1. MMSTI Montana Math and Science Teacher Initiative Wednesday, 18 November 2009 ~ Montana State University

2. I. Updates from the national Front 2 Science and Mathematics Teacher Imperative (SMTI) Dr. Howard Gobstein addresses the President’s Council of Advisors on Science and Technology (PCAST); Federal STEM Education Initiatives and Innovative STEM Education Programs http://www.tvworldwide.com/events/pcast/091022/default.cfm http://www.tvworldwide.com/events/pcast/091022/default.cfm Secretary Duncan Addresses Higher Education University of Virginia: A Call to Teach http://www.edgovblogs.org/duncan/2009/10/a-call-to-teach/ http://www.edgovblogs.org/duncan/2009/10/a-call-to-teach/

3. Education in the United States of America 3 Robert A. Compton Presents: 2 Million Minutes: A Global Examination http://www.2mminutes.com/about.asp 2 Million Minutes: Solutions for a 21 st Century http://www.2mminutes.com/index.asp

4. II. MMSTI Road Map 4 Sub-Committee Larry Baker, Dean, College of Education, Health and Human Sciences, MSU Katie Burke, Science Curriculum Specialist, OPI Chris Comer, Dean, College of Arts and Sciences, UM Royce Engstrom, Provost/VP Academic Affairs, UM David Erickson, Associate Professor, Dept. of Curriculum and Instruction, UM Bobbie Evans, Dean, Phyllis J. Washington College of Education and Human Sciences, UM John Graves, Adjunct Assistant Professor, MSU and Representative for MSTA Jean Howard, Math Curriculum Specialist, OPI Paula Lutz, Dean, College of Letters and Sciences, MSU Tricia Parrish, MMSTI Project Coordinator, UM David Patterson, Associate Professor, Department of Mathematical Sciences, UM Darrell Rud, Executive Director, School Administrators of Montana Elizabeth Swanson, Director, Math and Science Resource Center, MSU Andrew Ware, Chair, Department of Physics and Astronomy, UM

5. A. Mission and Vision Statement: Draft 5 Vision Statement: The Montana Math and Science Teacher Initiative engages the P-20 education community and key stakeholders in shared decision-making practices to support Montana’s mathematics and science teachers. Mission Statement: The Mission of the Montana Math and Science Teacher Initiative is to improve the recruitment, training, placement, and retention of highly effective mathematics and science teachers who are committed to promoting excellence and equity in student outcomes. Objectives: 1.) Engage in a statewide campaign to raise public awareness on the importance of mathematics and science education to prepare Montana students for civic engagement, career and college readiness, and to become leaders in a globalized technological world; 2.) Increase the quality, quantity, and diversity of mathematics and science teachers¹ through rigorous, high quality, professional development teacher education programs in Montana; 3.) Develop systematic data collection practices allowing reliable evaluation of current practices and informing future developments and sustainability Input to Date: Burke, Erickson, Howard, Parrish, Rud ¹ Science and Mathematics Teacher Imperative – Commitment, retrieved from: http://www.teacher-imperative.org /

6. 6

7. B. Communication 7 Darrell Rud Executive Director School Administrators of Montana

8. C. Data Collection and Analyses 8 Montana Institutions of Higher Education*  Annual Production by Major  Teacher Education Program Pipeline Data  Vacancies – Career Services Office of Public Instruction  Licensure by endorsement area: K-8/5-12 math and science  Misassigned Teachers  Personnel Recruitment and Retention Survey  Teacher Retirement  Vacancies OCHE - Department of Labor Data * Institutions with teacher education programs approved by the Montana Board of Public Education for state licensure.

9. State Systematic Data Collection Process Vacancy Data – Monthly  Yields Annual Demand Data OPI Career Services Annual Production by Major – Campus Reports Fall 09 – January 2010 Spring 10 – June 2010 Summer 10 – August 2010 Office of Public Instruction – March 2010 Licensure Misassigned Teachers Personnel Recruitment and Retention Survey Teacher Retirement Services OCHE – March/April 2010 9

10. Annual Production Statewide Census: 2009 - 2010 Carroll College: Dean Lynette Zuroff and Connie McEachern, Unit Coordinator Montana State University – Billings: Janet Alberson, Licensure Official – Bozeman: Dr. Patricia Ingram, Direct of Field Placement and Certification – Northern: Dr. Pamela Wilson, Director of Field and Clinical Experience Licensure Office Rocky Mountain College: Dr. Barbara Vail Salish Kootenai College: Cindy O’Dell, Education Chair University of Great Falls: Angel Turoski, Director of Education The University of Montana – Missoula: Associate Dean Sharon Dinkel-Uhlig and Kristi Murphy, Licensure Specialist – Western: Dr. Delena Norris-Tull, Chair Department of Education 10

