A A

21st Century 21st Century

MathematicsMathematics Education Education

Providing ALL StudentsProviding ALL Students

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Competenciesfor High School Completion

Core Academic

Environment for Delivery

Policy needed for Reform

Content Standards

MathematicsEnglishScience

Social Studies

CTE Integrated

Instructional Design & Delivery

Intervention/Support Programs

Infrastructure

School Redesign

Policy-making

State BoardLegislature

Districts

IncentivesRequirementsPostsecondary

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So how do we create an environment for delivering a 21st century mathematics education for students?

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AgendaAgenda

Content Instruction Assessment Organization of content and

instruction, or Is a PC necessary?

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ContentContent

The Michigan Merit Curriculum requirements for the first time provide:

– Michigan schools with a common set of graduation requirements and

– Teachers a common set of learning expectations.

A diploma means students learned the content required by the MMC.

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ContentContent

The mathematics HSCE=3 credits– Legislation says students need 4

mathematics credits not Algebra I &II, and Geometry credit

Credit is based on demonstrated proficiency with the content– Not seat time or course

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19921992

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– “Technological advances affect what us possible to learn, and what is necessary to learn” (High School Mathematics Content Expectations, pg.2)

ContentContent

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So what is algebra?So what is algebra?

Algebra has 2 components:

– Algebra: the manipulation of symbols; rules to be remembered – transformational algebra

– Algebraic Reasoning: a systemic way of expressing generality and abstraction – representational algebra

From Adding it Up – pg 256

ContentContent

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Algebra Content of the HSCEAlgebra Content of the HSCEFunctions – representational algebra

–“interpret the symbolic form and recognize the graph” (A2)

–Mathematical modeling: what is the function telling us about the real-world?(A2)

–Understand the big ideas of functions (A2) by studying the various function families(A3)

Calculations – transformational algebra

–Less than 15% of the expectations in Algebra I and less then 25% of the expectations in Algebra II are purely calculations (A1)

–often very specific (small grain size)

ContentContent

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ideasideas Avoiding a PC Insert stuff from NCTM regarding

intervention for struggling students More on technology PD for teachers Base this on the need to have students

get a coherent differentiated curriculum

Grading and failing.

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School Practice Differences Between School Practice Differences Between Average/High Impact SchoolsAverage/High Impact Schools

High Impact

Focus on Post Secondary Goals

Academic Driven

Embrace Standards and Assessment

High expectations for all students

Encourage Academic Challenge

Data used for curriculum improvement

Help prepare students for college requirements

Early warning systems

Counselors members of academic team

Teacher assignment based on student needs and teacher

expertise

Average Impact

Focus on Graduation

Rules Driven

Tolerate Standards and Assessment

High Expectations for selected students

Barriers to challenging courses

Data used to measure past student performance

Delay entry into grade level courses

Remedial help after students falter

Counselors involved through referrals

Teacher assignment based on seniority and preference

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Learning Significant Mathematics—What guarantees the learning of every student? What provides the mathematical power that every student should expect?

Knowing the Mathematics—How do we know that the providers know the mathematics and the appropriate pedagogy that ensures understanding is developed by every student?

Assessment and Data Gathering—How do we know the understanding that every student brings to the situation? What information determines the goal setting?

Quality Planning and Delivery—Is the planning and delivery transparent? Are they flexible enough to address the needs of every student?

Alignment—What structures are in place to align the services chronologically? How is curricular alignment ensured? How have pedagogical strategies been addressed and aligned with content and needs? How are appropriate standards and goals aligned with the delivery of services for every student?

http://www.nctm.org/2007_09nb_intervention.aspx Intervention Lenses by Nancy Berkas and Cyntha Pattison (NCTM News Bulletin, September 2007)

