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Algebra 1 When are students really ready for the course? S Shasta County Curriculum Leaders & Math Task Force ~ Working Together http://www.youtube.com/watch?v=TZjRJeWfVtY&safety_mode=true&persist_safety_mode=1 Moral Imperative for Career Readiness S Through 2014, half of the new jobs will require some form of a college education with a higher percentage in later years. S The math and reading skills needed by plumbers, electricians, carpenters and machinists are the same skills students need to be successful in college. S Recent polls of 18 to 24 years olds indicated that 67% of recent graduates with a high school degree or less were unemployed compared to 33% of students with postsecondary education. EdSource Research 2010-11 Dramatic Change in Algebra 1 Participation & Performance among CA’s 8th graders “Expectations Gap” S “Across the nation there is an “expectations gap,” a disconnect between what students need to know to earn a high school diploma and what they need to know to be successful in college and careers. In many ways, the Common Core State Standards (CCSS) aim to help close this gap, as they are anchored in college- and career-ready expectations and were designed to ensure all students progress to the college- and career-ready level by the end of high school.” S Achieve, p. 6 The Hunt Institute Common Core State Standards http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5 PA&index=2&feature=plcp Common Core Paradigm Shift Mathematical Practices S Within the Common Core State Standards, these 8 practices are included for Kindergarten through Grade 12. S These practices describe the habits of mind of a mathematically expert student. S Assessments will check students’ abilities with these practices. Common Core Options th at 8 Grade CA Common Core Grade 8 Math Algebra 1 CA Common Core Grade 8 Math S This is NEW curriculum designed for 8th grade Common Core. S This course is designed with the skills & content to prepare students for a successful transition to Algebra I in 9th grade. S Helps to set students up for success in all of high school math. Domains 6th th 6 7th – High School 8th High School* Ratios & Proportional Relationships The Number System Number & Quantity Expression & Equations Algebra Functions Functions Geometry Geometry Statistics & Probability Statistics & Probability Modeling *Arranged by conceptual cluster (NOT by course) 14 Two Pathways for College Readiness S Colleges look for students to have taken Algebra 2 in 11th grade. S Research shows that success in Algebra 2 is the gateway to success in college. S Three years of high school math is required by most colleges & universities. GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12 Grade 8 Math Algebra 1 Geometry Algebra 2 Pre-Calculus or Statistics Algebra 1 Geometry Algebra 2 Pre-Calculus or Statistics Calculus or Statistics - Achieve (2008) A-G Requirements High School Requirements to Be Considered for UC/CSU A. History = 2 years B. English = 4 years C. Math – 3 years required, 4 years recommended D. Laboratory Science = 2 years required, 3 years recommended E. Language Other Than English – 2 years required, 3 years recommended F. Visual & Performing Arts = 1 year required G. College Prep Elective = 1 year required Course Content Mastery S For students to be successful as they move through math courses, they need to acquire a good understanding of the content each year. S Students who are not successful in one course will struggle in other math courses that follow. S The CSU System has identified middle and high school students who score Advanced and the top ½ of Proficient on state tests as likely to not need remediation for math in college. GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12 Grade 8 Math Algebra 1 Geometry Algebra 2 Pre-Calculus or Statistics Algebra 1 Geometry Algebra 2 Pre-Calculus or Statistics Calculus or Statistics REACH HIGHER Shasta Goal tied to Algebra 1 By the end of 9th grade 100% of students will successfully pass Algebra 1 as evidenced by scoring proficient or advanced on the STAR CST and acquiring a grade of C or better in the course. So what does our data tell us about our current success with Grade 8 math? A Review of Shasta County Data S Shasta County Algebra 1 Enrollment in Grade 8 Percent of Students Enrolled 65% 60% 55% 50% 45% 40% Percent of Students School Year Enrolled 2004-05 46% 2005-06 48% 2006-07 52% 2007-08 55% 2008-09 53% 2009-10 56% 2010-11 61% CST Results Percent of Students Proficient or Advanced Algebra 1 - Grade 8, Spring 2011 In 2011, 1221 100% 46% 47% 44% 43% 42% 40% 38% 37% 35% 40% 34% 60% 40% 38% 80% 47% 45% students took Algebra 1 in Grade 8. Only 549 scored either Proficient or Advanced. 