A 21st Century Mathematics Education Providing ALL Students.
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Transcript of A 21st Century Mathematics Education Providing ALL Students.
A A
21st Century 21st Century
MathematicsMathematics Education Education
Providing ALL StudentsProviding ALL Students
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Competenciesfor High School Completion
Core Academic
Environment for Delivery
Policy needed for Reform
Content Standards
MathematicsEnglishScience
Social Studies
CTE Integrated
Instructional Design & Delivery
Intervention/Support Programs
Infrastructure
School Redesign
Policy-making
State BoardLegislature
Districts
IncentivesRequirementsPostsecondary
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So how do we create an environment for delivering a 21st century mathematics education for students?
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AgendaAgenda
Content Instruction Assessment Organization of content and
instruction, or Is a PC necessary?
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ContentContent
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.
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ContentContent
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
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19921992
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– “Technological advances affect what us possible to learn, and what is necessary to learn” (High School Mathematics Content Expectations, pg.2)
ContentContent
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So what is algebra?So what is algebra?
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
ContentContent
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Algebra Content of the HSCEAlgebra Content of the HSCEFunctions – 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)
ContentContent
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ideasideas 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.
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School Practice Differences Between School Practice Differences Between Average/High Impact SchoolsAverage/High Impact Schools
High Impact
Focus on Post Secondary Goals
Academic Driven
Embrace Standards and Assessment
High expectations for all students
Encourage Academic Challenge
Data used for curriculum improvement
Help prepare students for college requirements
Early warning systems
Counselors members of academic team
Teacher assignment based on student needs and teacher
expertise
Average Impact
Focus on Graduation
Rules Driven
Tolerate Standards and Assessment
High Expectations for selected students
Barriers to challenging courses
Data used to measure past student performance
Delay entry into grade level courses
Remedial help after students falter
Counselors involved through referrals
Teacher assignment based on seniority and preference
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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)
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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
research suggests several important teaching
practices.For low-achieving students, the use of structured
peer-assistedlearning activities, along with systematic and
explicitinstruction and formative data furnished both to
the teacherand to the students, appears to be most
important
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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=token
Nine Ways to Catch Kids Up
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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.
Personal Curriculum Personal Curriculum
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Four Reasons for a Four Reasons for a Personal CurriculumPersonal Curriculum
There are four reasons for a PC.
1. To add additional math, English, science or world language courses.
2. Transferred from out of state or from a non-public school.
3. Modify the Algebra II requirement
4. Modify the credit requirements based on a student’s disability.
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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
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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
#3-Algebra II Modification#3-Algebra II Modification
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Students must still earn a total of 4 math credits, and, take a math or math-related credit in their senior year.
#3-Algebra II Modification#3-Algebra II Modification
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Math ModificationMath Modification
1 Credit 1 Credit 1 Credit 1 CreditTotal
Credits
Algebra II to be taken over 2 years
Geometry and Algebra I
Algebra II 4
Modification of .5 Algebra II credit
Geometry and Algebra I
½ Algebra II credit
1 ½ Math or math-related
credits4
Modification of .5 Algebra II credit through CTE
Algebra I and Geometry
½ Algebra II credit in CTE
1 ½ Math or math related
credits4
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#4 Students With Disabilities#4 Students With Disabilities
This only applies to students with disabilities who are on track for a diploma.
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Modification Requirements 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).
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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.
Personal Curriculum Personal Curriculum
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Students With DisabilitiesStudents 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.
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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.
What’s Practicable Mean? What’s Practicable Mean?
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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).
AccountabilityAccountability
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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.
Key PointsKey Points
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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.
Key PointsKey Points
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Contact InformationContact Information
Ruth Anne [email protected]
www.michigan.gov/mathematics
www.mdepersonalcurriculum.wikispaces.com