Transitional Math The Next Frontier in Developmental Math ...
Transcript of Transitional Math The Next Frontier in Developmental Math ...
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Transitional MathThe Next Frontier in Developmental Math Reform
Kathleen Almy
Illinois Director for Transitional Math
NIU Center for P-20 Engagement
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Life transitions
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The problem
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Solving the problem
Change structures or systems
Change content
• Emporiums• Corequisites• Multiple measures
placement
Developmental math pathways• Math Literacy• Quantway• Statway• DC Foundations
TM
Developmental math reforms
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Transitional (or transitions) courses
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How TM fits in with other reforms
Developmental Level
Pathways Courses
Transitional Courses
Corequisite Courses
College LevelHigh School
• HS students • Adult students• Students not ready
for one intensesemester of math
• Adult students• Students ready for
one intensesemester of math
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Transitional courses nationally
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How the Illinois approach differs
pathways
contextualized content
partnerships
multiple measures
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Illinois at a glance
Moral
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Why TM? A look at the numbers
50%
40%
65%
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Postsecondary and Workforce Readiness Act (PWR Act)
Public Act 99-0674 (HB 5729); signed by Governor on 7/29/16
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Result:
This initiative is about more than completing a class, but instead a degree or certificate.
TM approach to reduce remediation & increase completion
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Key points to PWR transitional math
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Rethinking the senior year of math
• Algebra varies with pathway• Contextualization throughout• Default is QL Pathway
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High School
Community College
Dual Credit Course
College-level course &
credit
High SchoolCommunity
College
Transitional Course
High school course
College-level placement
Making TM happen:A different approach to high school partnerships
Keys to success: communication and trust
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Benefits of transitional math
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Thoughts?
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Comprehensive approach to implementation
Leadership & policy
Communication & outreach
Implementation & scaling
Professional development &
training
Curriculum & resources PWR
Transitional Math
• Sample units• OER materials
(curated and created)
• Website• Newsletter• Monthly
webinars• Support for
schools
• Competencies & policies• Portability• Work with state agencies
• Data collection system (in planning)
• Monitoring scale
• Webinars• Summits• F2F & online
training
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Factors critical to transitional math success
Leadership & policy
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TM: building college and math readiness
Curriculum & resources
College classes need students who can:
• Read and think critically• Use mathematical skills• Use technology• Solve problems with words
CONNECTAPPLYRETAIN
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A new experience – doing math
A doctor orders dicloxacillin sodium 125 mg
p.o. q.6.h. for a child who weighs 55 lb. The
recommended dosage of dicloxacillin
sodium for children weighing less than 40 kg
is 12.5 to 25 mg/kg/day p.o. in equally
divided doses q.6.h for moderate to severe
infections. Is the dosage safe?
Abbreviation definitions
p.o. – medication is taken orally
q.6.h. – frequency of medication taken (every 6 hours in
this case)
Curriculum & resources
Teaching approach: start with a task, address skills just in time, focus on problem solving
Emphasize complex problems, not complex procedures
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Competencies
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www.iltransitionalmath.orgCurriculum &
resources
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Summits: Efficient way to start process
• Format:▪ 3 hours with HS and CC teams
▪ Gets everyone acquainted and up to speed
▪ Individual support for high schools
▪ MOU discussion
• Led summits for 32 of 39 CC districts
• Remaining 7 will be held this fall or next spring
Professional development &
training
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High SchoolCommunity
CollegeUniversity
placement
Portability Panel
Portability process:Ensuring rigor, engaging faculty
IAIPanel
transfer
Portability beyond local colleges when courses meet statewide criteria
PoliciesCompetencies
Leadership & policy
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Grading standards that adhere to statewide policies (testing, grades, etc.)
▪ At least 25% of the overall grade must come from problem or project-based learning tasks.
▪ A single assessment may not be more than 50% of the final grade in the course.
▪ No more than 25% of the course grade can come from formative assignments such as
homework
Major component of MOUGrading that transitions student to college
Leadership & policy
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Community College Districts Public High schools
2017: 31 out of 39 (79%) 2017: 95 out of 721 (13%)
2018: 32 out of 39 (82%) 2018: 171 out of 721 (24%)
2019: 39 out of 39 (100%) 2019: 278 out of 721 (39%)
Scaling Transitional MathColleges or high schools implementing, or planning to implement TM
Statewide scaling over next 3 – 4 years
Goal: 100% of public high schools and community colleges
NOTE: All high schools are opted in by the law by default. Schools can opt out through their school boards provided they meet the law’s requirements to do so.
Implementation & scaling
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Initial Data
More data will be collected at the state level. But pilots are promising:
College of Lake County (pass rates of QL TM course with a grade done over a year)HS 1: 16/29 (55%)HS 2: 18/29 (62%)TOTAL: 34/58 (58.6%)
Harper College (TM course is in STEM track)In the initial years they tracked students who had taken the senior math course AND then came to Harper AND took a college-level course at Harper (Stats, Quant Lit or College Alg)
260/360 ≈ 72.2% got a C or better in that Harper class (this percentage for Harper students has historically been 48-52%)
McHenry County College (7 years of implementing STEM)57% of entering freshmen needing remediation to 11%
Implementation & scaling
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▪ Bottom-up reform can still come with top-down mandates
▪ Collaboration and partnerships are paramount
▪ There can never be too much communication or professional development
▪ Organization and leadership is necessary
▪ TM does not compete with, but instead supports other reform efforts, particularly completion
▪ Start working with high schools so you can be a part of the process
Key takeaways
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Questions?