aps algebra summit1 algebra in aps christina fritz franny dever mitchell ross january 31,2008

APS Algebra Summit 1

Algebra in APS

Christina FritzFranny DeverMitchell Ross

January 31,2008


ICE BREAKER Reflect on a vivid math

memory Jot down the highlights of your

memory Share your memory with an

elbow partner How many of you had a

positive math experience?


Outcomes

Participants will… Analyze National, State and District data to

identify strengths and challenges of student achievement in math.

Identify teacher needs to implement a cohesive middle and high school math program

Create a process to identify students ready for Algebra

Identify best instruction and assessment practices for implementing secondary math programs


Are Our Kids Prepared?

With an elbow partner discuss the question:

Are our kids prepared for Algebra?

Fall SpringWinter

BENCHMARK BENCHMARKBENCHMARK

K – 12 Assessment Framework

Progress Monitoring

Progress Monitoring

Curriculum Based MeasuresCore Reading Program AssessmentsCore Math Program Assessments

A2L Diagnostics DRA2/EDLRunning RecordsDRA2 Word Analysis

Fundations Avenues Wilson Math Task Bank

KDPRDRA2/EDL

Assess2Learn

HS SCA

KDPRDRA2/EDL

Assess2Learn

HS SCA

KDPRDRA2/EDL

Assess2Learn

HS SCA

NAEP 8th Grade Mathematics Data

0%

20%

40%

60%

Advanced 7% 3% 1% 2% 1%

Proficient 24% 15% 13% 13% 11%

Basic 39% 39% 39% 37% 35%

Below Basic 30% 43% 47% 48% 52%

2007 Nation 2007 NM 2005 NM 2003 NM 2000 NM


NAEP Overall ResultsEighth Grade Math

The percentage of students in New Mexico who performed at or above the NAEP Proficient level was 17 percent in 2007. This percentage was greater than that in 2005 (14 percent).

The percentage of students in New Mexico who performed at or above the NAEP Basic level was 57 percent in 2007. This percentage was not significantly different from

that in 2005 (53 percent) and was greater than that in 1990 (43 percent).

New Mexico's average score in 2007 was lower than that of the nation's public schools.

SBA Summary Math Results: 25% of 6th graders are proficient or above 27% of 7th graders are proficient or above 34% of 8th graders are proficient or above 43% of 9th graders are proficient or above

0%

50%

100%

APS Standards Based Assessment Math Spring 2007

Beginning Steps 24% 25% 17% 12%

Nearing Proficient 50% 47% 48% 42%

Proficient 20% 21% 28% 33%

Advanced 5% 6% 6% 10%

Grade 6 Grade 7 Grade 8 Grade 9


Supports for 4 Years of Math

Algebra 1 in Grade 8 This year about 60% of middle schools are

offering Algebra 1 Almost 20% of G8 students are taking

Algebra 1 G7 Math NMSBA Proficiency Levels of Students Taking Algebra in G8 in 2006-7

1 2 3 4

7% 41% 44% 8%

Note: statewide only 23% were at level 3 or 4

77% of all students taking algebra do not have the pre-algebra skills for Algebra I.

8th graders outperform the other grade levels at beginning algebra skills – 55% are ready for algebra.

0%

20%

40%

60%

80%

100%

APS High School Short Cycle Assessment: Algebra I Fall 07

Emerging 23% 4% 25% 40% 35% 45%

Nearing Proficient 54% 41% 55% 54% 57% 44%

Proficient 23% 55% 20% 6% 8% 11%

All Grades

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

70%

10% of all students taking Geometry are proficient on entry level geometry standards

9th graders outperform the other grade levels at beginning geometry skills

0%

20%

40%

60%

80%

100%

APS High School Short Cycle Assessment: Geometry Fall 2007

Emerging 33% 28% 33% 47% 48%

Nearing Proficient 57% 52% 57% 51% 50%

Proficient 10% 20% 10% 2% 2%

All Grades Grade 9 Grade 10 Grade 11 Grade 12

70%

6% of all students taking Algebra II are proficient on entry level algebra II standards.

