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Providing ALL Students

Providing ALL Students. A 21st Century Mathematics Education. Competencies for High School Completion. Core Academic. Environment for Delivery. Policy needed for Reform. Content Standards Mathematics English Science Social Studies CTE Integrated. Instructional Design & Delivery

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Providing ALL Students

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  1. Providing ALL Students A 21st Century Mathematics Education

  2. Competencies for High School Completion Core Academic Environment for Delivery Policy needed for Reform Content Standards Mathematics English Science Social Studies CTE Integrated Instructional Design & Delivery Intervention/Support Programs Infrastructure School Redesign Policy-making State Board Legislature Districts Incentives Requirements Postsecondary

  3. So how do we create an environment for delivering a 21st century mathematics education for students?

  4. Agenda • Content • Instruction • Assessment • Organization of content and instruction, or Is a PC necessary?

  5. Content • The Michigan Merit Curriculum requirements for the first time provide: • Michigan schools with a common set of graduation requirements and • Teachers a common set of learning expectations. • A diploma means students learned the content required by the MMC.

  6. Content • The mathematics HSCE=3 credits • Legislation says students need 4 mathematics credits not Algebra I &II, and Geometry credit • Credit is based on demonstrated proficiency with the content • Not seat time or course

  7. 1992

  8. Content • “Technological advances affect what us possible to learn, and what is necessary to learn” (High School Mathematics Content Expectations, pg.2)

  9. So what is algebra? Content • Algebra has 2 components: • Algebra: the manipulation of symbols; rules to be remembered – transformational algebra • Algebraic Reasoning: a systemic way of expressing generality and abstraction – representational algebra From Adding it Up – pg 256

  10. Algebra Content of the HSCE Content Functions – representational algebra • “interpret the symbolic form and recognize the graph” (A2) • Mathematical modeling: what is the function telling us about the real-world?(A2) • Understand the big ideas of functions (A2) by studying the various function families(A3) Calculations – transformational algebra • Less than 15% of the expectations in Algebra I and less then 25% of the expectations in Algebra II are purely calculations (A1) • often very specific (small grain size)

  11. ideas • Avoiding a PC • Insert stuff from NCTM regarding intervention for struggling students • More on technology • PD for teachers • Base this on the need to have students get a coherent differentiated curriculum • Grading and failing.

  12. School Practice Differences Between Average/High Impact Schools

  13. Learning Significant Mathematics—What guarantees the learning of every student? What provides the mathematical power that every student should expect? • Knowing the Mathematics—How do we know that the providers know the mathematics and the appropriate pedagogy that ensures understanding is developed by every student? • Assessment and Data Gathering—How do we know the understanding that every student brings to the situation? What information determines the goal setting? • Quality Planning and Delivery—Is the planning and delivery transparent? Are they flexible enough to address the needs of every student? • Alignment—What structures are in place to align the services chronologically? How is curricular alignment ensured? How have pedagogical strategies been addressed and aligned with content and needs? How are appropriate standards and goals aligned with the delivery of services for every student? • http://www.nctm.org/2007_09nb_intervention.aspx • Intervention Lenses • by Nancy Berkas and Cyntha Pattison (NCTM News Bulletin, September 2007)

  14. Effective Strategies for Teaching Students with Difficulties in Mathematics http://www.nctm.org/uploadedFiles/Research_Issues_and_News/Briefs_and_Clips/brief_students_difficulties.pdf the relatively small body of instructional researchsuggests several important teaching practices. For low-achieving students, the use of structured peer-assisted learning activities, along with systematic and explicit instruction and formative data furnished both to the teacher and to the students, appears to be most important

  15. http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.459dee008f99653fb85516f762108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journaltypeheaderimage=%2FASCD%2Fimages%2Fmultifiles%2Fpublications%2Felmast.gif&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=article_view&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalmoid=50a524448f006110VgnVCM1000003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_articlemoid=0ad524448f006110VgnVCM1000003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalTypePersonalization=ASCD_EL&javax.portlet.begCacheTok=token&javax.portlet.endCacheTok=tokenhttp://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.459dee008f99653fb85516f762108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journaltypeheaderimage=%2FASCD%2Fimages%2Fmultifiles%2Fpublications%2Felmast.gif&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=article_view&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalmoid=50a524448f006110VgnVCM1000003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_articlemoid=0ad524448f006110VgnVCM1000003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalTypePersonalization=ASCD_EL&javax.portlet.begCacheTok=token&javax.portlet.endCacheTok=token • Nine Ways to Catch Kids Up

  16. Personal Curriculum • The legislative intent of a Personal Curriculum is to increase the rigor and relevance of the educational experience and provide a tool to help all students succeed with the MMC.

  17. Four Reasons for a Personal Curriculum There are four reasons for a PC. • To add additional math, English, science or world language courses. • Transferred from out of state or from a non-public school. • Modify the Algebra II requirement • Modify the credit requirements based on a student’s disability.

  18. Provide a coherent curriculum, incorporating technology wherever possible • Consider an integrated approach to mathematics instruction, including incorporating into science, social studies and CTE programs where possible • Use the 4th mathematics credit to provide supports for struggling students • Use formative assessment and unit assessments for measures of proficiency • Encourage and support good instruction based on the Teaching and Learning Standards

  19. #3-Algebra II Modification • Algebra II content for two credits or • ½ credit of Algebra II • Prior to requesting this option a student must have earned 2 mathematics credits. • Students must still earn 4 credits of mathematics

  20. #3-Algebra II Modification • Students must still earn a total of 4 math credits, and, take a math or math-related credit in their senior year.

  21. Math Modification

  22. #4 Students With Disabilities This only applies to students with disabilities who are on track for a diploma.

  23. Modification Requirements • The modification is determined to be necessary due to the student’s disability. • Limits the modification to the extent necessary because of the disability. • The number of credits remain the same (16 credits). • The credits must be based on high school level content (HSCEs).

  24. Personal Curriculum • Meets as much of MMC subject area content expectations as practicable/possible for the student. • Must be aligned with the student’s EDP and IEP for students with a disability.

  25. Students With Disabilities • The pupil's IEP: • Identifies supports, accommodations, and modifications necessary for achievement in the general curriculum. • It is not the purpose of the IEP to determine or modify the students graduation requirements.

  26. What’s Practicable Mean? What’s Practicable Mean? Practicable content is the mix of existing MMC content expectations and modifications to those expectations driven by student need, that when achieved, will assure the student progresses towards his or her identified post-secondary goal/s and career pathway.

  27. Accountability • IDEA states: • Section 300.102(a)(3), regarding exceptions to FAPE, has been changed to clarify that a regular high school diploma does not include an alternative degree that is not fully aligned with the State’s academic standards, such as a certificate or a general educational development credential (GED).

  28. Key Points • We cannot substitute an alternative curriculum and count achievement within that curriculum towards the 16 credit requirements. • We cannot reduce the number of credits. • The IEP supports but does not trump the graduation requirements.

  29. Key Points • There are no plans for a Special Education curriculum that will lead to a separate diploma. • No such thing as a modified diploma. • Kids who don’t get a diploma are not doomed to fail in life. • Districts can issue alternative certificates but they do not end FAPE.

  30. Contact Information Ruth Anne Hodges hodgesr3@michigan.gov www.michigan.gov/mathematics www.mdepersonalcurriculum.wikispaces.com

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