Presentation on theme: "Silicon Valley Mathematics Initiative"— Presentation transcript:
1Silicon Valley Mathematics Initiative General MAC MeetingOctober 3, 2012Report of MAC Performance Exam
2Supporting Teaching and Learning of Mathematics Since 1996 Silicon Valley Mathematics Initiative 87 Members - School Districts, Charter School Networks, and SchoolsAlbany USDAlvord SD (Riverside County)Antioch Unified SDAspire Charter School NetworkAssumption School (San Leandro)Bayshore SDBelmont-Redwood Shores SDBerryessa SDBolinas – Lagunitas SDBrisbane SDBuckeye SDCambrian SDCampbell Union ESDCastro Valley USDCharter School of Morgan HillChicago Public SchoolCreative Arts Charter (SF)CSU San BernardinoCotati – Rohnert ParkCupertino SDDade County Schools (GA)Del Mar USD (San Diego Co)Discovery Charter SchoolDioceses of Santa ClaraDublin USDEast Side UHSDEdmonds Community CollegeEmery SDEtiwanda SD (San Bernardino Co)Gilroy (Brownell MS)Fairfield-Suisun USDFremont USDForsyth County School (GA)Hamilton County (Tn)Hayward USDJefferson ESDJefferson HSDLas Lomitas SDLa Honda-Pescadero SdLivermore USDLos Altos SDLos Gatos SDMenlo Park SDMonterey Peninsula USDMoreland SDMountain SDNational Council of La RazaNew York City PSNew Visions for Public SchoolsOakland Unified SDPacifica SDPajaro Valley USDPalo Alto USDPittsburgh USDPortola Valley SDRavenswood City SDRiverside COERedwood City SchoolsSacramento City USDSalinas City SchoolsSan Carlos CLCSan Diego COESan Diego Unified School DistrictSan Francisco USDSMFC (Park School)San Jose Unified SDSan Leandro USDSan Ramon Valley USDSanta Clara USDSanta Cruz City SchoolsSaint Michael’s School (Poway)Saint Patrick’s School (San Jose)SaratogaScotts Valley USDSCCOE County Court SchoolsSequoia HSDSMCOE County Court SchoolsSouth Cook Service DistrictSouth San Francisco USDSumter County (GA)The Nueva SchoolUnion SDUniversity of Illinois, ChicagoValley Christen (Dublin)Valdosta City (GA)Walnut Creek SDWoodside SDSupporting Teaching and Learning of Mathematics Since 1996
3Three Central Authors Common Core State Standards in Mathematics Phil DaroBill McCallumJason ZimbaCharges given to the authors:• All students College and Career Ready by 11th grade• Internationally Benchmarked• Make the standards “Fewer, Clear and Higher”
5Mathematical Practice Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated reasoning.
6CCSS Mathematical Practices REASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of othersOVERARCHING HABITS OF MIND1. Make sense of problems and persevere in solving them6. Attend to precisionMODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategicallySEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
7Practices for Next Generation Science Standards Asking questions (for science) and defining problems (for engineering)Developing and using modelsPlanning and carrying our investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations (for science) and designing solutions (for engineering)Engaging in argument from evidenceObtaining, evaluating and communicating information
8Common Core State Standards for English Language Arts Reading: text complexity and the growth of comprehensionThe Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by- grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.Writing: text types, responding to reading, and researchThe Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.Speaking and Listening: flexible communication and collaborationIncluding but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
9My Child is in pre-natal Algebra 3x2 – y = π A FLU NT
10The California Algebra Experiment In 2012, 59% of all eighth grade students took the CST Algebra 1 exam and more than half were not successful. Even more will repeated the class again in high school.In 9th grade, 49% of the students took CST Algebra 1 exam and 75% of those students did not pass.Research studies indicate nearly 65% of the students who were placed in Algebra in eighth grade are placed in the same level of Algebra in ninth grade.About 46% of the students who were successful in Algebra in the eighth grade (B- grade and Proficient) and who were placed again in Algebra in ninth grade were less successful in their second experience.It is Algebra Forever not Algebra for All
11New K-12 Math Curriculum Inspired by The Common Core State Standards The Gates Foundation and the Pearson Foundation are funding a large scale project to create a system of courses to support the ELA and Mathematics CCSS. These will be a modular, electronic curriculum spanning all grade levels. A Santa Cruz based company, Learning In Motion, is working to write the lessons.
12Think in Terms of UnitsPhil Daro has suggested that it is not the lesson or activity, but rather the unit that is the “optimal grain-size for the learning of mathematics”. Hence that was the starting point for our Scope and Sequence.Developers of High School: Patrick Callahan, Dick Stanley, David Foster, Brad Findell,Phil Daro, and Marge Cappo
15CCSS High School Units High School Algebra Units: A0 Introductory Unit A1 Modeling with FunctionsA2 Linear FunctionsA3 Linear Equations and Ineq in One VarA4 Linear Equations and Ineq in Two VarA5 Quadratic FunctionsA6 Quadratic EquationsA7 Exponential FunctionsA8 Trigonometric FunctionsA9 FunctionsA10 Rational and Polynomial ExpressionsHigh School Geometry Units: G0 Introduction and Construction G1 Basic Definitions and Rigid MotionsG2 Geometric Relationships and PropertiesG3 SimilarityG4 Coordinate GeometryG5 Circle and ConicsG6 Trigonometric RatiosG7 Geometric Measurement and DimensionM4 Capstone Geometric Modeling ProjectHigh School Prob & Stat Units:P1 ProbabilityS1 StatisticsS2 Statistics (Random Process)
20Where toAccelerate?Can we live without understanding….Integer and their operationsDivision of FractionsRatio and proportional reasoningExpression, Equations and InequalitiesStatistics
21Where to Accelerate?Can we live without understanding….Properties of rational numbers, percents, discounts, markups, etc.Rate and problems solving using rateSimilarity, proportional reasoningAlgebraic Modeling with EquationsProbabilityGeometry: Angles, Volume, Surface Area, 3-D shapes
22When do they Accelerate in Japan? After 8th Grade!!!!!!!
