Mathematics Program Assessment

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Mathematics Program Assessment

• June 16, 2003

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Committee Members

• Carol Barry Austin
• Patricia Barker
• Ellen Basile
• Kimberly Beane
• Candice Beattys
• Eugene Brown
• Juliette Campasano
• Jerry Clifford

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Committee Members

• Beth Dalzell
• Angelo DeMattia
• Mary Garrigan DeSarno
• Roy Eismann
• Yolande Fleming
• Kathy Lamkin
• Deborah Marr
• Jim Memoli

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Committee Members

• Nancy Murray
• Beatrix Ospina-Smith
• Beverly Pilchman
• Christopher Preston
• Shelley Slafkes
• Peter Trebour
• Fran Varon

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Mission Statement

• The primary purpose of the Mathematics Program
  is to enable all students to acquire the
  mathematical skills, understandings, and
  attitudes that they will need to be successful in
  their careers and daily lives.

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Primary Program Goals

• Students will
• Become mathematical problem solvers
• Learn to communicate mathematically
• Learn to reason mathematically
• Learn to value mathematics
• Become confident in their own ability

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Secondary Program Goals

• Learning Environment Goals
• Equity and Excellence Goals
• Instructional Goals
• Curricular Goals

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Progress Since the Last Program Assessment (1998)

• Tools of Change
• Curriculum
• Professional Development
• Assessment

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Program Structure/MaterialsKindergarten - Grade 5

• Kindergarten- 30 minutes per day
• Trailblazers
• Manipulatives
• Grades 1-5 - 50-60 minutes per day
• Everyday Mathematics
• Supplementary Materials
• Manipulatives
• Calculators

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Program Structure/MaterialsGrades 6-8

• Grades 6-8 - 240 minutes per week
• Middle School Math (grades 6-7)
• Math in Context (grades 6-7)
• Discovering Algebra (grade 8)
• Supplementary Materials
• Scientific and Graphing Calculators
• Computer Tools
• Manipulative Tools

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Program Structure/MaterialsGrades 9-12

• Grade 9-12 - 200 minutes per week
• Tools for a Changing World (grade 9)
• University of Chicago School Mathematics Project
  (grades 10,11,12)
• McDougal-Little/Houghton Mifflin (grades 10-12)
• Scientific and Graphing Calculators
• Computer Tools
• Supplementary Materials
• Advanced Placement/Electives (grades 10-12)

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Methods of Assessment and Results

• Grade 1 Criterion Referenced Test
• Assesses Six Content Clusters
• Proportionally weighted according to importance
  of content

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Methods of Assessment and Results

• On the Grade 1 Criterion Referenced Test,
  students show satisfactory performance in the
  data analysis, patterns, and measurement
  clusters, with fewer students attaining mastery
  in computation and geometry.
• In number concepts, 95-100 of first graders
  show strength in recognizing everyday use of
  number, 50-75 evidence mastery of comparing and
  ordering whole numbers, and 80-90 evidence
  mastery of fractions.

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Methods of Assessment and Results

• The Grades 2-7 Terra Nova NCE Trend Averages
  indicate scores have remained relatively
  consistent with significant growth at particular
  grade levels.
• Year Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6
  Gr.7
• 1999 63 68 64 64 63
• 2000 66 64 66 64
• 2001 61 68 64 65 65 65
• 2002 62 66 69 69 65 68

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Methods of Assessment and Results

• 2002 Results
• Grade 4 ESPA
• 82 Proficient/Advanced Proficient
• Grade 8 GEPA
• 75 Proficient/Advanced Proficient
• Grade 11 HSPA
• 89 Proficient/Advanced Proficient

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Methods of Assessment and Results

• Grades 1-7 Project Ahead
• 2000-2001 Cohort
• 65 exit after two years in Project Ahead
• Students who have four hours weekly of Project
  Ahead Mathematics at the middle school level do
  significantly better than those students who have
  two hours weekly of Project Ahead Mathematics.

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Methods of Assessment and Results

• State Tests Disaggregated Scores
• The scores on the three State assessments (ESPA,
  GEPA, HSPA) indicate an achievement gap among
  some of the categories specified by No Child Left
  Behind.

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Methods of Assessment and Results

• The percent of students taking calculus at
  Columbia High School has increased from a
  relatively constant rate of 13 to over 18 in
  2002-2003.

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Methods of Assessment and Results

• SURVEYS
• Grades 2, 5, 8 Parents
• Grades K-12 Teachers
• Grades 5, 8, 11 Students

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Parent SurveysGrades 2, 5, 8
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Student Survey ResultsGrades 5, 6, 8, 11
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Teacher Survey Grades K-5
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Teacher Survey By School K-5
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Teacher Survey Grades 6-8
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Teacher SurveyGrades 9-12
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Survey Discussion Points

• Student Communication
• Instructional Strategies
• Multiple Solutions to Problems
• Real World Connections

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Recommendations

• Review existing and explore new strategies and
  programs to address the achievement gap in
  mathematics at both the elementary and secondary
  levels.

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Recommendations

• Develop additional ways to raise student
  achievement in mathematics at all levels and
  provide additional support to the lower achieving
  students since, in todays world, it is important
  that all students are able to think
  mathematically.

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Recommendations

• Reexamine Project Ahead services in grades
  1-8, particularly the starting date of services,
  the weekly time allocations, the method of
  delivery, and class size issues.
•  
•   

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Recommendations

•  Realign the K-12 mathematics program with the
  recently revised (July 2002) New Jersey Core
  Curriculum Content Standards for Mathematics.

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Recommendations

• Continue to develop grade level assessments that
  measure a students proficiency with the
  mathematics goals and learning objectives and are
  based upon state and national standards.
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•      

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Recommendations

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• Provide greater professional development
  opportunities for mathematics teachers, which
  include working collaboratively by engaging in
  such professional development activities as grade
  level meetings, peer observations, and peer
  mentoring.

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Recommendations

• Improve communication with parents regarding the
  mathematics program.

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Mathematics Program Assessment

• June 16, 2003