Emery USD

Math Plan 2004-2005

Prepared by: Annette Hilts, Leyani von Rotz, Joe Frantz

Additional contributors: Dr. Ruth Cossey, Dr. Phil Tucher

Vision:

Emery USD will close the achievement gap so that all its students are mathematically powerful, possessing a strong foundation in mathematical ideas and applications for further use in the study of mathematics and science. They will have positive attitudes about themselves as learners of mathematics, which empowers them as effective contributors to society.

Mission:

The mission of EUSD K-12 mathematics program is to provide all students access to a high quality math education and the support necessary to achieve high outcomes in that program. We believe this will be obtained by engaging all students in an articulated, coherent, challenging mathematics curriculum that is taught by competent and well-supported mathematics teachers.

Current Mathematics Practices:

Anna Yates Elementary School (AY)

A. Curriculum and Instruction

· Balanced Mathematics Program: The teachers at Anna Yates Elementary strive to engage their students in a rich mathematics program that includes all of the strands of Mathematics: Number Sense, Algebra and Functions, Measurement and Geometry, Statistics, Data Analysis, and Probability, and Mathematical Reasoning. The three key goals of instruction are: Computational Fluency, Problem Solving, and Mathematical Reasoning. The California and National Mathematics Standards are the guides for our instructional program.

As stated in the Mathematics Framework for California Public Schools (page 6) our goals for students include the following:

Develop:

* fluency in basic computational skills and procedural skills

* an understanding of mathematical concepts

* and the ability to use mathematical reasoning to solve mathematical problems both routine and non-routine

Develop logical thinking in order to analyze evidence and build arguments to support or refute hypotheses.

Make connections among mathematical ideas and between mathematics and other disciplines.

Apply mathematics to everyday life and develop an interest in pursuing advanced studies in mathematics and in a wide array of mathematically related career choices.

Develop an appreciation for the beauty and power of mathematics.

· Curriculum materials: All of the K-5 teachers (17) use the state approved series Success with Math Coach materials, which is aligned to the California State Standards. Grade 6 teachers (3) use the state approved series McDougal/Little. In addition, K-6 teachers use supplemental materials that are aligned with both the State and National Mathematics Standards. These supplemental materials are an essential part of the balanced Mathematical program at Anna Yates Elementary. The supplemental materials are published by Math Solutions Publications, Pierson Learning, and Connected Mathematics.

B. Assessment of Student Learning

· Individual Student Interviews: Teachers conduct individual Mathematics interviews with students at the beginning of the school year. Substitutes are provided to facilitate this process. Teachers use data gathered to inform instruction on a class and individual basis. Teachers use individual assessment interviews periodically during the year as needed.

· Student work folders: Teachers identify and collect student work to analyze and keep as evidence of student growth over time. Student work folders are used for professional development, student assessment, curriculum assessment, and to provide evidence of student progress toward standards.

· Curriculum Embedded Assessments: Teachers regularly assess students in problem solving, computation fluency, and mathematical reasoning. Teachers use informal assessments such as observations, interviews, and classroom discussions. Teachers also use formal assessment measures such as quizzes, tests, performance tasks, and projects. Development and selection of these assessments is done in the weekly math meetings. Results and implications of ongoing assessments are discussed and action plans are created during individual coaching sessions and weekly math meetings.

C. Student Support and Intervention

· Target Students: Each teacher selected two or three students who performed poorly on standardized tests and curriculum embedded assessments. Teachers created individual plans to address the needs of these target students. Student progress was discussed at weekly math meetings.

· Differentiated Instruction: Teachers provide time weekly for students to work in small independent groups. During this time the teacher works with small groups of students who need either a challenge or support. In this way student’s individual instructional needs are addressed.

· Coaching Consultation for Students: Teachers may request that the Math Coach observe and or work with a particular student or group of students who need additional support or challenge. The Math Coach then provides suggestions and assists teachers in developing an action plan to address student needs.

· Student Work Profile: Drew Kravin from the Alameda County Office of Education works with students and teachers on a computer program that gives students experience with Standards Based assessment and problem solving.

D. Professional Development and Coaching

· Mathematics Coach: The goal of the Math Coach is to provide ongoing high quality standards based staff development to teachers for the purpose of improving Mathematics instruction and student learning. The key role of the Math Coach is to assist teachers in creating and implementing an instructional program that meets the needs of all students.

· Weekly Grade level meetings: All K-6 teachers are engaged in weekly one hour grade level team meetings. The meetings are designed and facilitated by the Math Coach to provide the following:

Mathematics content for teachers and students

Standards based lessons and activities for students

Pedagogy, strategies, management

Curriculum planning

Assessment (design, implementation, evaluation, analysis)

While teachers are in these weekly meetings their students receive instruction in technology and physical education.

