AsilLdrshp2006-new8

AsilLdrshp2006-new8 - Visionary Leadership for the 21st...

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Unformatted text preview: Visionary Leadership for the 21st Century: Visionary Closing the Gaps That Matter Closing February 22-24, 2006 Closing the Gap for Mathematics in Middle School and High School High Presented by Dr. David Pagni and Dr. Dianne DeMille Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) AGENDA AGENDA s s What is TASEL-M? Sharing the Data: Closing the Gap – – – s s s s s 8th Grade Algebra I CAHSEE Enrollment in Upper Level Mathematics Goals and Objectives of TASEL-M A Video by One District Activities to Support Change As a Model Lessons Learned Prepared by Orange County Department of Education - Dr. Dianne DeMille Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) (TASEL-M) National Science Foundation (NSF) Math Science Partnership (MSP) January 1, 2003 through December 31, 2007 s $6.5 million over 5 years s Prepared by Orange County Department of Education - Dr. Dianne DeMille Partnership to Promote Student Learning Partnership s Work within 4 Orange County Districts – – – Referred to as Referred TASEL-M Districts for this presentation. for s Full Mathematics Departments – – – s 2 Unified School Districts 1 Elementary School District 1 Union High School District 4 Specific High Schools Their 7 Feeder Middle Schools 3 Continuation High Schools Mathematics Coaches – 4 Full Time Coaches s Mathematics Faculty from CSUF – 5 Mathematics Professors s Coordinators from OCDE – 1 Mathematics Coordinator – 1 EL Coordinator Prepared by Orange County Department of Education - Dr. Dianne DeMille TASEL-M TASE Partners Buena Park Cluster • Buena Park High School Buena • Buena Park Junior High School Buena • LaVista High School LaVista Orange County Department Orange of Education (OCDE) of Los Amigos Cluster Orange Cluster Orange • Orange High School • Portola Middle School Portola • Yorba Middle School Yorba • Richland High School Richland • Los Amigos High School • Fitz Intermediate School Fitz • Irvine Intermediate School Irvine • Hare High School Hare Santiago Cluster California State University, Fullerton Mathematics Department (CSUF) • Santiago High School • Walton Middle School Walton • Doig Middle School Doig • Hare High School Hare Prepared by Orange County Department of Education - Dr. Dianne DeMille Who is the Target Audience? Who 130 mathematics teachers s 9,787 high school students 9,787 s 6,536 middle school/junior high 6,536 school students school s 65% Free and Reduced Lunch s 67% Hispanic Students s 51% English Learners s Prepared by Orange County Department of Education - Dr. Dianne DeMille 8th Grade Algebra I CST 8th Results Over 3 Years s Percent scoring Proficient and Advanced Percent for All Students for s Percent scoring Proficient and Advanced Percent for Hispanic Students for s 2 specific TASEL-M school results Prepared by Orange County Department of Education - Dr. Dianne DeMille Algebra I - Grade 8 All Students Algebra TASEL­M Schools Compared to Districts with TASEL­M, County, State All Students (All) 8th Grade Algebra I Scoring Proficient & Advanced 100 90 80 77 70 60 64 63 State (8) County (8) TASEL­M Schls (8) TASEL­M Dist (8) 50 40 30 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. 20 10 0 2003 All 2004 All 2005 All Algebra I - Grade 8 Hispanic Students Algebra TASEL­M Schools Compared to Districts with TASEL­M, County, State Hispanic Students (Hisp) Scoring Proficient and Advanced 100 90 Hispanic Students in TASEL-M schools and districts including TASEL-M schools scored higher than Hispanic students in the county and state. 80 70 60 50 59 53 56 50 40 30 20 10 0 2003 Hisp 2004 Hisp 2005 Hisp State (8) County (8) TASEL­M Dist (8) TASEL­M Schls (8) Algebra I - Grade 8 Hispanic Students Two TASEL­M Schools ­ 8th Grade Algebra I Hispanic Students (Hisp) Scoring Proficient and Advanced 80 70 68 +40%age pts 61 +8%age pts 56 60 50 53 State County TASEL­M Schls (8) School A School B 40 30 28 20 Two TASEL-M schools show significant increases for their Hispanic students in 8th Grade Algebra I. 10 0 2003 Hisp 2004 Hisp 2005 Hisp Reflection s Explain to your partner what you Explain understood about the data presented. understood s How would YOU use your CST data to How YOU inform you on the effectiveness of your grade level/course program. grade Prepared by Orange