20% 0% 2005 2006 2007 2008 2009 2010 2011 California Shasta County CST Results - Algebra 1 Percent of Students by Proficiency Band Shasta County – 8th graders Mathematics – Spring 2011 55% of students 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 27% 28% 27% 32% 34% 33% who took the Algebra 1 course as 8th graders last year did not meet the standard of Proficient or Advanced. 22% 20% 22% 8% 11% 13% 12% 5% 6% Far Below Basic Below Basic 2009 Basic 2010 Proficient 2011 Advanced Percent of Enrollment in Algebra 1 (table format) 2008 2009 2010 2011 Grade 8 55% 53% 56% 61% Grade 9 43% 45% 46% 45% Grade 10 27% 30% 30% 29% Grade 11 16% 12% 15% 14% Percent of Enrollment in Algebra 1 (graph format) 70% 60% 50% 2008 2009 2010 2011 40% 30% 20% 10% 0% Grade 8 Grade 9 Grade 10 Grade 11 CST Results Percent of Students Proficient or Advanced Geometry, Spring 2011 100% 80% 31% 36% 28% 27% 26% 31% 28% 24% 27% 24% 31% 26% 35% 40% 26% 60% 20% 0% 2005 2006 2007 2008 2009 2010 2011 California Shasta County CST Results - Geometry Percent of Students by Proficiency Band Shasta County Students ~ Spring 2011 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 31% 30% 34% 26% 29% 31% 24% 22% 27% 10% 9% 8% Far Below Basic 7% 6% Below Basic 2009 Basic 2010 Proficient 2011 9% Advanced CST Results Percent of Students Proficient or Advanced Algebra II – Spring 2011 100% 80% 33% 32% 31% 29% 28% 24% 26% 27% 27% 26% 23% 25% 40% 26% 25% 60% 20% 0% 2005 2006 2007 2008 2009 2010 2011 California Shasta County CST Results - Algebra II Percent of Students by Proficiency Band Shasta County Students Spring 2011 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 36% 39% 38% 29% 24% 24% 20% 12% 23% 23% 8% 7% Far Below Basic 4% 6% Below Basic Basic 2009 2010 2011 Proficient 9% Advanced Shasta College Transfer Rate Summary of 18-19 year old students included in the cohort (2003-2004 school year): S Total number in cohort = 439 students S Transferred within 2 years = 18 students (4%) S Transferred within 3 years = 66 students (15%) S Transferred within 4 years = 102 students (23%) S Transferred within 5 years = 125 students (28%) S Transferred within 6 years = 137 students (31%) Remediation Rate for Shasta College: 91% Math, 67% ELA Dropout Rate 25.00% 20.00% Shasta County Dropout Rate California Dropout Rate 15.00% 10.00% 5.00% 0.00% 2007-08 2008-09 2009-10 EdSource Research Report Findings 2011 Reports S Conclusions Based on Findings S “Placement in Algebra 1 in grade 8 for the state’s most prepared students appears to have served them well.” S “A ‘one size fits all’ approach of placing all 8th graders into Algebra I, regardless of their preparations, sets up many students to fail.” S “A multifactoral approach to deciding placements in grades 7 and 8 was associated with higher achievement”. S Take students’ prior CST scores into account when placing students into courses for 8th grade. EdSource Policy Brief “Needed: Careful evaluation of Algebra 1 placements in grade 8” May 2011 Importance of Placement Criteria for Algebra 1 S “Careful placement into an appropriate math course in 8th grade – whether Algebra 1 or not – is essential to ensure that all 8th graders are not only challenged, but also have a meaningful chance of success.” S “Placing all students into Algebra 1 in 8th grade regardless of their prior achievement sets up many students to fail.” EdSource Issue Brief: “California’s Math Pipeline: The Grade 7 Pivot Point” September 2011 Importance of Placement Criteria for Algebra 1 S In higher-performing schools, “math teachers report the school considers a wide range of factors in placing students into general math classes in grades 7 and 8, including: explicit criteria set by the school; Scores on a placement or basic skills test; Teacher recommendation; Prior student academic performance; Student CST scores; A review by the schools’ lead math teachers; and S A review by an administrative team to ensure the widest appropriate access for all students.” S S S S S S EdSource, “Gaining Grounds in the Middle Grades: Why Some Schools Do Better” Feb. 2010 The EdSource Statistics CST Results for California Key Role of Algebra 1 Success S “Algebra 1 functions as the gateway to more advanced math and science coursework.” S “Where students stand at the end of 7th grade determines how quickly and successfully they get through that gateway.” EdSource Issue Brief: “California’s Math Pipeline: The Grade 7 Pivot Point” September 2011 CST Results - Grade 7 Math Percent of Students by Proficiency