Closing the Gap for Mathematics in Middle School and High School Visionary Leadership for the 21st Century: Closing the Gaps That Matter February 22-24,

Closing the Gap for Mathematics in Closing the Gap for Mathematics in Middle School and Middle School and

High SchoolHigh School

Visionary Leadership for the 21st Century: Visionary Leadership for the 21st Century: Closing the Gaps That MatterClosing the Gaps That Matter

February 22-24, 2006February 22-24, 2006

Presented by

Dr. David Pagni and Dr. Dianne DeMille

Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M)

AGENDAAGENDA

What is TASEL-M?What is TASEL-M? Sharing the Data: Closing the GapSharing the Data: Closing the Gap

– 8th Grade Algebra I8th Grade Algebra I

– CAHSEECAHSEE

– Enrollment in Upper Level MathematicsEnrollment in Upper Level Mathematics

Goals and Objectives of TASEL-MGoals and Objectives of TASEL-M A Video by One DistrictA Video by One District Activities to Support ChangeActivities to Support Change As a ModelAs a Model Lessons LearnedLessons Learned

Prepared by Orange County Department of Education - Dr. Dianne DeMille

Teachers Assisting Students to Teachers Assisting Students to Excel in Learning Mathematics Excel in Learning Mathematics

(TASEL-M)(TASEL-M)

January 1, 2003 through December 31, 2007January 1, 2003 through December 31, 2007 $6.5 million over 5 years$6.5 million over 5 years


National Science Foundation (NSF)National Science Foundation (NSF)Math Science Partnership (MSP)Math Science Partnership (MSP)

Partnership to Promote Student LearningPartnership to Promote Student Learning Work within 4 Orange County DistrictsWork within 4 Orange County Districts

– 2 Unified School Districts2 Unified School Districts– 1 Elementary School District1 Elementary School District– 1 Union High School District1 Union High School District

Full Mathematics DepartmentsFull Mathematics Departments – 4 Specific High Schools4 Specific High Schools– Their 7 Feeder Middle SchoolsTheir 7 Feeder Middle Schools– 3 Continuation High Schools3 Continuation High Schools

Mathematics CoachesMathematics Coaches– 4 Full Time Coaches4 Full Time Coaches

Mathematics Faculty from CSUFMathematics Faculty from CSUF– 5 Mathematics Professors5 Mathematics Professors

Coordinators from OCDECoordinators from OCDE– 1 Mathematics Coordinator1 Mathematics Coordinator– 1 EL Coordinator1 EL Coordinator

Referred to as Referred to as TASEL-M Districts TASEL-M Districts for this presentation.for this presentation.


TASETASEL-ML-MPartnersPartners

Orange ClusterOrange Cluster• Orange High School Orange High School • Portola Middle SchoolPortola Middle School• Yorba Middle SchoolYorba Middle School• Richland High SchoolRichland High School

Buena Park ClusterBuena Park Cluster• Buena Park High SchoolBuena Park High School• Buena Park Junior High SchoolBuena Park Junior High School• LaVista High SchoolLaVista High School

Los Amigos ClusterLos Amigos Cluster• Los Amigos High School Los Amigos High School • Fitz Intermediate SchoolFitz Intermediate School• Irvine Intermediate SchoolIrvine Intermediate School• Hare High SchoolHare High School

Santiago ClusterSantiago Cluster• Santiago High School Santiago High School • Walton Middle SchoolWalton Middle School• Doig Middle SchoolDoig Middle School• Hare High SchoolHare High School

Orange County Department Orange County Department of Education (OCDE)of Education (OCDE)

California State University, FullertonCalifornia State University, FullertonMathematics Department (CSUF)Mathematics Department (CSUF)


Who is the Target Audience?Who is the Target Audience?

