Transcript Montana Math and Science Teacher Initiative

Montana Math and Science
Teacher Initiative
MMSTI
Wednesday , 18 November 2009 ~ Montana State University
I. Updates from the national Front
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Science and Mathematics Teacher Imperative (SMTI)
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Dr. Howard Gobstein addresses the President’s Council of Advisors
on Science and Technology (PCAST);
Federal STEM Education Initiatives and Innovative STEM Education
Programs
http://www.tvworldwide.com/events/pcast/091022/default.cfm
Secretary Duncan Addresses Higher Education
University of Virginia: A Call to Teach
http://www.edgovblogs.org/duncan/2009/10/a-call-to-teach/
Education in the United States of
America
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Robert A. Compton Presents:
2 Million Minutes: A Global Examination
http://www.2mminutes.com/about.asp
2 Million Minutes: Solutions for a 21st Century
http://www.2mminutes.com/index.asp
II. MMSTI Road Map
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Sub-Committee
Larry Baker, Dean, College of Education, Health and Human Sciences, MSU
Katie Burke, Science Curriculum Specialist, OPI
Chris Comer, Dean, College of Arts and Sciences, UM
Royce Engstrom, Provost/VP Academic Affairs, UM
David Erickson, Associate Professor, Dept. of Curriculum and Instruction, UM
Bobbie Evans, Dean, Phyllis J. Washington College of Education and Human Sciences, UM
John Graves, Adjunct Assistant Professor, MSU and Representative for MSTA
Jean Howard, Math Curriculum Specialist, OPI
Paula Lutz, Dean, College of Letters and Sciences, MSU
Tricia Parrish, MMSTI Project Coordinator, UM
David Patterson, Associate Professor, Department of Mathematical Sciences, UM
Darrell Rud, Executive Director, School Administrators of Montana
Elizabeth Swanson, Director, Math and Science Resource Center, MSU
Andrew Ware, Chair, Department of Physics and Astronomy, UM
A. Mission and Vision Statement: Draft
Vision Statement:
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The Montana Math and Science Teacher Initiative engages the P-20 education community and
key stakeholders in shared decision-making practices to support Montana’s mathematics and
science teachers.
Mission Statement:
The Mission of the Montana Math and Science Teacher Initiative is to improve the recruitment,
training, placement, and retention of highly effective mathematics and science teachers who
are committed to promoting excellence and equity in student outcomes.
Objectives:
1.) Engage in a statewide campaign to raise public awareness on the importance of mathematics
and science education to prepare Montana students for civic engagement, career and
college readiness, and to become leaders in a globalized technological world;
2.) Increase the quality, quantity, and diversity of mathematics and science teachers¹ through
rigorous, high quality, professional development teacher education programs in Montana;
3.) Develop systematic data collection practices allowing reliable evaluation of current practices
and informing future developments and sustainability
Input to Date: Burke, Erickson, Howard, Parrish, Rud
¹ Science and Mathematics Teacher Imperative – Commitment, retrieved from: http://www.teacher-imperative.org/
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B. Communication
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Darrell Rud
Executive Director
School Administrators of Montana
C. Data Collection and Analyses
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Montana Institutions of Higher Education*
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Annual Production by Major
Teacher Education Program Pipeline Data
Vacancies – Career Services
Office of Public Instruction
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Licensure by endorsement area: K-8/5-12 math and science
Misassigned Teachers
Personnel Recruitment and Retention Survey
Teacher Retirement
Vacancies
OCHE - Department of Labor Data
* Institutions with teacher education programs approved by the Montana Board of Public
Education for state licensure.