9th graders outperform the other grade levels at beginning Algebra II skills – 26% are ready for algebra.

0%

20%

40%

60%

80%

100%

APS High School Short Cycle Assessment: Algebra II Fall 2007

Emerging 53% 32% 46% 53% 67%

Nearing Proficient 41% 42% 43% 42% 32%

Proficient 6% 26% 11% 5% 1%

All Grades Grade 9 Grade 10 Grade 11 Grade 12

70%


Discussion

Talk in groups of three about the NAEP, SBA and HSSCA data. What does the data tell you?

Whole group debrief Are our kids ready for Algebra? What is your evidence?


Algebra Selection Process

What process do you currently use to select students for Algebra I?


APS Math Matrix

Review the APS Math Matrix Provide feedback about the

matrix What are the barriers to

completing the document?


Are our teachers prepared? Michigan State University Study Protocol

Choose a partner that you have not interacted with today

Select who will read first half of the article Select who will read the second half of the article Each person will read silently their half of the

article Share the information with your partner


What do our teachers need?


Teacher Support at Middle School

Common Program Three in-service days of professional

development Math content coach visits Summer institutes


Teacher Support at High School

Three in-service days of professional development

Math Leaders (Under construction) Algebra I support

course - interventions


Teacher Qualifications for Algebra I 500 Level K-12 Specialty License with

an endorsement in math. This requires that the teacher have 12

college hours at the 300 level or higher and is equivalent to a secondary license.

This is usually the route teachers will take when looking for an endorsement in bilingual or ESL.

300 Level 7-12 License in math (highly qualified).


Teacher Qualifications for Algebra I To teach any math course at the high

school level (Math Strategies I, II, III), the teacher must have one of the above licenses.

To teach a literacy strategy course, the teacher must have one of the above licenses with an endorsement in language arts.


Mathematics Curriculum

District scope and sequence of curricular materials

Aligns with NM math standards and District course frameworks

Aligns with District short cycle assessment

Provides common formative assessments for teacher collaboration


Algebra Readiness Standards

1. Applies the ‘Rule of Four’: represents mathematics graphically, symbolically, verbally and numerically.

2. Identifies, describes, models, and/or represents patterns with functions to find and support solutions.

3. Represents and analyzes relationships.4. Investigates rates of change and applies

proportional reasoning.


Algebra Readiness Standards

5. Symbolically manipulates numbers by solving equations.

6. Computes and solves mathematical problems, without a calculator, using real numbers.

7. Analyzes data and draws conclusions from data using measures of central tendency.


Connected Math as Algebra I


Cost/effect comparisons

Intervention Extra months of learning/yr

Cost/yr

Class-size reduction by 30% (e.g., from 30 to 20)

3 $30k

Increase teacher content knowledge from weak to strong (2 standard deviations)

1.5 ?

Formative assessment/Assessment for learning

6 to 9 $3k

Source: Dylan Wiliam, ASCD March 2007


Comprehensive Formative Assessment System

Three Criteria1. Establish where students are with

their learning2. Establish where they are going3. Establish how to get there

Source: Dylan Wiliam, NCTM Assessment Brief, 2007


Five Formative Assessment Strategies

1. Clarify, share and understand goals for learning and criteria for success with learners

2. Engineer effective classroom discussions, questions, activities, and tasks that elicit evidence of student’s learning

3. Provide feedback that moves leanring forward


Five Formative Assessment Strategies

4. Activate students as owner of their own learning

5. Activate students as learning resources for one another

Source: Dylan Wiliam, NCTM Assessment Brief, 2007


Next Steps

Where do we go from here?

aps algebra summit1 algebra in aps christina fritz franny dever mitchell ross january 31,2008

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