11. Annual Production and demand Production: 2008*Demand: 2009** BaccalaureatePost-BaccalaureateVacanciesStatus: +/- K-8 ***3611421 (124 total )+202% Biology1702+750% Broadfield12024-50% Chemistry300 Earth Science200 Physics412 Mathematics35280-54% 11 * 2008 Montana Higher Education Institutional Data: K-8 (8 of 9 Campuses Reporting); 5-12 (7 of 8 campuses reporting). ** Total Vacancies Posted as of November 17, 2009 on OPI, MSU, and UM websites. *** K-8 Vacancy Data = 21 out of 124 posted vacancies are for middle school math or science teachers.

12. D. Coaching in Mathematics and Science 12 Elementary Math Coaching David Yopp, Montana State University OPI Coaching Components in Math Science Partnerships Jean Howard, Office of Public Instruction

13. OPI - Coaching Across Montana 13 Math and Science Partnerships (MSP) – Billings Public School District – Helena Public School District – Category 1 – STEM/Postsecondary Support Statewide School System of Support – School Improvement Special Services (Response to Intervention, Reading First) – Academic, Learning Environment, Efficiency Standards-based Education Nine Correlates – 3 Tier: Core, Supplemental, Intervention

14. E. Mentoring 14 Elisabeth Swanson and John Graves Montana State University

15. F. Professional Development Academy and P-20 Partnerships 15 8 Missoula County High Schools & UM Mathematics Workshops University Mathematics Placement Exam Technology for Teaching Mathematics Others in planning Science Workshops In planning stages for Spring ‘10

16. Learning Assistant (LA) Program - Modeled after UC-Boulder LA Program 16 UM STEM faculty meeting - 11/19/09 Sharing the model Forming a team of volunteers Writing an NSF grant to support implementation http://link.brightcove.com/services/player/bcpid14146722001?bctid=6641477001

17. H. Funding Opportunities 17 Carl Perkins Career and Technical Education Act – Montana Prospects: Educational and Career Opportunities in STEM for Girls – Participants – Community of Practice Woodrow Wilson/Rockefeller Brothers Fund Teaching Fellowship for Aspiring Teachers of Color program – Goal of Fellowship – Funding

18. III. Montana Common Core Standards 18 Maurice Burke Montana State University Common Core Initiative FAQ http://www.corestandards.org/

19. Common Core Initiative FAQ 19 Who is leading the Common Core State Standards Initiative? The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center); As part of this process, they have convened a National Policy Forum composed of signatory national organizations to share ideas How will states adopt the common core state standards? States will adopt the common core state standards through a process that respects unique state contexts. CCSSO and the NGA Center will ask states to share their adoption timeline and process in early 2010, when the K-12 common core state standards are completed. A validation committee will verify that states have accurately adopted the common core state standards Are these national standards? No. This initiative is driven by collective state action and states will voluntarily adopt the standards based on the timelines and context in their state. What grades will be covered in the common core state standards? The English-language arts and math standards will be K-12 standards.

20. Assessment 20 Will common assessments be developed? Will one national test be created that looks like the current tests we have today? States know that standards alone cannot propel the systems change we need. Assessments aligned with the common core state standards will play an important role in making sure the standards are embedded in our education system. Some states will voluntarily come together to develop new innovative, common assessments as part of the Race to the Top program. However, states do not want to see one national assessment given once a year that relies on multiple-choice items. A common assessment system will include multiple forms of assessment so that what a student knows and can do, not the form of the assessment, determines performance. An assessment system must provide assessment for learning as well as assessment of learning.

21. Timeline 21 What is the timeline for the common core state standards initiative? Key dates in the project are identified below. 1. November 2009 – College- and career-readiness standards validated. 2. Winter 2009/2010 – K-12 common core state standards in English-language arts and mathematics completed and publicly released. 3. Early 2010, states submit timeline and process for adoption of common core state standards in English- language arts and mathematics.

22. The Flow Chart 22

23. Some Controversy (Part 1) 23 Mathematical Practice (Standard 1) Proficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically.

24. Math Modeling (Standard 7) 24 Modeling Core Concepts Mathematical models involve choices and assumptions that abstract key features from situations to help us solve problems. Even very simple models can be useful. Core Skills Model numerical situations. Model physical objects with geometric shapes. Model situations with equations and inequalities. Model situations with common functions. Model situations using probability andstatistics. Interpret the results of applying a model and compare models for a particular situation.