Band Shasta County Results 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 33% 18% 14% 30% 30% 36% 34% 27% 17% 16% 16% 16% 6% 5% 3% Far Below Basic Below Basic 2009 Basic 2010 Proficient 2011 Advanced CST Results - Grade 7 Percent of Students by Proficiency Band Our District’s Current Algebra 1 Students Mathematics – Spring 2011 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percent of 7th Graders Currently Enrolled in Algebra 1 Far Below Basic Low Proficient Below Basic High Proficient Basic Advanced Early Success is the Key S “Achievement gaps that exist in 2nd grade are foreshadowed at kindergarten entry.” S “Students that were higher achieving in math in 2nd grade were still ahead 5 years later.” S To be successful, students need to master mathematical vocabulary tied to each grade level’s standards as well as the key standards. EdSource Issue Brief, “California’s Math Pipeline: Success Begins Early” July 2011 • An average child will make five years language and pre-literacy growth in the first five years. He will start the race at grade level (green). • Some will make only four years of growth in the first five years of life, starting Kindergarten a year behind (yellow). • Others make three years of growth, or two years behind at the start of kindergarten (orange). • Still others make only two years of pre-literacy and language growth before kindergarten (red). These kids START kindergarten three years behind. • Some kids could make six years of growth in the first five years, starting kinder one year ahead (blue). • Some could make seven years of growth before kinder in five years, or two years ahead (dark blue). Our Students and the Race… Almost no one realizes that the students that start behind in kindergarten run just as far, just as fast, and in the same amount of time as those who started ahead… 3 miles BEHIND 2 miles BEHIND 1 mile BEHIND START! 1 mile AHEAD 2 miles AHEAD Children’s vocabulary in kindergarten is highly correlated with their 10th grade reading scores… Academic skill level on the first day of school has a huge impact on the rest of a child’s life… If a third grade child is reading at the 40th percentile, to catchup, he will need to make three years of normal growth plus two extra years of catch-up growth over three years to be at grade level by 6th grade... The starting point matters most… Math Interventions in Place in our District (Gr. K-5) Work being done in Shasta County 2011 – 2012 School Year S Shasta County Math Task Force S The Math Task Force is under the direction of Chris Dell, Director of K-12 Mathematics & Judy Flores, Assistant Superintendent of Instructional Services. S Members are from 23 districts in Shasta County. S Every high school has at least one math teacher participating. S 30 math teachers have committed to being involved. S Support for substitutes is coming through the new Gear Up Grant. Shasta County Math Task Force Goals S To have common criteria for identifying students who are ready for Algebra I across the county. (2011-12 goal) S Assessment S Other criteria: teacher recommendation, prior 2 years’ CST scores S To develop county-wide consistency in expectations for students in the CA Common Core Grade 8 Math course (2011-12 goal). S To develop consistency county-wide in expectations for students in all Algebra I courses: 8th & 9th grades (2012-13 goal). Shasta County Math Task Force Goal 1 To have common criteria for identifying students who are ready for Algebra I across the county. Algebra 1 Readiness Criteria 3 Steps 1. Initial Placement S CST Scores of Proficient or Advanced from: S Grade 5 S Grade 6 S Teacher Input on Effort 3. Final Placement 2. Secondary Placement CST Results - Grade 5 Math Percent of Students by Proficiency Band Shasta County - Spring 2011 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 33% 25% 35% 32% 22% 23% 29% 20% 17% 16% 13% 24% 5% 4% 4% Far Below Basic Below Basic 2009 Basic 2010 Proficient 2011 Advanced CST Results - Grade 6 Math Percent of Students by Proficiency Band Shasta County - Spring 2011 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1,948 students were tested in 2011. 1032 students (53%) were Proficient or Advanced. 29% 29% 27% 32% 33% 33% 16% 17% 15% 17% 16% 20% 5% 5% 4% Far Below Basic Below Basic 2009 Basic 2010 Proficient 2011 Advanced CST Results for Current 7th Grade Class Percent of Students by Proficiency Band Our District’s Results Mathematics – Spring 2011 40% 35% 30% 25% 20% 15% 10% 5% 0% Percent of 5th Graders from 2010 Far Below Basic Low Proficient Percent of 6th Graders from 2011 Below Basic High Proficient Basic Advanced Teacher Input: Effort ! 