Update on Math Initiatives - Redux
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Update on Math Initiatives- Redux
Principals’ MeetingOctober 24, 2013
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Math Proficiency NC vs. WCPSS
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Math I
NC 46.8 47.6 47.7 38.9 38.5 34.2 42.6
WCPSS
61.2 59.2 61.8 51 50.4 42 53
10
30
50
70
90
% Level III/IV
Student proficiency
rates
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Pick a number . . .
Math I Percent Proficient:
Student proficiency
rates
53% 48.5%
43% 19%
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Percent of Students Meeting ACT Math Benchmark of 22 by Subgroup
ALL
FEMALE
MALE
AMIN
ASIAN
BLACK
HISP
MULT
I
WHIT
EEDS
LEP
SWD
AIG0
10
20
30
40
50
60
70
80
90
100
45 43 47
31
78
14
25
40
60
16
511
86
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Math I Proficiency Data by Grade Level
Grade
LevelPercent
Tested by Grade Level
Percent Proficient by Grade
Level1 2 3 4
6 0% 0% 50% 50% 0.0% 100.0%
7 3% 10% 44% 43% 8.2% 86.9%
8 13% 22% 48% 17% 52.2% 64.9%
9 44% 32% 22% 2% 26.2% 23.9%
10 68% 23% 9% 1% 11.0% 9.8%
11 75% 19% 6% 0% 2.1% 5.9%
12 82% 9% 9% 0% 0.4% 8.9%
Total Math I 28% 24% 36% 13% 100.0% 48.5%
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Academic Growth Rates
Math Growth Rate: NC vs. WCPSS% Schools Meeting or Exceeding Growth Expectations
G4 Math G5 Math G6 Math G7 Math G8 Math Algebra I / Math I
2012 0.855769230769231
0.933333333333333
0.606060606060606
0.676470588235295
0.542857142857143
0.627
2013 0.78095238095238
0.855769230769231
0.583333333333333
0.75 0.588235294117647
0.867
10%
30%
50%
70%
90%
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Academic Growth Rates
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PSAT 2012-13 SOAS Report
Note: Data only include Sophomores taking the test
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College and Career Readiness Benchmarks
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Score Distribution - Mathematics
44
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Mathematics Skills Analysis
Content Process• Number and Operations• Algebra and Functions• Geometry and
Measurement• Data, Statistics, and
Probability
• Problem Solving• Representation• Reasoning• Connections• Communication
WHA
T
HOW
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Mathematics Skills Analysis
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Mathematics Skills Analysis
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49%
56%
30%
40%
58%
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WHAT DOES RESEARCH SAY ABOUTHOW MATHEMATICS INSTRUCTION
SHOULD BE CONDUCTED?
A variety of instructional methods should be used in classrooms to cultivate students’ abilities to investigate, make sense of, and construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and whole-class discussions in which the teacher serves as a moderator. (NCTM, 1989, pp. 125, 128)
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To sum it up . . .
Teachers need to support students in engaging in Mathematical Discourse.
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Definition of Mathematical Discourse
A process by which students use discourse, both verbal and written, to reflect on the mathematics they have engaged with in order to discover important mathematical concepts and to develop mathematical thinking.
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Keys to Mathematical
Discourse
Let’s Review . . . (Common Core Math Summer Training 2013)
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The Keys to Mathematical Discourse
Authentic, Rich Tasks
Level of Questioning
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How can we improve our questioning?
Develop and/or select deeper, richer mathematical problems to give to students
Increase the level of questions that we ask students
Change the type of questions that we ask students
So that we can increase Reasoning and Connections skills!
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Question Analysis
Revised Bloom’s Taxonomy
Question Analysis Activity
0
2
4
6
8
10
12
Bloom's Level
Yes/No 1-2 Word Ans Short Ans Extended Ans0
2
4
6
8
10
12
Type of Question
Yes/No
1-2 Word Ans
Short Ans
Extended Ans
0 2 4 6 8 10 12
Question Analysis
Remembering Understanding ApplyingAnalysing Evaluating
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Question Prompts and Stems
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Walkthrough Tool
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Example High School Walkthrough Data Report
Skim through the sample report. In your group, discuss:
What conclusions can you draw about math instruction at this school? What are they doing well? Where do they need to improve? What is most critical?
What can the principal of this school do to lead and support change in math instruction? What would you ask them to focus on?
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High School Mathematics School Visits 2013-14
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A Challenge:
How can we team within the department to be more intentional about creating discourse?
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Shifting Our Perspective
When students don’t seem to understand something, my instinct is to consider how I can explain more clearly. A better way is to think “They can figure this out. I just need the right question.” - D. Kennedy (2002)
Never say anything a kid can say. - Reinhart (2000)