25. ISN’T THIS FUZZY MATH?? 25 The Modeling standard needs discussion in relation to the other standards. For example, what is the difference between a geometry task versus a modeling task that uses geometry? What is the difference between a contextualized algebra problem and a modeling problem that uses equations to describe a situation? In these standards, a task is considered to belong more in Modeling, the more it is the case that: The math techniques to be used are not stated explicitly in the problem. However, beginning/developmental modeling tasks can walk the student through the techniques, as a way to show their use. Various assumptions must be imposed by the student to apply the techniques; these assumptions are not explicitly stated in the problem; and differing sets of assumptions could all be considered reasonable. The task involves making a decision about something. The task involves an optimization of some kind. The context is not a pretext. While the task inevitably teaches mathematics, its primary focus is the situation or phenomenon at hand. The phenomenon or situation is interesting or worthwhile beyond the academic discourse of the classroom.

26. Some Controversy (Part 2) 26 4. Core Concept A; Core Concept B; Core Skill 1. In a country with 300 million people, about how many high school math teachers will be needed? Try to estimate a sensible answer using your own everyday knowledge about the world. Write an explanation of your answer, stating any assumptions you make. Likewise, estimate the number of people born each day on planet earth. Likewise, estimate the percentage of Americans who are pregnant at any given time. Also estimate the percentage of elephants who are pregnant at any given time.

27. IV. College Readiness 27 Jan Clinard Office of the Commissioner of Higher Education

28. Tests of College Readiness 28 Of Montana’s 2009 high school graduates: 54% took ACT, 22% took SAT, and 70% took MUSWA tests.

29. Average scores & Readiness thresholds 29 Montana’s class of 2009 averages were above national averages and college-readiness thresholds.

30. Percent ready by threshold 30 Depending on the measure used, 48% to 81% of the students tested College Ready.

31. Students’ Planned Majors & ACT Scores 31 19%: Health Sciences and Related Fields (21.9) 15%: Undecided(21.9) 9%: Agriculture Sciences and Technologies (19.9) 7% Business and Management (21.2) 6% Biological and Physical Sciences(24.2) 6% Social Sciences (24.2) 6% Visual and Performing Arts (22.1) 5% Engineering: (24.5) Based on 5,960 Montana High School Students

32. Percent of Students Ready by Subject 32 ACT conducts studies to set minimum thresholds at which students will have a 75% chance of earning C’s or higher as freshmen in college. The reading score predicts success in history and the science score predicts biology.

33. An Example of Aspiration/Readiness Disconnect 33 Of those students interested in Health Care Fields:  71% are ready for college composition  55% are ready for college social sciences  30% are ready for college mathematics  19% are ready for college biology  Based on ACT scores in English, Reading, Math, and Science and Interest Inventory on ACT

34. High School Rigor Improves Readiness 34 ACT and the College Board define Core as 4 yrs of English, 3 yrs math, 3 yrs science, & 3 yrs social sciences. Both tests show significant gains for students with rigorous high school courses.

35. MUSWA Has Improved Readiness in Writing 35 These trend lines are based on both an increasing number of test-takers and increasing scores. In 2001, 3,365 students tested, 228 of whom were American Indian. In 2009, 7,753 students tested, 534 of whom were American Indian.

36. Developmental Education Serves Under-prepared Students 36 These rates are for the MUS only and do not include Community or Tribal Colleges. In 2009, Common Course Numbering corrected possible errors in classification of developmental courses.

37. For more information about College Readiness 37 Go to the Montana University System “Preparing for College” Website: http://mus.edu/collegeprep.asphttp://mus.edu/collegeprep.asp  Admissions standards  Charts, graphs, helpful links  Mathematics Proficiency Initiative  Writing Proficiency Initiative Contact the Director of Academic Initiatives  Jan Clinard, Ed.D.  406-444-0652  jclinard@montana.edu

38. V. The State of Montana Mathematics Education Forum 38 MT-Math-Forum – home Jean Howard - OPI

39. VI. Race to the Top 39 Updates and Reports from the Assessment Program Jan Clinard, Office of the Commissioner of Higher Education Dan Villa, Governor Schweitzer’s Office

40. 40 Leadership from the Governor and First Lady

41. VIII. Committee Planning Breakout Sessions 41 Developing a Communication Plan - Montana and Beyond: Darrell Rud Strategies for Increasing Math & Science Teachers - Implications for Growth Targets: Royce Engstrom, Bobbie Evans and Chris Comer, The University of Montana