County Department of Education - Dr. Dianne DeMille 10th Grade CAHSEE - All Students 10th Results Over 3 Years s Passing Rates s 2 TASEL-M High Schools Prepared by Orange County Department of Education - Dr. Dianne DeMille CAHSEE - Grade 10 All Students CAHSEE TASEL­M Schools with State, County, District All Students ­ Percent Passing CAHSEE Grade 10 100 90 80 70 60 State Orange County TASEL­M Dist TASEL­M Schls 50 40 30 20 10 0 2003 (All) 2004 (All) 2005 (All) CAHSEE - Grade 10 All Students CAHSEE TASEL­M Schools with State, County, District All Students (All) ­ Percent Passing CAHSEE Grade 10 90 Districts including TASEL-M schools show higher percentage of students passing the CAHSEE in 10th grade than the Orange County. +14%age pts 84 83 80 75 +20%age pts +15%age pts 70 70 TASEL-M schools show higher percentage of students passing the CAHSEE in 10th grade than the state. 60 55 50 2003 (All) 2004 (All) 2005 (All) State Orange County TASEL­M Dist TASEL­M Schls CAHSEE - Grade 10 All Students CAHSEE Two TASEL­M Schools Doing Well All Students (All) ­ Percent Passing CAHSEE Grade 10 90 +13%age pts 82 +19%age pts 80 77 +22%age pts 75 +20%age pts 70 63 60 55 50 2003 (All) 2004 (All) 2005 (All) State Orange County TASEL­M Schols School 1 School 2 10th Grade CAHSEE 10th Hispanic Students - Results Over 3 Years Results Hispanic s Passing Rates s 2 TASEL-M High Schools Prepared by Orange County Department of Education - Dr. Dianne DeMille CAHSEE - Grade 10 Hispanic Students CAHSEE TASEL­M Schools with State, County, District Hispanic Students (Hisp) ­ Percent Passing CAHSEE Grade 10 80 72 +30%age pts 70 +32%age pts +28%age pts 70 +15%age pts 60 State Orange County TASEL­M Dist TASEL­M Schls 50 40 42 38 30 20 2003 (Hisp) 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. 2004 (Hisp) 2005 (Hisp) CAHSEE - Grade 10 Hispanic Students CAHSEE Two TASEL­M Schools Doing Well Hispanic Students (Hisp) ­ Percent Passing CAHSEE Grade 10 80 76 +34%age pts 73 +35%age pts 70 70 60 50 40 42 Two TASEL-M schools show even higher results. 38 30 20 2003 (Hisp) 2004 (Hisp) 2005 (Hisp) State Orange County TASEL­M Schols School 1 School 2 10th Grade CAHSEE English Learners - Results Over 3 Years Results English s Passing Rates s 2 TASEL-M High Schools Prepared by Orange County Department of Education - Dr. Dianne DeMille CAHSEE - Grade 10 EL Students CAHSEE TASEL­M Schools with State, County, District English Learners (EL) ­ Percent Passing CAHSEE Grade 10 80 70 64 +29%age pts 60 58 +29%age pts +25%age pts 50 49 +22%age pts 40 35 30 20 29 27 2003 (EL) English Learners in TASEL-M schools and district with TASEL-M schools show higher percentage passing rate for 10th graders on the CAHSEE. 2004 (EL) 2005 (EL) State Orange County TASEL­M Dist TASEL­M Schls CAHSEE - Grade 10 EL Students CAHSEE Two TASEL­M Schools Doing Well English Learners (EL) ­ Percent Passing CAHSEE Grade 10 80 70 68 +31%age pts +28%age pts 60 58 +29%age pts +24%age pts 60 50 49 +27%age points 40 37 30 20 32 29 27 2003 (EL) 2004 (EL) 2005 (EL) State Orange County TASEL­M Schols School 1 School 2 Reflection s Explain to your partner what you Explain understood about the data presented. understood s How would YOU use your 10th Grade How YOU CAHSEE data to inform you on the effectiveness of your program(s). effectiveness Prepared by Orange County Department of Education - Dr. Dianne DeMille How are We Closing the Gap? How Prepared by Orange County Department of Education - Dr. Dianne DeMille TASEL-M Goals TASEL-M s s To improve mathematics achievement through deep To analysis of school data analysis To increase the mathematics achievement for all To students on students – California Standards Test (CST) – California High School Exit Exam (CAHSEE) – Entry Level Mathematics (ELM) for CSU s To improve teachers’ mathematics knowledge and To skills to deepen student understanding and retention of mathematics of Prepared by Orange County Department of Education - Dr. Dianne DeMille TASEL-M Goals (cont.) TASEL-M s To engage teachers to work collaboratively to – identify essential concepts and prerequisite understanding identify – identify skills in the STANDARDS s To encourage – – s s cultural change in mathematics teaching environment cultural teachers to focus on student learning To establish an ongoing mathematics education To partnership partnership To increase numbers of students enrolled in upper