31Performance Assessments To Inform Instruction And Measure Higher Level Thinking RampAccessTopCoreEntry level (access into task)Core Mathematics - (meeting standards)Top of Ramp (conceptually deeper, beyond)Task DesignThe Mathematics Assessment Resource Service (MARS) is an NSF funded collaboration between U.C. Berkeley and the Shell Centre in Nottingham England.The Assessments target grades 2- Geometry and are aligned with the State and NCTM National Math Standards.
32Performance Exams40,000 – 70,000 students per year since 1999District scoring leaders are trained in using task specific rubricsStudents in grades 2 through 10th/11th grade are administered performance exams (5 apprentice tasks per exam).Student tests are hand scored by classroom teachers trained and calibrated using standard protocols.Student results are collected, analyzed, and reported by an independent data contractor.Random sample of student papers are audited and rescored by SJSU math & CS students. (Two reader correlation >0.95)
33MAC vs. CST 2012 Silicon Valley Mathematics Initiative Mathematics Assessment Collaborative Performance Assessment Exam 2012
38Reports A very special thanks to Linda Fisher MAC Final Report District ReportsTools for TeachersA very special thanks to Linda Fisher
39Thank YouLinda Fisher, Director of Assessment and Author of Tools for Teachers and MAC ReportsSally Keyes, Director of Professional Development and Assessment WriterMelissa Adams, Assessment WriterBarbara Scott, Assessment WriterMia Buljan, Author of Second Grade Tools for TeachersRosita Fabian, Spanish TranslationsDonna Goldenstein, Assessment editingSonya Montelongo, Educational Data SystemsCindy Chin, SVMI Office Manager (she does it all)MAC TrainersJeff Trubey Debbie Borda Margie Trainer Sally KeyesSandy Devlin Melissa Adams Carol Hatalsky Ford LongJean Short Kristy Leo Priscilla Solberg Mia BuljanBarbara Scott
40Professional Development Opportunities 2012-2013 Silicon Valley Mathematics InitiativeDavid FosterSilicon Valley Mathematics Initiative
41SVMI’s Resources and Programs Professional DevelopmentSummer Institutes and Math Workshops throughout the school year.Promoting Classroom Discourse and Conceptual UnderstandingMath TalksProblems of the MonthSchool-wide Problem SolvingPerformance AssessmentsMath CoachingMath Network Meetings and Workshops for Coaches and PrincipalsSchool Team Mini - GrantsLesson Study Project
42SVMI Professional Development Sep, Oct, Nov, Dec, Jan San Mateo Co. (TBA)Santa Clara Co. (SJUSD BR)Santa Cruz Co. (TBA)Alameda Co. (OUSD Tilden)Tri-Valley Area (Dublin BR)
43SVMI Calendar 2012-13 May & June 2012: the SCVMP Leadership Institute August 2012: The 13th Annual Coaching Institute and East BaySep. – May : Math Network Meeting for Math CoachesSep. – Jan : Five Professional Development Workshops (K-Algebra)Sep. – Jan: Lesson Study ProjectDec. & Feb. Principal Leader MeetingsMarch 2013: Administer the annual MAC performance examDistrict Administrator Meetings: October, February, May
44This site gets 10,000 hits each week. 6,000 to download POMs.
46Curriculum inspired by the CCSS Assessment For Learning MAP’s Formative Assessment Lessons and Professional Development ModulesAssessment For LearningFormative Assessment Lessons (2 days) for High School and Middle School
48http://www.svmimac.org Inside Mathematics Website Mathematics Assessment ProjectUC Berkeley & Shell Centre for Mathematical EducationSilicon ValleyMathematics Initiative
49Understanding the Data MAC Administrative Reports
50Setting The Level Boundaries pg. 9 or 10 Analysis of the tasks and rubrics in relation to the Standards - What is the grade level mathematics?Holistic judgment of sample papers around provisional level - Does this student performance, viewed as a whole, meet the standard?Statistical distribution for the task and test
51Comparing Student Performance Different tests each year - sample of standards/ not parallel testsDifferent student populations eighth graders in Algebra, this year high school in geometry2012 first year with Common Core State Standards
52Comparing Student Performance What trends do you notice? When do big changes occur? What are realistic goals? What are implications for instruction?Give time for pair/share, then group discussion.
53Comparing Student Performance Shows the years 2005 to 2012Gives the number of students testedGives the percentage at each levelDescribes trendsStayed the same: Second at 82.5%, Third at 70.1%, Eighth at 25.9%
54Comparing Student Performance ImprovingSeventh - from 23.7% to 38.7%DecliningFourth - from 71.5% to 62.2%Fifth - from 76.5% to 60.6%Sixth - from 43.2% to 38%Algebra- from 46% to 34.5%Geometry - from 50% to 24.6%