High School WASL Support Materials

1
High School Segmented Course and Assessment For
Mathematics
2
Ron Donovan Mathematics Initiative
Specialist ron.donovan_at_k12.wa.us 360-725-6338 or
360-480-1477
3
Mathematics

• Mathematics is a language and science of patterns
• Mathematical content (EALR 1) must be embedded in
  the mathematical processes (EALRs 25)
• For all students to learn significant
  mathematics, content must be taught and assessed
  in meaningful situations

4
Learning Mathematics

• Many students don't feel good about math,
  largely as a result of the way they have been
  taught. Because of the prevalent belief that
  classroom mathematics consists of mastering
  formulas, these students do not understand how
  mathematics can be meaningful.
• Alan H. Schoenfeld

5
Mathematics Grades 3-8 and 10
Percent of students meeting standard
100.0
90.0
80.0
70.0
64.5
60.0
56.0
49.6
49.1
50.0
40.0
30.0
20.0
10.0
0.0
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
6
Learning Mathematics

• They do not adequately link symbolic rules to
  mathematical concepts--often informally
  acquired--that give symbols meaning, constrain
  permissible manipulations, and link mathematical
  formalisms to real-world situations.
• Lauren Resnick

7
Questions

• Why are students in high school who score at
  Level 1 on the WASL struggling with the
  Mathematics concepts that could help them be more
  successful?
• What can we do to help students move forward?
• What can students do to help themselves move
  forward?

8
What Do We Know About Level 1 High School
Students In Mathematics?

• Low Mathematics Self-Esteem
• See Mathematics as a stand-alone, irrelevant
  class
• 35 years below grade-level
• Lack the combination of Mathematic skills and
  communication skillsthe connection
• Weak meta-cognition skillsawareness of ones own
  learning or thinking processes
• Do not know how to function as independent
  learners

9
What Do We Know About Level 1 High School
Students In Mathematics?

• Lack the understanding that Mathematics is more
  than a set of isolated rules, formulas, and
  algorithms
• Lack the effort and perseverance
• Know only one way to solve problems
• Attendance/Behavior/Family Support
• Have little or no ability to transfer skills
  learnedespecially in a contextual scenario
• Lack the skills to solve a multi-step problem

10
What Problems Do Level 1 Students Experience on
the WASL?

• Recognizing the effect of a change in one
  dimension on area, perimeter, and volume
• Using information from tables and graphs to
  support a conclusion
• Following ALL directions
• Knowing how to interpret and use stem and leaf
  plots or box and whisker plots
• Organizing and supporting their answer
• Labeling measurements

11
Blank Response Data forHigh School Level 1
Students
12
Learning Mathematics

• There should be as muchor moreemphasis in the
  mathematics classroom on understanding
  mathematical concepts and possible mathematical
  relationships as on accurate computation.
  Students should be taught to recognize situations
  in which their mathematical skills can be
  utilized.
• Richard Lesh

13
How Can We Better Engage Students in Learning?

• Students see the connections between what they
  are learning and the real world.
• Students receive regular feedback on how they are
  doing and how they can improve.

14
Learning Mathematics

• Today's youngsters run into difficulty in making
  inferences, solving problems, evaluating the
  reasonableness of results, using references to
  'look up' what they need to know, and so on. It
  is the complex skills, not the basic skills that
  are deteriorating. What we need is to get back to
  complexity, where thinking is required in
  addition to simply knowing some isolated fact or
  procedure. In realistic situations in which
  mathematics is used, question asking, information
  gathering, and trial-answer evaluating are often
  more important than simple answer giving. Real
  problems usually require more than simple
  one-step solutions."
• Richard Lesh

15
What Is The Purpose Of The Segmented Course?

• Provide an alternative opportunitystill needs to
  be approved by legislature
• Contextual-based activities
• Active-learning format
• More narrow focus
• Build students confidence
• Develop a sense of hope

16
Why is This So Important?

• If you lose hope, somehow you lose the vitality
  that keeps life moving, you lose that courage to
  be, that quality that helps you go on in spite of
  it all.
• Dr. Martin Luther King

17
What Is The Structure Of The Course?

• 3 Separate Segments
• Segment 1 AS/NS embedded in Process
  (approximately 60 days)
• Segment 2 GS/ME embedded in Process
  (approximately 50 days)
• Segment 3 PS embedded in Process (approximately
  35 days)
• An Assessment at the End of Each Segment
• Test Map being developed
• Cumulative cut score

18
What Is The Structure Of The Course?

• Full year courseJuniors and Seniors
• Series of very scaffolded activities that focus
  on process with content embedded
• Start below grade-level and move forward
• Practice assessments developed by the committee
• Support from the teachers in developing
  test-taking skills
• Support from the teachers in developing technical
  reading skills
• Support from the teachers in developing better
  communication skills

19
What Is The Structure Of The Course?

• Our Recommendations
• Not to supplant another Mathematics class
• Very self-containedlimited homework
• Pass/Fail grading
• Focus on competency development rather than
  material coverage
• Students still take WASL in April
• Use this class to develop Collection of Evidence
• Taught by a certificated or endorsed Mathematics
  teacher

20
Teacher Trainings

• April 30, 2007Spokane
• May 1, 2007Richland
• May 2, 2007Yakima
• May 3, 2007Wenatchee
• May 7, 2007Port Angeles
• May 21, 2007Mt. Vernon
• May 22, 2007SeaTac
• May 23, 2007Tumwater
• May 24, 2007Vancouver

21
What Additional Resources Are Available to Assist
The Teachers?

• Computer software possibilities (such as
  AgileMind, Bridge to Algebra, ALEKS, etc.)
• K20 video-conferencing
• Classroom materials already
• being used
• Local textbooks

22
Mathematics Email Distribution ListMovers
ShakersSign-up Now!!
Receive pertinent mathematics information,
meetings, workshops, and other mathematics
notices on the Movers and Shakers email
distribution list!!

• Send Email to kristina.quimby_at_k12.wa.us
• Subject Line M S Sign-up

23
You can do it. We can help.
24
Thank You For Your Attention!!