130 mathematics teachers130 mathematics teachers 9,787 high school students 9,787 high school students 6,536 middle school/junior high 6,536 middle school/junior high

school studentsschool students 65% Free and Reduced Lunch65% Free and Reduced Lunch 67% Hispanic Students67% Hispanic Students 51% English Learners51% English Learners


8th Grade Algebra I CST8th Grade Algebra I CSTResults Over 3 YearsResults Over 3 Years

Percent scoring Proficient and Advanced Percent scoring Proficient and Advanced for All Studentsfor All Students

Percent scoring Proficient and Advanced Percent scoring Proficient and Advanced for Hispanic Studentsfor Hispanic Students

2 specific TASEL-M school results2 specific TASEL-M school results


Algebra I - Grade 8 All StudentsAlgebra I - Grade 8 All StudentsTASEL-M Schools Compared to Districts with TASEL-M, County, StateAll Students (All) 8th Grade Algebra I Scoring Proficient & Advanced

0

10

20

30

40

50

60

70

80

90

100

2003 All 2004 All 2005 All

State (8)

County (8)

TASEL-M Schls (8)

TASEL-M Dist (8)

77

6364

TASEL-M schools and districts including TASEL-M schools show a higher percent of students scoring proficient and advanced on Algebra I CST for 8th Grade.

Algebra I - Grade 8 Hispanic StudentsAlgebra I - Grade 8 Hispanic StudentsTASEL-M Schools Compared to Districts with TASEL-M, County, State

Hispanic Students (Hisp) Scoring Proficient and Advanced

0

10

20

30

40

50

60

70

80

90

100

2003 Hisp 2004 Hisp 2005 Hisp

State (8)

County (8)

TASEL-M Dist (8)

TASEL-M Schls (8)

59

5053

56

Hispanic Students in TASEL-M schools and districts including TASEL-M schools scored higher than Hispanic students in the county and state.

Two TASEL-M Schools - 8th Grade Algebra IHispanic Students (Hisp) Scoring Proficient and Advanced

0

10

20

30

40

50

60

70

80

2003 Hisp 2004 Hisp 2005 Hisp

State

County

TASEL-M Schls (8)

School A

School B

Algebra I - Grade 8 Hispanic StudentsAlgebra I - Grade 8 Hispanic Students

56

53

61

28

68 +40%age pts

+8%age pts

Two TASEL-M schools show significant increases for their Hispanic students in 8th Grade Algebra I.

Reflection Reflection

Explain to your partner what you Explain to your partner what you understood about the data presented.understood about the data presented.

How would How would YOUYOU use your CST data to use your CST data to inform you on the effectiveness of your inform you on the effectiveness of your grade level/course program.grade level/course program.


10th Grade CAHSEE - All Students10th Grade CAHSEE - All StudentsResults Over 3 YearsResults Over 3 Years

Passing RatesPassing Rates

2 TASEL-M High Schools2 TASEL-M High Schools


CAHSEE - Grade 10 All StudentsCAHSEE - Grade 10 All StudentsTASEL-M Schools with State, County, District

All Students - Percent Passing CAHSEE Grade 10

0

10

20

30

40

50

60

70

80

90

100

2003 (All) 2004 (All) 2005 (All)

State

Orange County

TASEL-M Dist

TASEL-M Schls

CAHSEE - Grade 10 All StudentsCAHSEE - Grade 10 All StudentsTASEL-M Schools with State, County, District

All Students (All) - Percent Passing CAHSEE Grade 10

50

60

70

80

90

2003 (All) 2004 (All) 2005 (All)

State

Orange County

TASEL-M Dist

TASEL-M Schls

70

8384

75

55

+20%age pts

+14%age pts

+15%age pts

TASEL-M schools show higher percentage of students passing the CAHSEE in 10th grade than the state.

Districts including TASEL-M schools show higher percentage of students passing the CAHSEE in 10th grade than the Orange County.

CAHSEE - Grade 10 All StudentsCAHSEE - Grade 10 All StudentsTwo TASEL-M Schools Doing Well

All Students (All) - Percent Passing CAHSEE Grade 10

50

60

70

80

90

2003 (All) 2004 (All) 2005 (All)

State

Orange County

TASEL-M Schols

School 1

School 2

+20%age pts

+22%age pts

75

55

77

82

63

+19%age pts

+13%age pts

10th Grade CAHSEE10th Grade CAHSEEHispanic Students - Hispanic Students - Results Over 3 YearsResults Over 3 Years




CAHSEE - Grade 10 Hispanic StudentsCAHSEE - Grade 10 Hispanic StudentsTASEL-M Schools with State, County, District

Hispanic Students (Hisp) - Percent Passing CAHSEE Grade 10

20

30

40

50

60

70

80

2003 (Hisp) 2004 (Hisp) 2005 (Hisp)

State

Orange County

TASEL-M Dist

TASEL-M Schls

+32%age pts

+30%age pts70

38

72

42

+15%age pts

+28%age pts

TASEL-M schools show even higher percentages and increased percentage of Hispanic students passing the CAHSEE in 10th grade than the county and the state.

