Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06...
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![Page 1: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/1.jpg)
Getting Serious About Closing the Math Achievement Gap
Presented to Title 1 Coordinators
1/25/06
Presented by: Dr. Felicia ClarkSecondary Math Coordinator
![Page 2: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/2.jpg)
Influences Impeding the Progress of Mathematics Education
Tradition or feeling of satisfaction with the status quo
Thinking in terms of the subject instead the students
Regarding the subject as something permanent
Letting the curriculum become a sacred thing
Establishment of "minimum standards," Students' dislike for mathematics, Too many failures especially in Algebra
(20-40%), Too many standardized tests, Misuse of norms, Too much emphasis on quickness, and Poorly prepared teachers
NCTM’s Fourth Yearbook- 1930
Shared by Bill Hadley
![Page 3: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/3.jpg)
Ron Edmonds – Effective Schools
“We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” (1979, p.23).
![Page 4: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/4.jpg)
What Works Clearing House Study (see p.12)
The math programs that were proven to be effective and that are a demographic match to our student population are…
I CAN LearnConnected MathCognitive Tutor
![Page 5: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/5.jpg)
I CAN LEARN
100% Computer Lab (30-35 stations)
Lab can be configured for 6th grade 7th grade Algebra 1.0 CaHSEE preparation
Contact: John Alvendia (888) 263-1390 [email protected]
![Page 6: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/6.jpg)
Connected Math 2 (Prentice Hall)
Contact: James King (800) 435-3499 x1194
Connected Mathematics Project (CMP) is an investigative approach to learning 6–8 math. that utilizes interactive problems and everyday situations to learn math.
(Middle Schools were provided with Connected Math 1 TE’s)
![Page 7: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/7.jpg)
Cognitive Tutor40% Computer; 60% Direct Instruction using CT TextNational Contact: Bill Hadley (888) 851-7094 x 109Local Contact: Carla Howells (310) 937-0205
Bridge to Algebra 7th Grade standards
Laptops and 150 licenses purchased for each middle school
Algebra 1 Algebra 1 AB standards
Laptops and 150 licenses purchased for each High School
Also Available… Geometry Algebra 2
***I Highly Recommend that you purchase support from
Lesson Lab to do Study Groups
![Page 8: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/8.jpg)
New Graduation Requirements
A to G Requirements: Every student will need to successfully complete three years of High School Mathematics beginning with Algebra 1 (impacts our current 6th graders)
Nationally less than 50% of all students meet this requirement
75% of students who drop out cite mathematics as the reason
![Page 9: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/9.jpg)
The Look of Accessible Instruction
![Page 10: Getting Serious About Closing the Math Achievement Gap Presented to Title 1 Coordinators 1/25/06 Presented by: Dr. Felicia Clark Secondary Math Coordinator.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649f125503460f94c26465/html5/thumbnails/10.jpg)
Past Practice
1) Identify Need: “The teachers say all of the
students need ….” Not data supported Not researched based
identification of needs that close the achievement gap
2) Strategy: Give all of the students with low
grades (or that teachers refer) remediation, repeat the class, etc.
Curriculum is what people make-up.
3) Budget Parceled out “More (cheaper) is
better” or fund only personnel – not curriculum or curriculum support
1) Identify needs (by student) based on what the data tells you
1) (Computerized instruction can meet individual needs)
2) Strategy: Implement a
research based program that is effective and put PD resources towards that initiative
3) Budget1) Fully Fund (and
commit) to the initiative selected and deny funding for “off target” initiatives.
Recommended Change
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Summary
Small purchases that augment lessons is not aggressive enough to change the 80+ year trend of math being inaccessible.
Purchase effective DESIGNED curriculum and purchase the support (study groups) to help teachers implement something foreign to them. I CAN Learn (888) 263-1390
Cognitive Tutor (888) 851-7094
Connected Math James King (800) 435-3499 x1194
Study Group Support – I highly recommend that teachers meet in small groups every 2 weeks (paid) to study curriculum. Lesson lab has a lesson study protocol. Contact…
Lesson Lab Research Institute
3330 Ocean Park Blvd.Santa Monica, CA 90405T: 310/581-2300