State Systematic Data Collection
Process
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Vacancy Data – Monthly  Yields Annual Demand Data
• OPI
• Career Services
Annual Production by Major – Campus Reports
• Fall 09 – January 2010
• Spring 10 – June 2010
• Summer 10 – August 2010
Office of Public Instruction – March 2010
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Licensure
Misassigned Teachers
Personnel Recruitment and Retention Survey
Teacher Retirement Services
OCHE – March/April 2010
Annual Production Statewide Census:
2009 - 2010
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• Carroll College: Dean Lynette Zuroff and Connie McEachern, Unit Coordinator
• Montana State University
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Billings: Janet Alberson, Licensure Official
Bozeman: Dr. Patricia Ingram, Direct of Field Placement and Certification
Northern: Dr. Pamela Wilson, Director of Field and Clinical Experience
Licensure Office
Rocky Mountain College: Dr. Barbara Vail
Salish Kootenai College: Cindy O’Dell, Education Chair
University of Great Falls: Angel Turoski, Director of Education
The University of Montana
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Missoula: Associate Dean Sharon Dinkel-Uhlig and Kristi Murphy, Licensure
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Western: Dr. Delena Norris-Tull, Chair Department of Education
Specialist
Annual Production and demand
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Production: 2008*
Demand: 2009**
Baccalaureate
Post-Baccalaureate
Vacancies
K-8 ***
361
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21 (124
Biology
17
0
2
+750%
Broadfield
12
0
24
-50%
Chemistry
3
0
0
Earth Science
2
0
0
Physics
4
1
2
Mathematics
35
2
80
*
Status:
+/total)
+202%
-54%
2008 Montana Higher Education Institutional Data: K-8 (8 of 9 Campuses Reporting); 5-12 (7 of
8 campuses reporting).
** Total Vacancies Posted as of November 17, 2009 on OPI, MSU, and UM websites.
*** K-8 Vacancy Data = 21 out of 124 posted vacancies are for middle school math or
science teachers.
D. Coaching in Mathematics and
Science
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Elementary Math Coaching
David Yopp, Montana State University
OPI Coaching Components in Math Science
Partnerships
Jean Howard, Office of Public Instruction
OPI - Coaching Across Montana
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 Math and Science Partnerships (MSP)
– Billings Public School District
– Helena Public School District
– Category 1 – STEM/Postsecondary Support
 Statewide School System of Support – School
Improvement
 Special Services (Response to Intervention, Reading First)
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Academic, Learning Environment, Efficiency
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Standards-based Education
Nine Correlates
3 Tier: Core, Supplemental, Intervention
E. Mentoring
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Elisabeth Swanson and John Graves
Montana State University
F. Professional Development Academy
and P-20 Partnerships
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 8 Missoula County High Schools & UM
 Mathematics Workshops
University Mathematics Placement Exam
• Technology for Teaching Mathematics
• Others in planning
 Science Workshops
• In planning stages for Spring ‘10
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Learning Assistant (LA) Program Modeled after UC-Boulder LA Program
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 UM STEM faculty
meeting - 11/19/09
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Sharing the model
Forming a team of
volunteers
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Writing an NSF grant to support implementation
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http://link.brightcove.com/services/player/bcpid14146722001?bctid=6641477001
H. Funding Opportunities
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• Carl Perkins Career and Technical Education Act
– Montana Prospects: Educational and Career Opportunities in STEM for Girls
– Participants
– Community of Practice
• Woodrow Wilson/Rockefeller Brothers Fund Teaching
Fellowship for Aspiring Teachers of Color program
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Goal of Fellowship
Funding
III. Montana Common Core Standards
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Maurice Burke
Montana State University
Common Core Initiative FAQ
http://www.corestandards.org/
Common Core Initiative FAQ
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 Who is leading the Common Core State Standards Initiative?
The Council of Chief State School Officers (CCSSO) and the National Governors
Association Center for Best Practices (NGA Center); As part of this process, they have
convened a National Policy Forum composed of signatory national organizations to
share ideas
 How will states adopt the common core state standards?
States will adopt the common core state standards through a process that respects unique
state contexts. CCSSO and the NGA Center will ask states to share their adoption
timeline and process in early 2010, when the K-12 common core state standards are
completed. A validation committee will verify that states have accurately adopted the
common core state standards
 Are these national standards?
