Office of Mathematics and Science Office of Professional Development Step Up to High School Easing the Transition into High School UMLN June 2005 Meeting

A Little More than Step Up to High School Working with under-performing 9 th graders 1. Step Up to High School 2. Two-Period Algebra 3. Algebra Progress Reports

The Roots of Step Up to High School College Preparatory Mathematics Program (1989) High school adaptation of Uri’s work at Berkeley and with several high schools. Extra time with mathematics in summer and school year Challenging work Strong teachers involved with freshman instruction Extra focus on the transition into high school Peer relationships built around academic interests Connect students with adults and with the school Transition summer school served as laboratory to try new approaches without burden of school-year curriculum. Strong professional community of teachers.

Step Up to High School Overview What is it? Designed to help incoming freshmen experience success in the first year of high school Voluntary Four hours per day, for four weeks Location: Receiving high school 0.5 high school elective credit For whom? Incoming 9 th graders Mathematics score between the 34 th and 50 th percentile on the Iowa Test of Basic Skills

Step Up to High School Basics Professional development 49 hours for mathematics – Pre-Step-Up planning: 31 hours – During Step-Up support and reflection: 10 hours – After Step-Up planning for the school year: 8 hours Summer hours 4 5 hours daily (4 hours in class/1 hour for preparation) Curriculum 1.5 hours mathematics (Cognitive Tutor computer-based component; CMP units) 1.5 hours of literacy project-based activities 1 hour of counseling-related activities

Reflecting on Step Up Successes ~ 1700 students in summer 2003 ~3000 students in summer 2004 ~3000 students projected for this summer Fewer failures during SY Teachers and students were positive about Step Up Increased collaboration between teachers Classrooms were more student- centered Challenges Getting the word out: Year 1 Buy-in: Year 1 Recruitment of teachers Recruitment of students: Year 1 Professional development Selection of materials Grading policy Keeping up the momentum

Course Targeted students who attended ‘Step Up’ Targeted students who did not attend ‘Step Up’ Algebra88%75% Survey of Literature91%77% Reading in the Language Arts 96%76% Step Up Student Pass Rates Fall Semester

Two-period Algebra 1.Improve algebra pass rates 2.Address common gaps 3.Allow extra time to build algebraic understanding 4.Keep students “on track”

Course Structure Two-period Algebra (90 min.) Single course model with same teacher, same students for both periods of instruction* Algebra (45 min.) Algebra Problem Solving (45 min.) Separate course model * Schools that find it impossible to program two-period course can submit proposal for Alternative Local School Plan. Must be comprehensive and address common skill deficits and students’ need for additional time for mathematics learning. Algebra (45 min.) Algebra Problem Solving (45 min.) Conceived as 90 minutes of algebra

Concerns from Administrators 1.Course structure 2.Student enrollment criteria 3.Articulation between APS and algebra 4.Teacher assignment 5.Implementation support for schools Communication Materials Professional development Special needs students 6. Reduced course selection options

APS Task Force Office of Mathematics and Science Office of High School Programs Area Instructional Officers Area Mathematics Coaches Office of Planning and Development High School Principals HS Mathematics Department Chairs

Task Force Data Analysis 1.Pass rates 2.Attendance rates 3.Teacher focus groups 4.Teacher surveys 5.Workforce data 6.PD attendance 7.Case studies 8.Other districts

Exponents Two-period Algebra Curriculum Fractions, percents, and proportional reasoning Multi-step problem solving Understanding variables and patterns Graphing in the x-y plane Signed number operations 9 TH GRADE ALGEBRA CONTENT

Curriculum Options

Changing the Perception on K-8 Mathematics Making “preparing for algebra” the focus of elementary school mathematics Algebra Progress Reports Success rates of graduates in algebra Outline of prerequisite skills needed for success Listing of available support for upgrading programs