1. Empowering Student Success in High School Math
Oregon Mathways
Empowering Student Success in High School Math
2018 Teaching Learning and Assessment Institute
Tom Thompson

2. Learning Objectives
Introduce the Vision and Objectives of Mathways Initiative
Share work that has been done
Connect to other work at ODE
Introduce the Vision and Objectives of Mathways
Think about how we may have learned high school math
Experience what high school math could be like
Share work that has been done
2+1 Model for Courses
2020 Math Standards
Math in Real Life Grants
Oregon Math Project
Connect to our work at ODE
How to support the Mathways work
How to think in terms of systems change

3. Students Proficient in Math – SBAC 3 & 4

4. Proficiency Broken Down
Math proficiency by student group ( )
Student Group
Percent Meeting Level 3 or 4
All Students
35.3%
Economically Disadvantaged
23.4%
English Learners
9.2%
Students with Disabilities
10.7%
American Indian/Alaska Native
18.6%
Native Hawaiian/Pacific Islander
20.7%
Black/African American
13.5%
Hispanic/Latino
20.8%
Asian
56.1%
White
40.2%
Multi-Racial
37.7%

5. ACT College and Career Ready

6. Course Patterns in High School Math

7. Repeating Algebra in Grade 10
Race/Ethnicity
Percent
Asian
1.6%
Black/African American
7.7%
Hispanic
10.7%
American Indian/Alaska Native
9.8%
Multi-Ethnic
6.5%
Native Hawaiian/Pacific Islander
6.9%
White

8. Remedial Course-Taking Patterns 2015

9. Setting the Stage: Why High School Math?
Known Issues:
Too many high school math standards
Single pathway to calculus
Need for more relevant applications
Inequitable tracking practices

10. Opening Activity Discuss the math worksheet with a partner
How does this activity compare to what you might have seen in a typical high school math class?
What is the math content addressed in this activity?
How might students react to this activity?

11. Graphs of data sets

12. Graphs of data sets 1

13. Relationship: Direct or Inverse
Negative Slope
Negative Slope

14. Correlation: High, Medium, Low

15. Attending to Mathematical Rigor
For the activity we just did: What concepts, skills, and applications were addressed?

16. Application?

17. Vision of Mathways Initiative
Applications
Focus
Options
Systems Alignment

18. Vision of Mathways Initiative - Context
Applications – CONTEXT MATTERS!
Focus
Options
Systems Alignment

19. Context Matters
Code X Y1 Y2 A
19.9
80.4
83.8 B
29.0
79.4
83.0 C
61.4
80.3
84.2 D
60.8
78.0
81.7 E
43.3
78.1
81.9 F
16.0
80.5
84.0 G
11.6
80.2
83.9 H
36.7
78.9
82.9 I
39.3
78.7

20. Context Matters – The Code
UK Region X Y1 Y2 A
East
19.9
80.4
83.8 B
East Midlands
29.0
79.4
83.0 C
London
61.4
80.3
84.2 D
North East
60.8
78.0
81.7 E
North West
43.3
78.1
81.9 F
South East
16.0
80.5
84.0 G
South West
11.6
80.2
83.9 H
West Midlands
36.7
78.9
82.9 I
Yorkshire
39.3
78.7

21. X Value: Early Literacy Achievement “Literacy Vulnerability Index”
Region A
10%
30th Percentile
“High Need District”
Early Literacy
Region B
60%

22. Context Matters - Literacy
Code
UK Region X
Percentage of
“high need” districts Early Literacy Y1 Y2 A
East
19.9
80.4
83.8 B
East Midlands
29.0
79.4
83.0 C
London
61.4
80.3
84.2 D
North East
60.8
78.0
81.7 E
North West
43.3
78.1
81.9 F
South East
16.0
80.5
84.0 G
South West
11.6
80.2
83.9 H
West Midlands
36.7
78.9
82.9 I
Yorkshire
39.3
78.7

23. Context Matters – Life Expectancy
Code
UK Region X
Percentage of
“high need” districts Early Literacy Y1
Life Expectancy (Yrs)
Boys Y2
Girls A
East
19.9
80.4
83.8 B
East Midlands
29.0
79.4
83.0 C
London
61.4
80.3
84.2 D
North East
60.8
78.0
81.7 E
North West
43.3
78.1
81.9 F
South East
16.0
80.5
84.0 G
South West
11.6
80.2
83.9 H
West Midlands
36.7
78.9
82.9 I
Yorkshire
39.3
78.7

24. Graphs of data sets 2 What do you notice? What do you wonder?
How could this data be used to support students and families?
What questions could students investigate?

25. Math with, or without, context
Compare and contrast conversations before and after you knew what the context was
Which would be more memorable?
Which could you see connections to your work?
How does “context” change the math experience?

26. Student Perspectives
Lane ESD Math in Real Life video.

27. Reflection
What do you notice?
What do you wonder?

28. Mathways Initiative: Math in Real Life Grant
Applications – CONTEXT MATTERS!
Focus
Options
Systems Alignment

29. Attending to Mathematical Rigor

30. Math in Real Life Lesson Design

31. Mathways Initiative: 2+1 Model
Applications
Focus – Core content for all students
Options – Multiple Math Pathways
Systems Alignment

32. Current Pathway Model: Engineered for Success in Calculus
Elementary
Middle
High School
University
(Calculus)
Mark

33. Current Pathway Model College & Career Math Opportunities AP Calculus
AP Statistics
Algebra 2/Pre-calculus
Geometry
Mark
Algebra 1
K-8 Mathematics

34. Pathways Model: Student Math Reality
Elementary
Middle
High School
Trade School
Military
Community College
University
Work
Apprenticeship
Other
Mark

35. Proposed 2+1 Model

36. Tracking vs.Pathways Tracking Pathways
Multiple versions of same course with different expectations.
Course assignments based on perceived limitations of students.
Courses not necessarily based on high school standards.
Applied courses perceived as less rigorous.
Courses with same expectations and additional support if needed.
Course assignments based on student stated career and college goals.
Courses based on high school standards.
Applied courses perceived as rigorous.

37. Regional Educator Meetings Spring 2018

38. Mathways Initiative: 2+1 Model
Applications
Focus
Options
Systems Alignment – Connections to Other Work

39. Connections to other ODE work
Well-rounded
Reducing Chronic Absenteeism
Increase Graduation Rate
Freshmen On-Track
Reducing Chronic Absenteeism
Identify content necessary and meaningful to all students
Engage students with authentic applications
Increase Graduation Rate
Create multiple pathways for mathematics
Meet diverse student needs as well as college and career goals
Freshmen On-Track
Open up opportunities for innovation
Target instruction for student success

40. Policy Briefs

41. Logic Model

42. What Now?

43. Participatory Leadership: Personal to Systemic
2014 beginning of a concept
2016 Clarify the idea (small group from ODE including applied math specialist, schools, cc, and university.
2017 Invite broader conversation (math content panel, willing districts, higher education, other agency teams)
2018 Pilot with willing districts and learn from those pilots
2020 Act on what we have learned during math adoption
Mark

44. ODE Action Plan

45. Local Action Steps
Open discussions about math (NCTM Catalyzing Change).
Finding Focus Toolkit.
Piloting new lessons, units, and courses that include application.
Rebalancing the first 2 years.
Transitions into 9th grade.
Create 3rd credit options based on high school math standards.

46. Questions and Contacts
Mark Freed –
Tom Thompson –
Resources
Oregon Educator Network
ODE Website