CAHSEE - Grade 10 Hispanic StudentsCAHSEE - Grade 10 Hispanic StudentsTwo TASEL-M Schools Doing Well

Hispanic Students (Hisp) - Percent Passing CAHSEE Grade 10

20

30

40

50

60

70

80

2003 (Hisp) 2004 (Hisp) 2005 (Hisp)

State

Orange County

TASEL-M Schols

School 1

School 2

70

38

+34%age pts

+35%age pts73

76

42 Two TASEL-M schools show even higher results.



10th Grade CAHSEE10th Grade CAHSEEEnglish Learners - English Learners - Results Over 3 YearsResults Over 3 Years


CAHSEE - Grade 10 EL StudentsCAHSEE - Grade 10 EL StudentsTASEL-M Schools with State, County, District

English Learners (EL) - Percent Passing CAHSEE Grade 10

20

30

40

50

60

70

80

2003 (EL) 2004 (EL) 2005 (EL)

State

Orange County

TASEL-M Dist

TASEL-M Schls

27

49

58

29

35

64

English Learners in TASEL-M schools and district with TASEL-M schools show higher percentage passing rate for 10th graders on the CAHSEE.

+29%age pts

+29%age pts

+22%age pts

+25%age pts

CAHSEE - Grade 10 EL StudentsCAHSEE - Grade 10 EL StudentsTwo TASEL-M Schools Doing Well

English Learners (EL) - Percent Passing CAHSEE Grade 10

20

30

40

50

60

70

80

2003 (EL) 2004 (EL) 2005 (EL)

State

Orange County

TASEL-M Schols

School 1

School 2

27

49

58

29

+28%age pts

+31%age pts

+29%age pts

+27%age points

+24%age pts

68

37

60

32

Reflection Reflection

Explain to your partner what you Explain to your partner what you understood about the data presented.understood about the data presented.

How would How would YOUYOU use your 10th Grade use your 10th Grade CAHSEE data to inform you on the CAHSEE data to inform you on the effectiveness of your program(s).effectiveness of your program(s).


How are We Closing the Gap?How are We Closing the Gap?


TASEL-M GoalsTASEL-M Goals To improve mathematics achievement through deep To improve mathematics achievement through deep

analysis of school dataanalysis of school data To increase the mathematics achievement for all To increase the mathematics achievement for all

students onstudents on– California Standards Test (CST)California Standards Test (CST)– California High School Exit Exam (CAHSEE)California High School Exit Exam (CAHSEE)– Entry Level Mathematics (ELM) for CSUEntry Level Mathematics (ELM) for CSU

To improve teachers’ mathematics knowledge and To improve teachers’ mathematics knowledge and skills to deepen student understanding and retention skills to deepen student understanding and retention of mathematicsof mathematics


TASEL-M Goals (cont.)TASEL-M Goals (cont.)

To engage teachers to work collaboratively toTo engage teachers to work collaboratively to– identify essential concepts and prerequisite understanding identify essential concepts and prerequisite understanding – identify skills in the STANDARDSidentify skills in the STANDARDS

To encourageTo encourage– cultural change in mathematics teaching environment cultural change in mathematics teaching environment – teachers to focus on student learningteachers to focus on student learning

To establish an ongoing mathematics education To establish an ongoing mathematics education partnershippartnership

To increase numbers of students enrolled in upper To increase numbers of students enrolled in upper level mathematics classes.level mathematics classes.


Upper Level Mathematics Course Upper Level Mathematics Course Enrollment for Hispanic StudentsEnrollment for Hispanic Students

For TASEL-M Schools and DistrictsFor TASEL-M Schools and Districts

A Closer Look at 2 TASEL-M SchoolsA Closer Look at 2 TASEL-M Schools


Upper Level Courses Hispanic StudentsUpper Level Courses Hispanic StudentsTASEL-M Schools - Hispanic Enrollment in Upper Level Math

Percent of Total School Enrollment

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005

State

County

TASEL-M Dist

TASEL-M Schls

TASEL-M Schools - Hispanic Enrollment in Upper Level Math Percent of Total School Enrollment

0

10

20

30

2002 2003 2004 2005

State

County

TASEL-M Dist

TASEL-M Schls

Upper Level Courses Hispanic StudentsUpper Level Courses Hispanic Students

11

21

14

1617 17

19

22 +5%age pts

+3%age pts

+3%age pts

+10%age pts

Enrollment for Hispanic students is increasing in TASEL-M schools in higher level mathematics courses. This increase is higher than the county and the state.