· In class coaching: Weekly coaching is provided by the Math Coach. The Math Coach provides in class support 1 hour/week. During this time teachers engage in one or more of the following activities: Team teaching, Observing a demonstration lesson, Observing a colleague, Guided observation from Math Coach, Differentiated instruction with small groups. In addition, the Math Coach provides before and after school support daily for debriefing and planning.

· Peer Observations: Teachers regularly observe each other across grade levels and at the same grade level. This has greatly facilitated the shift to looping, giving teachers access to grade levels that they may not be familiar with. This practice also gives teachers a chance to get to know their future students and to see what their previous students are doing. Teachers learn from one another and are able to see a variety of effective instructional practices modeled. The Math Coach coordinates these observations as well as the follow up discussions.

· AB 466 Training in Mathematics: By the end of the 2003-2004 school year all K-6 teachers will have completed AB 466 training in Math. This training provides intensive professional development in curriculum, pedagogy, assessment, and Mathematical content. Teachers attend 40 hours of initial instruction and 80 hours of follow up during the school year. AB 466 Mathematics training has been offered at Anna Yates Elementary for the past two years in collaboration with the Alameda County of Education. Leyani von Rotz, the Anna Yates Elementary Math Coach is the instructor for the AB 466 Mathematics Training. By offering this training in house the school has been able to reach 100% of the teachers.

· Key Curriculum Press Summer Institutes: Summer (2003) Five EUSD teachers participated in workshops focusing on Algebra, Geometry, Trigonometry, and Technology. Teachers shared what they learned at the weekly grade level meetings.

· California Mathematics Council Conference at Asilomar: Five EUSD teachers attended the California Mathematics Council conference (12/03). Teachers shared what they learned at the weekly grade level meetings.

Emery Secondary School (ESS)

A. Curriculum and Instruction

§ All of the department teachers currently use the following curricular materials:

Course		Textbook
Algebra I – grade 8		Algebra I – Prentice-Hall (SBE adopted)
Algebra I – grades 9 & 10		Focus on Algebra – Scott-Foresman
Algebra – grade 11		Algebra I Tools for a Changing World - PH
Geometry		Focus on Geometry - SF
Advanced Algebra		Focus on Advanced Algebra – SF
Precalculus		Precalculus w/ Trig – Key Curriculum Press

§ All 7^th and 8^th grade students are enrolled in mathematics support classes to provide them with additional instructional support in pre-algebra & algebra content.

§ All 9^th –12^th students are enrolled in a mathematics course that satisfies the UC/CSU A-G requirement.

§ Each department teacher has developed standards-based curriculum maps (through Fall 2003) for each mathematics course outlining pacing schedules, content objectives, and assessment strategies.

§ Each mathematics teacher posts lesson plans weekly on the district’s website.

B. Assessment of Student Learning

§ Each department teacher has received data (CAHSEE, CAT6, CST) to identify students who are below or far below basic. This information is currently being used in planning daily & weekly assessments (e.g., daily warm-ups, weekly CAT6 prep quizzes)

C. Student Support and Intervention

§ During Summer 2003, intensive instructional support in mathematics and science was provided to low-performing10^th grade students.

D. Professional Development and Coaching

§ All of the current mathematics department teachers (including three Special Ed teachers) participate in vertical articulation team (VAT) meetings (grades 6 – 12) to examine mathematics classroom activities, discuss pedagogical issues and assessment methodologies.

§ Two of the department teachers receive weekly on-site coaching support from mathematics specialists/consultants from Mills College, BTSA, and ACOE.

§ All department teachers have additional access to an on-site coach to assist with immediate concerns related to curriculum, instruction, and assessment practices.

§ All returning mathematics teachers participated in a summer pre-calculus workshop offered by Key Curriculum Press (Summer 2003).

Data Analysis:

Data on the SAT9 test given in all California schools from 1998 to 2002 demonstrates that there has been growth across all grades in the proportion of students who score at or above the 50^th percentile on this nationally-normed test. However, score are far below average for 5^th to 11^th graders.

Emery students show the same dropoff over their school careers in the California Standards Test (CST) in Mathematics. The CST does not compare students to each other like the SAT9, but to state performance standards for how well students demonstrate mastery of the math content standards. Slightly less than a quarter of Emery elementary students currently perform at “Proficient” or better in the CST, while by the time students reach Algebra 1 and higher courses, no Emery students demonstrated proficiency in 2003. It is the goal of the Emery Mathematics Team that all students will be proficient or better at the state math content standards. The fact that many of our students who were successful in their upper level math courses were unable to pass the CST for their course indicates that the rigor of these courses needs to be raised to prepare students effectively for college level math coursework.

