Ivan Cheng and Ken Berry California State University Northridge ARCHES California P-16 Collaboration...
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![Page 1: Ivan Cheng and Ken Berry California State University Northridge ARCHES California P-16 Collaboration and Student Success Conference June 20, 2007 DREAMS:](https://reader036.fdocuments.us/reader036/viewer/2022062519/56649eff5503460f94c1431d/html5/thumbnails/1.jpg)
Ivan Cheng and Ken BerryCalifornia State University Northridge
ARCHES California P-16Collaboration and Student Success Conference
June 20, 2007
DREAMS:A Model for Leveraging
Collaboration to Promote Student
Success in Algebra
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• Background• What we did
ARCHES collaborative The SITTE model Principles of SITTE Process of SITTE
• What’s next DREAMS project Ongoing work Building the pipeline for career technology
What more is needed?
Agenda
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What is the Context?
• In 2000, successful completion of first year algebra became a high school graduation requirement in California.
• Algebra success rate in high schools is low in Los Angeles Unified School District.
• Failure in algebra “triggers dropouts more than any single subject” according to former Superintendent Roy Romer.
Background
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What is Algebra?
• What is the algebra that students need?
<discussion and sample>• Each year, approximately 1200 Ph.D.s are awarded in mathematics.
• Each year there are approximately 3.8 million ninth graders.
• This means only 0.03% of the student population go on to study advanced math.
Background
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What is Needed?
“To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning.” NCTM Principles and Standards, p. 18
Background
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What is Needed?
“Teachers learn well just as students do — by studying, doing, and reflecting; by col-laborating with other teachers; by looking closely at students and their work; and by sharing what they see.”
Darling-Hammond (1999), p. 12
Background
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What is “Six Sigma”?
• A business term for describing the improvement process
• Refers to the number of standard deviations required to achieve “3.4 defects per million opportunities (DPMO)”
• For 3.8 million ninth graders each year, this means fewer than 13 will fail!!!
Background
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Applying Six Sigma Principles
• Process focuses on specific projects.
• Each project focuses on specific outcomes with decisions driven by evidence.
• Each project limited to specific timeframe.
• Supported by “green belts,” “black belts,” and “champions.”
Background
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ARCHES Collaborative
• Los Angeles Unified School District
• California State University Northridge
• Los Angeles Mission College• Project GRAD Los Angeles• Economic Alliance of the San Fernando Valley
What We Did
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What We Did
ARCHES Collaborative
• Designed a pilot project based on research from the Inter-session Teaching and Training (ITT) project in 2004
• Implemented Student Improvement Through Teacher Empowerment (SITTE) pilot projects in 2006
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The SITTE Model
• Professional development aligned with district instructional guidance systems
• Professional development situated in the context of actual classroom teaching
• Daily collaborative lesson planning during summer school or inter-session
• Reflecting on and refining lessons based on ongoing recognition of student thinking
What We Did
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Principles of SITTE
• Consideration of the local school context
• Use of teachers’ knowledge to generate solutions to their students’ learning needs
• A focus on student learning rather than teacher improvement
• A well defined time frame for the work
• The availability of resources rather than mandated strategies or curricula
What We Did
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Professional Development as a Lever
Knowledge
StudentLearning &Achievement
What We Did
Principles of SITTE
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Process of SITTE
Plan
Act Do
Check
What We Did
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Process of SITTE
Explore
EstablishExperiment
Examine
What We Did
Student
Thinking
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What happens when teachers are provided the social space in which they can engage in collaborative inquiry while actually teaching?
What We Found
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• Teachers demonstrated an awareness of student thinking– Acquaintance with alternative
solutions– Watchfulness of student misconceptions– Attentiveness to student attitudes– Responsiveness to student reasoning– Expectation of trajectories in student
thinking• Teachers applied their knowledge of
student thinking– Guiding principles for lesson design– Greater use of inquiry lessons
What We Found
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What We Found
• Teachers demonstrated flexibility and resourcefulness– Departing from the textbook– Designing lessons based on student
learning needs• Teachers exhibited a sense of efficacy
and confidence to find instructional solutions– Attitudes about students– Attitudes about self
• Teachers demonstrated interdependence and teamwork– During SITTE– After SITTE
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Comparisons by Subject (Algebra 1A)
What We Found
74.6
61.1
39.6
0102030405060708090
100
A B C D Fail
Spring 2004 Inter-session 2003/2004 ITT Algebra 1A
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Comparisons by Calendar Track
What We Found
70.5
48.3
47.6
0102030405060708090
100
A B C D Fail
Summer 2005 Fall 2005 Winter 2006
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Comparisons with Same Teachers
What We Found
63.767.8
37.9
0102030405060708090
100
A B C D Fail
Fall 2005 Spring 2006 Summer 2006
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What’s Next?
DREAMS Project
• Summer program for at-risk middle school students
• Students are provided pre-algebra instruction, study skills, robotics, field trips, and food
• Teachers are paid to teach and engage in professional development daily using the SITTE model
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What’s Next?
DREAMS Project
• Robotics program through Los Angeles Mission College
• Students receive college credit; Mission College generates FTES
• Curriculum provides context for studying mathematics
• Builds rigor, relevance, and relationships
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What’s Next?
Ongoing Work
• Math teachers continue working with students from summer class
• Ongoing professional development to infuse robotics into curriculum
• Additional grant funding to scale up work to change culture and help teachers become “collaboration ready”
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What’s Next?
Building the Pipeline
• Partner with businesses to provide jobs and internships
• Create a pipeline of opportunities through rigor, relevance, and relationships
• Provide a future for students by cultivating dreams
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What’s Next?
What More is Needed?
<discussion>
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It’s Done For Teachers, Not To Teachers
Professional development must be focused on what teachers want to help them improve student learning.
It Takes TeamworkProfessional development requires a
collaborative effort for teachers to find what works for them where they’re at.
It’s About TimeInter-session (or summer school) provides the
place and time where teachers can work as a team to find solutions to their own professional needs.
Summary
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Thank You
Ivan Cheng [email protected]/~icheng
Ken Berry [email protected]
ARCHES California P-16Collaboration and Student Success Conference
June 20, 2007