Upper Level Courses Hispanic StudentsUpper Level Courses Hispanic StudentsTwo TASEL-M Schools Increasing Hispanic Enrollment in Upper Level

Math

0

10

20

30

40

50

2002 2003 2004 2005

State

County

TASEL-M Schls

School 1

School 2

14

20

23

38+18%age pts

+9%age pts

17

22+5%age pts

When looking at two specific TASEL-M schools there is even more than the aggregate data show.

ReflectionReflection

What are you doing to support higher What are you doing to support higher enrollment in upper level mathematics enrollment in upper level mathematics courses?courses?

What challenges will there be when the What challenges will there be when the numbers increase?numbers increase?


TASEL-M ObjectivesTASEL-M Objectives

STAR mathematics scores will close the gap to STAR mathematics scores will close the gap to the state averagethe state average

The number of students taking math analysis The number of students taking math analysis (pre-calculus) will increase by 50%(pre-calculus) will increase by 50%

Teachers will collaborate on a regular basis to Teachers will collaborate on a regular basis to review data for program and instruction review data for program and instruction decisions.decisions.

Teachers’ instruction will reflect increased Teachers’ instruction will reflect increased pedagogical content knowledge.pedagogical content knowledge.


One District’s Overview of TASEL-MOne District’s Overview of TASEL-M

A short video (7 minutes)


Video One District’s Overview Video One District’s Overview of TASEL-Mof TASEL-M

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

What Did You Observe?What Did You Observe?


Annually Teachers CollaborateAnnually Teachers Collaborate

Analyze CST, CAHSEE, and CELDT dataAnalyze CST, CAHSEE, and CELDT data Create a school action plan and a personal Create a school action plan and a personal

action planaction plan Develop a calendar of meetings and eventsDevelop a calendar of meetings and events Create and analyze Benchmark assessmentsCreate and analyze Benchmark assessments Use Motivation survey results for richer Use Motivation survey results for richer

lesson design lesson design


Monitor Student ProgressMonitor Student Progress

Teachers meet regularly in course-alike teamsTeachers meet regularly in course-alike teams– Analyze assessment data (benchmark and unit) to Analyze assessment data (benchmark and unit) to

inform their lesson designinform their lesson design

– CELDT data is used to follow individual studentsCELDT data is used to follow individual students

– Common agreements among all department membersCommon agreements among all department members

Teachers follow two students from the BASIC Teachers follow two students from the BASIC group on the CST (at least one EL student) to group on the CST (at least one EL student) to inform their discussion and focus lesson design.inform their discussion and focus lesson design.


TASEL-M as a ModelTASEL-M as a Model Collaboration timeCollaboration time

– Building professional learning communitiesBuilding professional learning communities– Common AgreementsCommon Agreements

» Commitment to common vision from all members of the departmentCommitment to common vision from all members of the department

– Developing school and individual action plansDeveloping school and individual action plans Lesson Design that Encourages Student Engagement Lesson Design that Encourages Student Engagement

– Strategies Strategies » Identifying and putting a face to the learnerIdentifying and putting a face to the learner

– Pedagogy Pedagogy » Pedagogical Content KnowledgePedagogical Content Knowledge

– Practice Practice » Cohesive planning that addresses specific needs of individual studentsCohesive planning that addresses specific needs of individual students

Full administrative support (both site and district)Full administrative support (both site and district)


Lessons LearnedLessons Learned

All Stakeholders must be included from the All Stakeholders must be included from the beginningbeginning

A commitment to a collaborative focusA commitment to a collaborative focus Involvement of all Principals is a key Involvement of all Principals is a key

element for successelement for success Articulation for cohesive planningArticulation for cohesive planning Include Special Ed and EL teachers in all Include Special Ed and EL teachers in all

activitiesactivities


Documents

Closing the Gap for Mathematics in Middle School and High School Visionary Leadership for the 21st Century: Closing the Gaps That Matter February 22-24,