CCMS Math NightFebruary 20th, 2014

Why Change the Way We Teach?ACT Report (Summer, 2013)

“Most high school graduates who took the ACT tests this year are not prepared for college or even life, according to data released by the testing company.” (Phillip Elliott, 8/2013).

Only 44% of test takers met readiness benchmark.

More Reasons Why – On the 2013 National Assessment of

Education Progress (NAEP) Mathematics Assessment, 64% of 8th graders performed below the proficiency level nationally.

U.S. is 31st in Performance in Mathematics as measured by Program for International Student Assessments (PISA).

Even in Culver City – CCHS CST Scores

10

15

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25

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35

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45

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55

60

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75

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90

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

African Am.

Asian

Hispanic

White

SED

EL + RFEP

SWD

89.5%

PERCEPTIONS OF A FLAWED SYSTEM

InstructionallyGrading

So Then What?Common Core State Standards (CCSS)

Currently 45/50 states have adopted them, including California.

We will be formally assessed in the Spring of 2015

For more info, go to: www.corestandards.org

To take a look at the assessment they will be taking, go to:www.smarterbalanced.org

COMMON CORE Make sense of problems and persevere in

solving them. Reason abstractly and quantitatively. Construct viable arguments and critique

the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in

repeated reasoning.

STANDARDS BASED GRADINGGrades are a measurement of students'

proficiency on well-defined course objectives. Gives real meaning to grades. Point systems that award tasks do not stand up

to scrutiny. Reduces over-quantification occurring in

classes Most importantly – teachers can use grades to

understand and analyze student performance. Teaches what quality looks like (does not

reward substandard work). Gives teachers a clearer metric for how

effective they are.

Enter the MLC… This is a collaborative partnership with

Loyola Marymount University (LMU), Leonetti O’Connell Family Foundation, Louis L. Borick Foundation, and the Cotsen Foundation.

CMAST (MLC) Goals and ValuesGoals:

CMAST provides an apprenticeship and experiential model for professional development to transform math and science education. This is accomplished through the implementation of a Math and Science Teaching (MAST) System intentionally and strategically designed around student learning of mathematics and science in grades K through twelve.

Our Values:Math and science as an exuberant way of lifeAll students can learn and enjoy rigorous mathematics and

sciencePositive, aggressive, and productive perseverance through

obstaclesCommunicate and collaborate to innovate from withinWe embrace a growth mind-set versus a fixed mind set

(Dweck, Carol)

KEY COMPONENTS OF MLC

FOCUS ON ACTIVE LEARNINGEngage in rigorous mathematical tasksLearn the eight Mathematical Practices as a

habit of mindDevelop and strengthen a growth mindsetUtilize their mathematics literacy to

communicateBecome part of the assessment process to

advocate for their learningAssessment for learning

Our Data!This Year

93% of our students earned a “C” or better first semester when compared to 88% the previous six semesters (+5%)

201335% “As” 37% “Bs” 21% “Cs” <1% “Fs”

Previous 6 semesters34% “As” 34% “Bs” 18% “Cs” 3% “Fs”

What does Common Core Mathematics look like

in the classroom?

Students are actively engaged in mathematics.

Students make sense of rigorous mathematical and real-world tasks.

Students take notes that model mathematical thinking and concepts.

Students write and talk about mathematics.

Students reflect on and track progress in their learning.

Students analyze mistakes to inform next steps.

Students develop action plans based on their most recent demonstration of learning.

Active LearningA process for deeper understanding

What is Active Practice?It is the opportunities for “active”

learning experiences, in which students are asked to use ideas by writing and talking about them, creating models and demonstrations, and applying these ideas to more complex problems that require the integration of many ideas, have been found to promote deeper learning, especially when they are combined with reflective learning experiences.

What does “Active Practice” look like in a classroom?Active practice in the classroom:

Can be leveled for different types of learnersGives immediate feedback to the studentCan be with partners or groupsPromotes risk taking with problems that are

more complex Students also have the opportunity to seek help

from the teacher if the practice is not being productive (wrong answers) This one on one conversion is critical to the learning

process to obtain mastery

What does “Active Practice” really look like?

HomeworkTo self-evaluate mastery level –

working aloneAssigned dailyAnswers are often provided with

assignmentStudents reflect on what they

learned from homework and what their next steps are for moving toward mastery.

What is a “Quick Check”?

Students independently demonstrate their

mastery level of particular concept(s).

Why do “Quick Checks”?It provides feedback for students and

teacherStudents record and keep track of

their progressStudents reflect on error types to

target improvementStudents use this information to

determine next steps for moving towards mastery

How is a “Quick Check” done?

During class time

Self-scored, peer-scored, or teacher-scored

Assessment FOR

Learning

Assessment for LearningNow

Then

Assessment for LearningUnit Tests

Demonstration of Mastery on Essential Concepts

Cumulative and Concept-BasedMaterial on test is reflection of what has been practiced and learned in class

Scores replace previous unit test score

Assessment for LearningTest Reflections

Assessment for LearningOpportunities for

Demonstration of MasteryStudents who score at a lower level of

mastery than anticipated, will have the opportunity to defend their mastery on individual concepts according to teacher timeline and requirements

Based on ResearchTo ensure student success in CCSS Mathematics, teachers are working to design an active learning culture where their students….

Engage in rigorous mathematical tasks (William Schmidt and Richard Houang),

Learn the eight Mathematical Practices as a habit of mind (Jo Boaler, David Foster, Brain research/ neuroscience),

Develop and strengthen a growth mindset (Carol Dweck), Utilize their mathematics literacy to communicate (Alan

Schoenfeld and George Polya), andBecome part of the assessment process to advocate for

their learning (Rick Stiggins, Paul Black, Dylan William, Geoffrey F. Cohen, Linda Darling-Hammond).