Emery secondary students demonstrated sharply improved success at the California High School Exit Exam (CAHSEE) in Spring 2003. When the Class of 2004 first took the CAHSEE, only 16% passed the math portion. Last spring the Class of 2005 took the test for the first time; 46% of them passed it! Even 38% of the Class of 2004 students who had previously failed the test and had to take it over passed it on their retry last spring.

This chart shows the growth in mathematics achievement in Emery USD during the 5 years of the SAT9 test.

The distribution of student math performance by grade level demonstrates that the gap between Emery students’ math achievement and the state math standards grows larger as students move through the system, with no Emery students demonstrating Proficiency or better in Algebra and beyond.

The majority of students do not pass the math portion California High School Exit Exam on the first try, with boys scoring worse than girls. More than a third of those who failed the first time, passed it in 11^th grade. No Special Ed students passed.

Action Plan for 2004-2005

This Action Plan consists of 4 sections, each having an overview statement and outcome objectives for all participants (e.g., teachers, site and district administrators). Each component also describes any fiscal impact on the budget for the 2004-05 school year.

A. Curriculum and Instruction

B. Assessment of Student Learning

C. Student Support and Intervention

D. Professional Development and Coaching

A. Curriculum and Instruction

EUSD

· Instructional minutes for Mathematics and pacing schedule of unit completion: The school leadership will establish a school wide pacing schedule for unit completion by grade level, and clear directives for compliance with state standards for instructional minutes within Mathematics, utilizing state adopted and supplementary Mathematics curriculum. Indicators will include: -written statement of school policies regarding instructional minutes and pacing -schedule for submission of unit assessments -teacher daily schedules.

Fiscal Impact: see Weekly Math Meetings/Math Coach

Anna Yates Elementary

· Instructional minutes for differentiated instruction in Mathematics: Teachers will include a minimum of 15 minutes a day of differentiated instruction into their math planning time. During this time teachers will work with small groups of students.

· Fiscal Impact: see Weekly Math Meetings/Math Coach

As stated in the Mathematics Framework for California Public Schools (page 6) our goals for students include the following:

Develop:

* fluency in basic computational skills and procedural skills

* an understanding of mathematical concepts

* and the ability to use mathematical reasoning to solve mathematical problems both routine and non-routine

Develop logical thinking in order to analyze evidence and build arguments to support or refute hypotheses.

Make connections among mathematical ideas and between mathematics and other disciplines.

Apply mathematics to everyday life and develop an interest in pursuing advanced studies in mathematics and in a wide array of mathematically related career choices.

Develop an appreciation for the beauty and power of mathematics.

Fiscal Impact: see Weekly Math Meetings/Math Coach

· Curriculum materials: All of the K-5 teachers (17) use the state approved series Success with Math Coach materials that are aligned to the California State Standards. Grade 6 teachers (3) use the state approved series McDougal/Little. In addition, K-6 teachers use supplemental materials that are aligned with both the State and National Mathematics Standards. These supplemental materials are an essential part of the balanced Mathematical program at Anna Yates Elementary. The supplemental materials are published by Math Solutions Publications, Pierson Learning, and Connected Mathematics.

Fiscal Impact: $10,000 for curriculum materials and manipulatives

ESS

All students throughout the 7-12 mathematics program are engaged in standards-based, core mathematics curriculum. Starting in 2004-05, the curricular objectives for the mathematics courses offered at ESS will begin a 5-year transition period. At the start of this transition, we envision the following: (Appendix xx)

Students entering the 7^th grade in the fall of 2004 will be expected to demonstrate mastery of all algebra standards, a readiness for high school Geometry, and a readiness for the California High School Exit Exam (CAHSEE) by the end of their 9^th grade year.
Students entering the 8^th grade in the fall of 2004 will be expected to demonstrate mastery of the algebra standards, and a readiness for CAHSEE by the end of their 9^th grade year. In addition, this same cohort will complete geometry by the end of grade 10.

Students entering the 9^th grade in the fall of 2004 will be expected to demonstrate mastery of all algebra and geometry standards by the end of their 11^th grade year.
Students in grades 10-12 are enrolled in courses during 2004-2005 to demonstrate mastery of the CAHSEE Standards, and the California State Content Standards for Algebra I (100%) and Geometry (80%).

For each grade level or math course, teachers work with one another and with Mathematics content coaches to develop yearlong, standards-based curriculum maps, develop a plan for textbook use – implementation, augmentation, and sequencing – and identify necessary additional instructional materials.

Administrators provide teachers throughout the mathematics program with a written statement of school policies regarding instructional minutes for compliance with state standards for instructional minutes within mathematics.

At the end of this transition, all students will be expected to demonstrate mastery of their respective grade level/subject area standards.