No. This initiative is driven by collective state action and states will voluntarily adopt the
standards based on the timelines and context in their state.
 What grades will be covered in the common core state standards?
The English-language arts and math standards will be K-12 standards.
Assessment
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 Will common assessments be developed? Will one national test
be created that looks like the current tests we have today?
States know that standards alone cannot propel the systems change we
need. Assessments aligned with the common core state standards will
play an important role in making sure the standards are embedded
in our education system.
Some states will voluntarily come together to develop new innovative,
common assessments as part of the Race to the Top program.
However, states do not want to see one national assessment given
once a year that relies on multiple-choice items. A common
assessment system will include multiple forms of assessment so that
what a student knows and can do, not the form of the assessment,
determines performance. An assessment system must provide
assessment for learning as well as assessment of learning.
Timeline
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 What is the timeline for the common core state
standards initiative?
Key dates in the project are identified below.
1. November 2009 – College- and career-readiness
standards validated.
2. Winter 2009/2010 – K-12 common core state standards
in English-language arts and mathematics completed and
publicly released.
3. Early 2010, states submit timeline and process for
adoption of common core state standards in Englishlanguage arts and mathematics.
The Flow Chart
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Some Controversy (Part 1)
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 Mathematical Practice (Standard 1)
Proficient students expect mathematics to make sense. They
take an active stance in solving mathematical problems.
When faced with a non-routine problem, they have the
courage to plunge in and try something, and they have the
procedural and conceptual tools to carry through. They are
experimenters and inventors, and can adapt known
strategies to new problems. They think strategically.
Math Modeling (Standard 7)
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Modeling
Core Concepts
 Mathematical models involve choices and assumptions that abstract key
features
 from situations to help us solve problems.
 Even very simple models can be useful.
Core Skills
 Model numerical situations.
 Model physical objects with geometric shapes.
 Model situations with equations and inequalities.
 Model situations with common functions.
 Model situations using probability andstatistics.
 Interpret the results of applying a model and compare models for a
particular situation.
ISN’T THIS FUZZY MATH??
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The Modeling standard needs discussion in relation to the other standards. For example,
what is the difference between a geometry task versus a modeling task that uses
geometry? What is the difference between a contextualized algebra problem and a
modeling problem that uses equations to describe a situation? In these standards, a task is
considered to belong more in Modeling, the more it is the case that:
The math techniques to be used are not stated explicitly in the problem. However,
beginning/developmental modeling tasks can walk the student through the techniques, as a
way to show their use.
Various assumptions must be imposed by the student to apply the techniques; these
assumptions are not explicitly stated in the problem; and differing sets of assumptions could
all be considered reasonable.
The task involves making a decision about something.
The task involves an optimization of some kind.
The context is not a pretext. While the task inevitably teaches mathematics, its primary
focus is the situation or phenomenon at hand. The phenomenon or situation is interesting or
worthwhile beyond the academic discourse of the classroom.
Some Controversy (Part 2)
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4. Core Concept A; Core Concept B; Core Skill 1.
 In a country with 300 million people, about how many
high school math teachers will be needed? Try to estimate
a sensible answer using your own everyday knowledge
about the world. Write an explanation of your answer,
stating any assumptions you make.
 Likewise, estimate the number of people born each day on
planet earth.
 Likewise, estimate the percentage of Americans who are
pregnant at any given time. Also estimate the percentage
of elephants who are pregnant at any given time.
IV. College Readiness
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Jan Clinard
Office of the Commissioner of Higher Education
Tests of College Readiness
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Class of 2009 Test-Takers
7753
8000
7000
5960
6000
5000
3686
4000
2456
3000
2000
1000
0
ACT
ACT Writing
SAT
MUSWA
Of Montana’s 2009 high school graduates:
54% took ACT, 22% took SAT, and 70% took MUSWA tests.
Average scores & Readiness thresholds
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Class of 2009 SAT Average Scores
Class of 2009 ACT Average Scores
800
35
700
30
600
25
500
20
State
400
State
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Nation
300
Nation
10
Threshold
200
Threshold
5
100
0
0
Math
Science
Reading
English
Writing
Math
Reading
Writing
Montana’s class of 2009 averages were above national averages
and college-readiness thresholds.
