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Algebra 1

Algebra 1. When are students really ready for the course?. 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.

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Algebra 1

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  1. Algebra 1 When are students really ready for the course? Shasta County Curriculum Leaders & Math Task Force ~ Working Together

  2. http://www.youtube.com/watch?v=TZjRJeWfVtY&safety_mode=true&persist_safety_mode=1http://www.youtube.com/watch?v=TZjRJeWfVtY&safety_mode=true&persist_safety_mode=1

  3. Moral Imperative for Career Readiness • Through 2014, half of the new jobs will require some form of a college education with a higher percentage in later years. • The math and reading skills needed by plumbers, electricians, carpenters and machinists are the same skills students need to be successful in college. • 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.

  4. EdSource Research2010-11

  5. Dramatic Change in Algebra 1 Participation & Performance among CA’s 8th graders

  6. “Expectations Gap” • “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.” • Achieve, p. 6

  7. The Hunt InstituteCommon Core State Standards http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=2&feature=plcp

  8. Common Core Paradigm Shift

  9. Mathematical Practices • Within the Common Core State Standards, these 8 practices are included for Kindergarten through Grade 12. • These practices describe the habits of mind of a mathematically expert student. • Assessments will check students’ abilities with these practices.

  10. Common Core Options at 8th Grade CA Common Core Grade 8 Math Algebra 1

  11. CA Common Core Grade 8 Math • This is NEW curriculum designed for 8th grade Common Core. • This course is designed with the skills & content to prepare students for a successful transition to Algebra I in 9thgrade. • Helps to set students up for success in all of high school math.

  12. Domains 6th – High School *Arranged by conceptual cluster (NOT by course)

  13. Two Pathways for College Readiness • Colleges look for students to have taken Algebra 2 in 11th grade. • Research shows that success in Algebra 2 is the gateway to success in college. • Three years of high school math is required by most colleges & universities.

  14. - Achieve(2008)

  15. A-G RequirementsHigh School Requirements to Be Considered for UC/CSU Must have a “C” or higher to meet the requirement. • History = 2 years • English = 4 years • Math – 3 years required, 4 years recommended • Laboratory Science = 2 years required, 3 years recommended • Language Other Than English – 2 years required, 3 years recommended • Visual & Performing Arts = 1 year required • College Prep Elective = 1 year required

  16. Course Content Mastery • For students to be successful as they move through math courses, they need to acquire a good understanding of the content each year. • Students who are not successful in one course will struggle in other math courses that follow. • 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.

  17. 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.

  18. So what does our data tell us about our current success with Grade 8 math? A Review of Shasta County Data

  19. Shasta County Algebra 1 Enrollment in Grade 8

  20. CST ResultsPercent of Students Proficient or AdvancedAlgebra 1 - Grade 8, Spring 2011 In 2011, 1221 students took Algebra 1 in Grade 8. Only 549 scored either Proficient or Advanced.

  21. CST Results - Algebra 1Percent of Students by Proficiency BandShasta County – 8th gradersMathematics – Spring 2011 55% of students who took the Algebra 1 course as 8th graders last year did not meet the standard of Proficient or Advanced.

  22. Percent of Enrollment in Algebra 1(table format)

  23. Percent of Enrollment in Algebra 1(graph format)

  24. CST ResultsPercent of Students Proficient or AdvancedGeometry, Spring 2011

  25. CST Results - GeometryPercent of Students by Proficiency BandShasta County Students ~ Spring 2011 1,768 students were tested in 2011. 636 students were Proficient or Advanced.

  26. CST ResultsPercent of Students Proficient or AdvancedAlgebra II – Spring 2011

  27. CST Results - Algebra IIPercent of Students by Proficiency BandShasta County StudentsSpring 2011 1,043 high school students were tested in 2011. 334 students were Proficient or Advanced.

  28. Shasta College Transfer Rate Summary of 18-19 year old students included in the cohort (2003-2004 school year): • Total number in cohort = 439 students • Transferred within 2 years = 18 students (4%) • Transferred within 3 years = 66 students (15%) • Transferred within 4 years = 102 students (23%) • Transferred within 5 years = 125 students (28%) • Transferred within 6 years = 137 students (31%) Remediation Rate for Shasta College: 91% Math, 67% ELA

  29. Dropout Rate

  30. EdSource Research Report Findings 2011 Reports

  31. Conclusions Based on Findings • “Placement in Algebra 1 in grade 8 for the state’s most prepared students appears to have served them well.” • “A ‘one size fits all’ approach of placing all 8th graders into Algebra I, regardless of their preparations, sets up many students to fail.” • “A multifactoral approach to deciding placements in grades 7 and 8 was associated with higher achievement”. • 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

  32. Importance of Placement Criteria for Algebra 1 • “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.” • “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

  33. Importance of Placement Criteria for Algebra 1 • 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 • A review by an administrative team to ensure the widest appropriate access for all students.” EdSource, “Gaining Grounds in the Middle Grades: Why Some Schools Do Better” Feb. 2010

  34. The EdSource StatisticsCST Results for California

  35. Key Role of Algebra 1 Success • “Algebra 1 functions as the gateway to more advanced math and science coursework.” • “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

  36. CST Results - Grade 7 MathPercent of Students by Proficiency BandShasta County Results

  37. CST Results - Grade 7Percent of Students by Proficiency BandOur District’s Current Algebra 1 StudentsMathematics – Spring 2011

  38. Early Success is the Key • “Achievement gaps that exist in 2nd grade are foreshadowed at kindergarten entry.” • “Students that were higher achieving in math in 2nd grade were still ahead 5 years later.” • 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

  39. 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).

  40. 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 AHEAD 1 mile BEHIND 1 mile AHEAD 2 miles BEHIND START!

  41. 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 catch-up, 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 mattersmost…

  42. Math Interventions in Placein our District (Gr. K-5)

  43. Work being done in Shasta County 2011 – 2012 School Year

  44. Shasta County Math Task Force • The Math Task Force is under the direction of Chris Dell, Director of K-12 Mathematics & Judy Flores, Assistant Superintendent of Instructional Services. • Members are from 23 districts in Shasta County. • Every high school has at least one math teacher participating. • 30 math teachers have committed to being involved. • Support for substitutes is coming through the new Gear Up Grant.

  45. Shasta County Math Task ForceGoals • To have common criteria for identifying students who are ready for Algebra I across the county. (2011-12 goal) • Assessment • Other criteria: teacher recommendation, prior 2 years’ CST scores • To develop county-wide consistency in expectations for students in the CA Common Core Grade 8 Math course (2011-12 goal). • To develop consistency county-wide in expectations for students in all Algebra I courses: 8th & 9th grades (2012-13 goal).

  46. Shasta County Math Task Force Goal 1 To have common criteria for identifying students who are ready for Algebra I across the county.

  47. Algebra 1 Readiness Criteria3 Steps 1. Initial Placement 2. Secondary Placement • CST Scores of Proficient or Advanced from: • Grade 5 • Grade 6 • Teacher Input on Effort 3. Final Placement

  48. CST Results - Grade 5 MathPercent of Students by Proficiency BandShasta County- Spring 2011 1,927 students were tested in 2010. 1137 students (59%) were Proficient or Advanced.

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