt
or
Above
2005-2006 District 2005-2006 State
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Putting It All Together in New Mexico
GISD Mathematics Test Data 2005-2006 Hispanics55
%
38%
27%
20%
19% 27
%
27%
12%
39%
34%
27%
17%
16% 19% 25
%
19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11
Stud
ent P
roficien
t or Abo
ve
2005-2006 District 2005-2006 State
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Putting It All Together in New Mexico
GISD Mathematics Test Data 2005-2006 ELL57
%
39%
26%
19%
15% 21
%
17%
7%
33%
23%
14%
7% 7% 8% 10%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11
Stud
ents P
rofic
ient
or A
bove
2005-2006 District 2005-2006 State
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Putting It All Together in New Mexico
GISD Mathematics Test Data 2005-2006 Students with Disabilities
27%
16%
9% 10%
0%
4% 4% 2%
20%
14%
6%
3% 3% 3% 5% 4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11
Stud
ents P
rofic
ient
or A
bove
2005-2006 District 2005-2006 State
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Putting It All Together in New Mexico
Percent of Students Proficient in Mathematics
23.6819.19
15
68.83 68.18
27.27
0
10
20
30
40
50
60
70
80
90
100
All ELL SPED
2004
2005
Anthony Elementary
School Demographics:100% Hispanic 100% Free/Reduced Lunch 84% English Language Learners
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What do High Achieving Schools Do?
The DistrictProvides large scale professional development for teachers to develop district-wide goals and expectations for mathematicsEnsures the adoption of curriculum resources that are aligned to state standards and testing expectationsProvides ongoing professional development for teachers to develop proficiency with using the adopted curriculum and further developing teachers pedagogical content knowledge.
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What do High Achieving Schools Do?
The Principal
Requires participation in grade level collaborative planning Makes sure that teachers have at least two hours a week for grade level planning Ensures that teachers have the resources they need to implement standards based lessonsMonitors instruction through classroom walk throughs
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What do High Achieving Schools Do?
Teachers meet every other week in grade level teams to: Develop a year long plan to address all grade level performance standards Plan units and individual lessons based on standards and benchmarks Agree (reach consensus) on the mathematical focus of each unit and lesson Develop classroom assessments that all teachers use to determine how well students are meeting learning goals for mathematics Analyze student progress and consider modifications for units based on student progress
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Findings of Tennessee Value-Added Assessment System
Overwhelmingly, teachers are the biggest factor in determining student achievementThree highly effective teachers in a row or three highly ineffective teachers in a row changes students’ percentile rank by as much as 50 pointsHighly effective teachers are highly effective with all populationsHigh-achieving students learn from any quality teacher
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Take home message:
Quality instruction and good curriculum make a difference in student achievement
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Take home message:
Administrators are the number one influence in retaining highly effective teachers in any
particular school
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Take home message:
If you have:– An aligned curriculum– Quality instruction for every student– Administrative support for math program
Imagine what will happen in YOUR district!