Transcript Summer 2004 Instructional Institute

Step Up to High School
Easing the Transition into High School
UMLN June 2005 Meeting
Office of Mathematics and Science
Office of Professional Development
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
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.
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
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
Reflecting on Step Up
Successes
Challenges
• ~1700 students in summer 2003
• Getting the word out: Year 1
• ~3000 students in summer 2004
• Buy-in: Year 1
• ~3000 students projected for this
summer
• Recruitment of teachers
• Fewer failures during SY 03-04
• Professional development
• Teachers and students were
positive about Step Up
• Selection of materials
• Increased collaboration between
teachers
• Keeping up the momentum
• Classrooms were more studentcentered
• Recruitment of students: Year 1
• Grading policy
Step Up Student Pass Rates
Fall Semester 2003-04
Course
Targeted students Targeted students
who attended
who did not
‘Step Up’
attend ‘Step Up’
Algebra
88%
75%
Survey of Literature
91%
77%
Reading in the Language
Arts
96%
76%
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”
Course Structure
2003-04
Algebra
(45 min.)
Algebra
Problem Solving
(45 min.)
Conceived as 90 minutes of algebra
2004-05
Algebra
(45 min.)
Algebra
Problem Solving
(45 min.)
Separate course model
2005-06
Two-period Algebra
(90 min.)
Single course model with same teacher,
same students for both periods of
instruction*
* 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.
Concerns from Administrators
1.
Course structure
2.
Student enrollment criteria
3.
Articulation between APS and algebra
4.
Teacher assignment
5.
Implementation support for schools
6.
•
Communication
•
Materials
•
Professional development
•
Special needs students
Reduced course selection options
APS Task Force
Office of High School Programs
Office of Planning and Development
Area Instructional Officers
Office of Mathematics and Science
High School Principals
Area Mathematics Coaches
HS Mathematics Department Chairs
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
Two-period Algebra Curriculum
Multi-step
problem solving
Signed number
operations
Graphing in the
x-y plane
9TH GRADE
ALGEBRA
CONTENT
Fractions,
percents, and
proportional
reasoning
Understanding
variables and
patterns
Exponents
Curriculum Options
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
http://cmsi.cps.k12.il.us/