Presentation on theme: "1 R-2 Report: Success in algebra by the end of ninth grade A presentation to the Board of Education by Brad Stam, Chief Academic Officer Instructional."— Presentation transcript:
1 R-2 Report: Success in algebra by the end of ninth grade A presentation to the Board of Education by Brad Stam, Chief Academic Officer Instructional Services Staff Research and Assessment Staff April 30, 2008
2 SECTION 1: Monitoring Progress of R-2 Academic Achievement: ALGEBRA All students will meet or exceed rigorous standards in all academic disciplines. Monitoring of performance will include milestone assessments: All students will achieve success in algebra by the end of ninth grade
3 Interpretation of the Results Policy The OUSD staff interprets algebra to mean Algebra I or equivalent courses such as Algebra I SEI. The OUSD staff interprets success in algebra to mean passing Algebra I with a final course grade of C or better and scoring proficient or advanced on the Algebra I CST. The OUSD staff interprets ALL students to mean all ninth grade students except the following: special education students who do not take Algebra I according to the specifications of their Individualized Education Plans (IEPs) students who are CELDT level 1 or 2 and have been in the country for less than twelve months. The OUSD Board Results Policy R-2 states that all students will achieve success in algebra by the end of ninth grade.
4 Reasonable Progress Indicators There are two key summative assessments of success in Algebra I: 1)final grade in Algebra I or an equivalent course 2)performance on the Algebra I California Standards Test (CST) Additional indicators of algebra success: –fall, spring, and end-of-course assessments at each grade level –CST proficiency in second through eighth grades –participation rates for Algebra I –participation rates for the Algebra I CST
5 Key Findings: Of all th graders, 74% took Algebra 1 by the end of 9 th grade 48% passed with a C or better by the end of 9 th grade 9% scored proficient or advanced on the CST by the end of 9 th grade 8% BOTH passed with a C or better and scored proficient or advanced by the end of 9 th grade. The th grade cohort had similar results on all factors.
6 Indicator #1: Ninth grade cohorts passing Algebra I by the end of the ninth grade with a C or better
7 Indicator #2: Percentage of 8 th and 9 th grade student cohorts who scored proficient on the Algebra I CST
10 CONTINUE & REINFORCE CURRENT STRATEGIES Instructional Services Pilots and Professional Development Elementary Mathematics –Si Swun Mathematics (K-5) expanding to 20 schools Secondary Mathematics –UCLA Introduction to Algebra (7-8) –SDCOE Getting Ready for Algebra (7-9) –Americas Choice Navigator Series (7-8) –Institutes for Learning Algebra Concept Lessons (8-9) New Mathematics Curriculum Adoption in –Select best standards-aligned materials (grades K-12) –New Algebra readiness and intervention curricula (4-7) –Provide effective PD on new adoptions
11 CONTINUE & REINFORCE CURRENT STRATEGIES Instructional Services and Research & Assessments Instruction and Assessment Tools Essential Understanding in Mathematics/Math Instructional Guide: Supports teachers to focus on key concepts, big ideas, procedural skills, and problem solving fundamental to each grade level Grades K through 7 articulation promotes teaching and learning of essential pre-algebraic content District Common Interim Assessments: Provide teachers, principals, and other stakeholders with timely and relevant information about students learning Support Results-Based Inquiry (RBI) cycles after each assessment to identify specific student strengths and needs Prepare students for success on the CST
12 CURRENT & NEW STRATEGIES District Policies Algebra Initiatives Central Office and teacher leaders will collaboratively… Create a modular, standards-based Algebra grading system to reduce student failure and whole course re-take requirements engage intern teacher programs on teacher preparation needs Clarify course sequence and student placement practices Make best instructional practices accessible to teachers via video and webstreaming
13 CONTINUE & REINFORCE CURRENT STRATEGIES Networks and Schools Algebra Initiatives OUSD-UC Summer Algebra Academies and other summer acceleration programs Algebra course structures and master schedules provide students extra time and support during the school year Network-Based Professional Development –Builds principals expertise in effective Algebra instruction –Equips teachers to improve teaching, using key instructional strategies and concept lessons –Build coach expertise to support teacher use of effective strategies Professional learning communities engage in cycles of inquiry around accelerating students to proficiency
14 NEW STRATEGIES FOR Instructional Services Support teachers to target instruction for addressing math and Algebra achievement gaps Enhance OUSD Instructional Guides to include key math content clusters for which students grades 2 through 7 have historically shown learning gaps on the CST Provide guidance for teachers on best practice instructional strategies for building student proficiency and automaticity in basic math facts, the foundation for later math success.
15 Support enactment of strategies in upper elementary grades to address historical decline in mathematics achievement as students move from grade 5 to grade 6 Core math teachers and classes in grades 4 and 5 Grade 6 math teachers with single subject math credentials Partnerships with institutions of higher education to provide PD Increase math instructional time to sixty (60) minutes daily Expand Si Swun Math Program to grade 6 from K-5 NEW STRATEGIES Instructional Services Support teachers to target instruction for addressing math and Algebra achievement gaps