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( C ( *!( 2<!60E$7! : $G7: $!<. $72?3!6$3! >&!. )!<. $72?3! -)>73)( 3$<!( 2<! 3)*!3. !<. !3: $! 60E$!>&A!! ( 130E03*!( 3!( ''A! @90& 5% ( 604% & $0/( .1$.A& =: $!73><$23!2$$<7! =: $!73><$23! H#*45& *4& 6( $*4/& +.155& $21. >)( 6$%$23!3. ! <. $7!2. 3! 1+% *E*% *05& 146& 155*/4> 04% 5& 3( @$!&( )3!02!1'( 77! &( )3010&( 3$!. )! 146& = *..& 15<& D( 05% *#45& ( 130E030$7!( 2<! ( [email protected]!I >$730. 27! = 904& 90; 590& 40065& % #?& & ( 77062%$237A!!! <>)026!( 130E030$7! . )!( 77062%$237A!!! ; : ( 73( !H. >23*!H>))01>'>%!J $( <7!K !L D, M=!NOAPQAPO! Algebra 1 Readiness Criteria 3 Steps 1. Initial Placement S CST Scores of Proficient or Advanced from: S Grade 5 S Grade 6 S Teacher Input on Effort 2. Secondary Placement S MDTP Algebra Readiness Test (overall cut score) S MDTP Algebra Readiness Topic Proficiency (80% or higher) in: S Fractions S Integers 3. Final Placement Algebra 1 Readiness Assessment to be piloted for student placements in 2012-13 S The Algebra Readiness Test (ART) was developed by the University of California and California State University through the California Mathematics Diagnostic Testing Project (MDTP). S The ART was designed to measure arithmetic and pre-algebra skills to determine readiness for a first course in algebra S Skills measured on the Algebra Readiness Test are: S Integers, Fractions, Decimals, Percent, Exponents, Square Roots, Simple Equations, Operations with Literal Symbols, Geometry and Graphing S The ART consists of 50 multiple-Choice Problems that must be completed within 45 minutes S The ART will be administered through an web-based program called Daskala. Algebra 1 Readiness Assessment to be piloted for student placements in 2012-13 S Proficiency will be determined by an overall score in conjunction with levels of mastery (80%) achieved in some of the following key topic areas that are individually defined on the ART MDTP. S Decimals, their Operations and Applications; S Percent Simple Equations and Operations with Literal Symbols S Exponents and Square Roots; Scientific Notation S Fractions, their Operations and Applications S Geometry and Graphing S Integers, their Operations and Applications S Graphical Representation Algebra 1 Readiness Criteria 3 Steps 1. Initial Placement S CST Scores of Proficient or Advanced from: S Grade 5 S Grade 6 S Teacher Input on Effort 2. Secondary Placement S MDTP Algebra Readiness Test (overall cut score) S MDTP Algebra Readiness Topic Proficiency (80% or higher) in: S Fractions S Integers 3. Final Placement Final review of placement in August with Grade 7 CST Scores. Critical Role of th 7 Grade Math S “Students’ skill and understanding in math through 7th grade is both a benchmark indicator of the quality of students’ educational experiences in math thus far and a meaningful predictor of their future success in the subject, including algebra.” EdSource Issue Brief: “California’s Math Pipeline: The Grade 7 Pivot Point” September 2011 Shasta County Math Placement Process Shasta County Math Task Force 2011 – 12 School Year February May Initial Site Placement · 2 years review of CST math scores: Advanced or top ½ of Proficient · Teacher Input Opportunity: Effort Rubric Tentative Placement for Master Schedule based on meeting at least 2 of 3 indicators · Administer the Algebra Readiness exam. · Review results for cut score & Proficiency on Topic Sections. Administer free response portion of the exam to minimally proficient students. Any Time Guardian Requests Placement August Refine Placement CST Results Reviewed CST results confirm Fall placement Discrepancy among results, reconsider placement Conference with student, guardian and site staff Working in conjunction with the County Curriculum Leads in support of the REACH HIGHER SHASTA Initiative DRAFT 01.27.12 Our Goal… S To help ALL students to successfully complete Algebra 1 by the end of their 9th grade year. S To help students experience success in Algebra 1 the first time they take the course by having the needed skill set when they are enrolled. Upcoming Timelines S Optional District Selection of Supplementary Materials (K- 7th) ~ Spring 2013 S Implementation of Math Framework 2013-14 after State Board Approval ~ November 2013 S Instructional Materials Adoption ~ November 2016 References S Achieve, Inc. S LINK: www.achieve.org S California Common Core State Standards S LINK: http://www.cde.ca.gov/ci/cc/ S Common Core State Standards Initiative S LINK: http://www.corestandards.org/ S EdSource “Improving Middle Grades Math Performance” S LINK: http://www.edsource.org/iss-mgg-middle-math.html