Percent ready by threshold
30
100
90
80
70
60
ACT
50
SAT
40
30
MUSWA
20
10
0
MSU-N
MSU, MSU-B,
UM, UM-W, Tech
Math Proficiency
Writing
Proficiency
Combined
Writing
Proficiency Essay
Standard
Depending on the measure used, 48% to 81% of the students
tested College Ready.
Students’ Planned Majors & ACT Scores
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 19%: Health Sciences and Related Fields (21.9)
 15%: Undecided (21.9)
 9%: Agriculture Sciences and Technologies (19.9)
 7% Business and Management (21.2)
 6% Biological and Physical Sciences
(24.2)
 6% Social Sciences (24.2)
 6% Visual and Performing Arts (22.1)
 5% Engineering: (24.5)
 Based on 5,960 Montana High School Students
Percent of Students Ready by Subject
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Percent of Students Ready for College-Level Coursework
100
90
80
70
60
State
50
Nation
40
30
20
10
0
All four benchmarks
English
Math
Reading
Science
ACT conducts studies to set minimum thresholds at which students will have a 75%
chance of earning C’s or higher as freshmen in college. The reading score
predicts success in history and the science score predicts biology.
An Example of Aspiration/Readiness
Disconnect
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Of those students interested in Health Care Fields:
 71% are ready for college composition
 55% are ready for college social sciences
 30% are ready for college mathematics
 19% are ready for college biology
 Based
on ACT scores in English, Reading, Math,
and Science and Interest Inventory on ACT
High School Rigor Improves Readiness
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SAT Average Scores: Core vs. Less than Core
800
700
600
500
400
Core
Noncore
300
200
100
0
Writing
Math
Reading
ACT and the College Board define Core as
4 yrs of English, 3 yrs math, 3 yrs science, & 3 yrs social sciences.
Both tests show significant gains for students with rigorous high school courses.
MUSWA Has Improved Readiness in Writing
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Percent Scoring at or above Proficiency (3.5)
80
70
60
50
American Indian
40
Caucasian
30
20
10
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
These trend lines are based on both an increasing number of test-takers and increasing
scores. In 2001, 3,365 students tested, 228 of whom were American Indian. In 2009,
7,753 students tested, 534 of whom were American Indian.
Developmental Education Serves
Under-prepared Students
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Remediation Rates of Recent Montana High School Graduates (percentages based on totals of
approximately 3,600 each year)
40.0%
35.0%
30.0%
25.0%
20.0%
Fall 05
15.0%
Fall 06
10.0%
Fall 07
5.0%
Fall 08
Fall 09
0.0%
Overall
Math &
Writing
Math
Writing
These rates are for the MUS only and do not include Community or Tribal Colleges.
In 2009, Common Course Numbering corrected possible errors in
classification of developmental courses.
For more information about College Readiness
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 Go to the Montana University System “Preparing for College”
Website: http://mus.edu/collegeprep.asp
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Admissions standards
Charts, graphs, helpful links
Mathematics Proficiency Initiative
Writing Proficiency Initiative
 Contact the Director of Academic Initiatives
 Jan Clinard, Ed.D.
 406-444-0652
 [email protected]
V. The State of Montana Mathematics
Education Forum
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MT-Math-Forum – home
Jean Howard - OPI
VI. Race to the Top
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Updates and Reports from the
Assessment Program
Jan Clinard, Office of the Commissioner of Higher Education
Dan Villa, Governor Schweitzer’s Office
Leadership from the Governor and First Lady
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VIII. Committee Planning Breakout
Sessions
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 Developing a Communication Plan - Montana and Beyond:
Darrell Rud
 Strategies for Increasing Math & Science Teachers -
Implications for Growth Targets: Royce Engstrom, Bobbie
Evans and Chris Comer, The University of Montana