To level mathematics classes. level Prepared by Orange County Department of Education - Dr. Dianne DeMille Upper Level Mathematics Course Enrollment for Hispanic Students Enrollment s For TASEL-M Schools and Districts s A Closer Look at 2 TASEL-M Schools Prepared by Orange County Department of Education - Dr. Dianne DeMille Upper Level Courses Hispanic Students Upper TASEL­M Schools ­ Hispanic Enrollment in Upper Level Math Percent of Total School Enrollment 100 90 80 70 60 State County TASEL­M Dist TASEL­M Schls 50 40 30 20 10 0 2002 2003 2004 2005 Upper Level Courses Hispanic Students TASEL­M Schools ­ Hispanic Enrollment in Upper Level Math Percent of Total School Enrollment 30 22 +5%age pts 21 +10%age pts 20 19 +3%age pts 17 State +3%age pts County 17 16 TASEL­M Dist TASEL­M Schls 14 10 11 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. 0 2002 2003 2004 2005 Upper Level Courses Hispanic Students Upper Two TASEL­M Schools Increasing Hispanic Enrollment in Upper Level Math 50 40 38 +18%age pts 30 20 +9%age pts 23 22 +5%age pts 20 17 14 10 When looking at two specific TASEL-M schools there is even more than the aggregate data show. 0 2002 2003 2004 2005 State County TASEL­M Schls School 1 School 2 Reflection Reflection s What are you doing to support higher What enrollment in upper level mathematics courses? courses? s What challenges will there be when the What numbers increase? numbers Prepared by Orange County Department of Education - Dr. Dianne DeMille TASEL-M Objectives TASEL-M STAR mathematics scores will close the STAR gap to the state average gap s The number of students taking math The analysis (pre-calculus) will increase by 50% analysis s Teachers will collaborate on a regular basis Teachers to review data for program and instruction decisions. decisions. s Teachers’ instruction will reflect increased Teachers’ pedagogical content knowledge. pedagogical s Prepared by Orange County Department of Education - Dr. Dianne DeMille One District’s Overview of TASEL-M One A short video (7 minutes) Prepared by Orange County Department of Education - Dr. Dianne DeMille Video One District’s Overview of TASEL-M of QuickTimeª and a Sorenson Video 3 decompressor are needed to see this picture. What Did You Observe? What Prepared by Orange County Department of Education - Dr. Dianne DeMille Annually Teachers Collaborate Annually Analyze CST, CAHSEE, and CELDT data s Create a school action plan and a personal Create action plan action s Develop a calendar of meetings and events s Create and analyze Benchmark assessments s Use Motivation survey results for richer Use lesson design s Prepared by Orange County Department of Education - Dr. Dianne DeMille Monitor Student Progress Monitor s Teachers meet regularly in course-alike teams – Analyze assessment data (benchmark and unit) to Analyze inform their lesson design inform – CELDT data is used to follow individual students – Common agreements among all department members s Teachers follow two students from the BASIC Teachers group on the CST (at least one EL student) to inform their discussion and focus lesson design. inform Prepared by Orange County Department of Education - Dr. Dianne DeMille TASEL-M as a Model TASEL-M s Collaboration time – Building professional learning communities – Common Agreements » Commitment to common vision from all members of the department – Developing school and individual action plans s Lesson Design that Encourages Student Engagement Lesson – Strategies Strategies » Identifying and putting a face to the learner – Pedagogy Pedagogy » Pedagogical Content Knowledge – Practice Practice » Cohesive planning that addresses specific needs of individual Cohesive students students s Full administrative support (both site and district) Prepared by Orange County Department of Education - Dr. Dianne DeMille Lessons Learned Lessons All Stakeholders must be included from the All beginning beginning s A commitment to a collaborative focus s Involvement of all Principals is a key Involvement element for success element s Articulation for cohesive planning s Include Special Ed and EL teachers in all Include activities activities s Prepared by Orange County Department of Education - Dr. Dianne DeMille ...
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This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.

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