Fiscal Impact: The following costs may impact the 2004-05 budget:

q Textbooks and other instructional support materials to maintain course consistency (grades 9-12).

q Teacher stipends (for additional planning time w/mathematics coaches)

q Contract time for mathematics coaches from Mills and ACOE for weekly on-site teacher conferences

B. Assessment of Student Learning

EUSD

· School-wide systematic assessment of student performance and teacher practices: The school will establish a schedule for ongoing standards’ based performance assessments. This schedule will include:-dates for completion of student data -schedule of collection of teacher plans for strategic intervention based on assessments-schedule for reviewing teacher performance (related to actions taken)

Fiscal Impact: see Weekly Math Meetings/Math Coach

· Participation in the NOYCE Foundation MAC (Mathematics Assessment Collaborative): Emeryville will form a partnership with the NOYCE Foundation and receive Professional Development for teachers and coaches beginning Spring/Summer 2004. Anna Yates teachers will administer the MARS performance assessment March 2005. Teachers will be given release time to score assessments.

Fiscal Impact: $10,000

· K-12 Mathematics coaching and technical support: Provided by Dr. Ruth Cossey from Mills College.

Fiscal Impact: $18,000

· ACOE Mathematics & Assessment Specialist Coaching: Drew Kravin from ACOE provides demonstration lessons for teachers on standards based assessment.

Fiscal Impact: $10,000

Anna Yates Elementary

· Individual Student Mathematics Interviews: Teachers conduct individual Mathematics interviews with students at the beginning of the school year. Substitutes are provided to facilitate this process. Teachers use data gathered to inform instruction on a class and individual basis. Teachers use individual assessment interviews periodically during the year as needed.

Fiscal Impact: $4,000 substitutes

Fiscal Impact: see Weekly Math Meetings/ Math Coach

ESS

Teachers throughout the mathematics program work together with support from mathematics coaches, administrators, and other support providers, to design, administer, score, and improve a program-wide, standards-based balanced system of formative assessments, including:

i) Frequent routine in-class assessments

ii) Regular benchmark performance assessments (every 4 – 6 weeks)

iii) Annual cumulative performance assessments (e.g., MARS tests)

iv) Regular strategically-selected diagnostic and test-prep practice assessments (e.g. ACOE/Student Work Profile, UC-Algebra Readiness Test)

v) Annual state-mandated tests

Fiscal Impact: The following costs may impact the 2004-05 budget:

q Teacher stipends (for additional planning time w/mathematics coaches)

q Contract time for mathematics coaches from Mills and ACOE for weekly on-site teacher conferences

C. Student Support and Intervention

EUSD

Fiscal Impact: see ACOE MOU attached

Anna Yates Elementary

· Intensive Intervention: Students who are struggling in Mathematics (as defined by teacher and or test data) will have access to four hours a week of after school instruction. This supplemental program will be taught by credentialed teachers who will use state adopted and supplemental curriculum. Teachers will receive an additional stipend of $30/hr. for this work. Curriculum and instruction for this program will be discussed at the weekly grade level meetings. This program will be coordinated by the Math Coach.

Fiscal Impact: $68,000

· Differentiated instruction in Mathematics: Teachers will include a minimum of 15 minutes a day of differentiated instruction into their math planning time. During this time teachers will work with small groups of students. Teachers provide time weekly for students to work in small independent groups. During this time the teacher works with small groups of students who need either a challenge or support. In this way student’s individual instructional needs are addressed.

Fiscal Impact: see Weekly Math Meetings/Math Coach

ESS

Teachers, mathematics coaches, administrators and other support providers will work together to design a full implementation plan for intensive intervention and support for students in mathematics. This plan includes support for teachers in:

(a) Using data from various mathematics assessments to develop individual student learning plans;

(b) Developing a Student Study Center

(d) Create very intensive, individualized, replacement courses for identified students (grades 9-11)

In situations where the most intensive intervention is necessary, teams of adults will collaborate to design, implement, and monitor these plans for intervention, using a Student Success Team (SST) approach.

All students in grade 7 and 8 enroll in support/enrichment math classes designed to assist them in passing their core math course with grade of C or better. (Appendix xx)

Students in grades 9-11 needing intensive support are identified through their prior failure in a particular math course, their un-readiness for the next course in the math sequence, and/or their preliminary failure on the CAHSEE. These students enroll in a very intensive, individualized, replacement course as single course replacement and/or augmentation for a course in the high school sequence. Class-size in these courses is kept small (12 students) and instruction is focused intensively on the very specific learning objectives of individual students. (Appendix xx)

Fiscal Impact: The following costs may impact the 2004-05 budget:

q Teacher stipends (for additional planning time w/mathematics coaches);

q Contract time for mathematics coaches from Mills and ACOE for weekly on-site teacher conferences;