office of mathematics and science office of professional development step up to high school easing...
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Office of Mathematics and ScienceOffice of Professional Development
Step Up to High SchoolEasing the Transition into High School
UMLN June 2005 Meeting
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A Little More than Step Up to High School
Working with under-performing 9th graders
1.Step Up to High School
2.Two-Period Algebra
3.Algebra Progress Reports
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The Roots of Step Up to High School
College Preparatory Mathematics Program (1989)
• High school adaptation of Uri’s work at Berkeley and with several high schools.
• Extra time with mathematics in summer and school year• Challenging work• Strong teachers involved with freshman instruction• Extra focus on the transition into high school• Peer relationships built around academic interests• Connect students with adults and with the school
• Transition summer school served as laboratory to try new approaches without burden of school-year curriculum.
• Strong professional community of teachers.
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Step Up to High School Overview
What is it?
• Designed to help incoming freshmen experience success in the first year of high school
• Voluntary
• Four hours per day, for four weeks
• Location: Receiving high school
• 0.5 high school elective credit
For whom?
• Incoming 9th graders
• Mathematics score between the 34th and 50th percentile on the Iowa Test of Basic Skills
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Step Up to High School Basics
Professional development• 49 hours for mathematics
– Pre-Step-Up planning: 31 hours– During Step-Up support and reflection: 10 hours– After Step-Up planning for the school year: 8 hours
Summer hours
• 4 weeks @ 5 hours daily (4 hours in class/1 hour for preparation)
Curriculum• 1.5 hours mathematics (Cognitive Tutor computer-based component;
CMP units)
• 1.5 hours of literacy project-based activities
• 1 hour of counseling-related activities
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Reflecting on Step Up
Successes
• ~1700 students in summer 2003
• ~3000 students in summer 2004
• ~3000 students projected for this summer
• Fewer failures during SY 03-04
• Teachers and students were positive about Step Up
• Increased collaboration between teachers
• Classrooms were more student-centered
Challenges
• Getting the word out: Year 1
• Buy-in: Year 1
• Recruitment of teachers
• Recruitment of students: Year 1
• Professional development
• Selection of materials
• Grading policy
• Keeping up the momentum
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Course Targeted students
who attended ‘Step Up’
Targeted students who did not
attend ‘Step Up’
Algebra 88% 75%
Survey of Literature 91% 77%
Reading in the Language Arts
96% 76%
Step Up Student Pass Rates Fall Semester 2003-04
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Two-period Algebra
1. Improve algebra pass rates
2. Address common gaps
3. Allow extra time to build algebraic understanding
4. Keep students “on track”
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Course Structure
Two-period Algebra(90 min.)2005-06
Single course model with same teacher, same students for both periods of
instruction*
Algebra(45 min.)
AlgebraProblem Solving
(45 min.)2004-05
Separate course model
* Schools that find it impossible to program two-period course can submit proposal for Alternative Local School Plan. • Must be comprehensive and address common skill deficits and students’ need for additional time for mathematics learning.
Algebra(45 min.)
AlgebraProblem Solving
(45 min.)2003-04
Conceived as 90 minutes of algebra
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Concerns from Administrators
1. Course structure
2. Student enrollment criteria
3. Articulation between APS and algebra
4. Teacher assignment
5. Implementation support for schools
• Communication
• Materials
• Professional development
• Special needs students
6. Reduced course selection options
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APS Task Force
Office of Mathematics and Science
Office of High School Programs
Area Instructional Officers
Area Mathematics Coaches
Office of Planning and Development
High School Principals
HS Mathematics Department Chairs
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Task Force Data Analysis
1. Pass rates
2. Attendance rates
3. Teacher focus groups
4. Teacher surveys
5. Workforce data
6. PD attendance
7. Case studies
8. Other districts
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Exponents
Two-period Algebra Curriculum
Fractions, percents, and proportional
reasoning
Multi-step problem solving
Understanding variables and
patterns
Graphing in thex-y plane
Signed number operations
9TH GRADEALGEBRACONTENT
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Curriculum Options
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Changing the Perception on K-8 Mathematics
Making “preparing for algebra” the focus of elementary school mathematics
•Algebra Progress Reports Success rates of graduates in algebra Outline of prerequisite skills needed for success Listing of available support for upgrading programs
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http://cmsi.cps.k12.il.us/