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Effective Strategies for Teaching Students with Difficulties in Mathematics

http://www.nctm.org/uploadedFiles/Research_Issues_and_News/Briefs_and_Clips/brief_students_difficulties.pdf

the relatively small body of instructional

research suggests several important teaching

practices.For low-achieving students, the use of structured

peer-assistedlearning activities, along with systematic and

explicitinstruction and formative data furnished both to

the teacherand to the students, appears to be most

important

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http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.459dee008f99653fb85516f762108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journaltypeheaderimage=%2FASCD%2Fimages%2Fmultifiles%2Fpublications%2Felmast.gif&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=article_view&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalmoid=50a524448f006110VgnVCM1000003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_articlemoid=0ad524448f006110VgnVCM1000003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalTypePersonalization=ASCD_EL&javax.portlet.begCacheTok=token&javax.portlet.endCacheTok=token

Nine Ways to Catch Kids Up

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The legislative intent of a Personal Curriculum is to increase the rigor and relevance of the educational experience and provide a tool to help all students succeed with the MMC.

Personal Curriculum Personal Curriculum

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Four Reasons for a Four Reasons for a Personal CurriculumPersonal Curriculum

There are four reasons for a PC.

1. To add additional math, English, science or world language courses.

2. Transferred from out of state or from a non-public school.

3. Modify the Algebra II requirement

4. Modify the credit requirements based on a student’s disability.

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Provide a coherent curriculum, incorporating technology wherever possible

Consider an integrated approach to mathematics instruction, including incorporating into science, social studies and CTE programs where possible

Use the 4th mathematics credit to provide supports for struggling students

Use formative assessment and unit assessments for measures of proficiency

Encourage and support good instruction based on the Teaching and Learning Standards

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Algebra II content for two credits

or ½ credit of Algebra II

– Prior to requesting this option a student must have earned 2 mathematics credits.

– Students must still earn 4 credits of mathematics

#3-Algebra II Modification#3-Algebra II Modification

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Students must still earn a total of 4 math credits, and, take a math or math-related credit in their senior year.

#3-Algebra II Modification#3-Algebra II Modification

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Math ModificationMath Modification

  1 Credit 1 Credit 1 Credit 1 CreditTotal

Credits

Algebra II to be taken over 2 years

Geometry and Algebra I

Algebra II 4

Modification of .5 Algebra II credit

Geometry and Algebra I

½ Algebra II credit

1 ½ Math or math-related

credits4

Modification of .5 Algebra II credit through CTE

Algebra I and Geometry

½ Algebra II credit in CTE

1 ½ Math or math related

credits4

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#4 Students With Disabilities#4 Students With Disabilities

This only applies to students with disabilities who are on track for a diploma.

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Modification Requirements Modification Requirements

– The modification is determined to be necessary due to the student’s disability.

– Limits the modification to the extent necessary because of the disability.

– The number of credits remain the same (16 credits).

– The credits must be based on high school level content (HSCEs).

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Meets as much of MMC subject area content expectations as practicable/possible for the student.

Must be aligned with the student’s EDP and IEP for students with a disability.

Personal Curriculum Personal Curriculum

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Students With DisabilitiesStudents With Disabilities

The pupil's IEP: – Identifies supports,

accommodations, and modifications necessary for achievement in the general curriculum.

– It is not the purpose of the IEP to determine or modify the students graduation requirements.

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What’s Practicable Mean?Practicable content is the mix of

existing MMC content expectations and modifications to those expectations driven by student need, that when achieved, will assure the student progresses towards his or her identified post-secondary goal/s and career pathway.

What’s Practicable Mean? What’s Practicable Mean?

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IDEA states: - Section 300.102(a)(3), regarding

exceptions to FAPE, has been changed to clarify that a regular high school diploma does not include an alternative degree that is not fully aligned with the State’s academic standards, such as a certificate or a general educational development credential (GED).

AccountabilityAccountability

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We cannot substitute an alternative curriculum and count achievement within that curriculum towards the 16 credit requirements.

We cannot reduce the number of credits.

The IEP supports but does not trump the graduation requirements.

Key PointsKey Points

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There are no plans for a Special Education curriculum that will lead to a separate diploma.

No such thing as a modified diploma. Kids who don’t get a diploma are not

doomed to fail in life. Districts can issue alternative

certificates but they do not end FAPE.

Key PointsKey Points

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Contact InformationContact Information

Ruth Anne Hodgeshodgesr3@michigan.gov

www.michigan.gov/mathematics

www.mdepersonalcurriculum.wikispaces.com