Math Proposal for SBE TERRY

Slide1: 

Dr. Terry Bergeson Superintendent of Public Instruction September 16, 2006 PRESENTATION TO STATE BOARD OF EDUCATION Mathematics Proposal

Slide2: 

Keep our mathematics standard and assure equitably distributed 90 percent graduation rate in 2008; Double the number of students meeting standard on the Washington Assessment of Student Learning (WASL) by 2014 for all students and triple it where necessary for struggling groups; Assure all students enter high school with a grounding in Algebra Assure post-high school mathematics success in college and 21st Century work. Move Washington into the top tier of nations on mathematics achievement benchmarking with the Third International Mathematics and Science Study (TIMSS) and/or Program for International Student Assessment (PISA). Washington’s K-12 mathematics Goals

Slide3: 

Immediate Steps August 2006 – June 2008 Analyze results from mathematics summer school programs and August WASL retakes. Identify and evaluate diagnostic/screening tools that may be used to determine functional mathematics levels for students. Disseminate information about these programs to districts using the OSPI website and regional training. Advise districts on critical action steps for all middle and high school students to plan for mathematics success. For example, development of individual student plans driven by appropriate diagnosis, appropriate interventions and mathematics course sequences, post-high school requirements, etc. Identify best curriculum resources including intervention materials that are closely aligned with the Grade Level Expectations (GLEs) and support districts in their use.

Slide4: 

Immediate Steps(cont’d) August 2006 – June 2008 Refine OSPI mathematics instructional modules for expanded use during the 2006–07 and 2007–08 school years and increase training for appropriate use. Develop instructional modules for students in level I of WASL and design/purchase additional proven interventions for low performing students. Design focused, job-embedded professional development and deliver through regional and district cadres to help secondary school teachers diagnose and intervene with struggling mathematics students. Disseminate 'refined Grade Level Expectations' and support proper use Expand and refocus the Mathematics Helping Corps (MHC) program.

Slide5: 

Intermediate Stage 2-5 years Build a quality K–12 mathematics materials curriculum menu for districts and give OSPI authority to enter into master agreements so as to reduce program costs. Add quality professional development for teachers with these material. Provide programs on-line. Implement a statewide master plan for professional development to deepen K–12 teachers’ knowledge and skills in mathematics content and instruction; continue and sustain what was started during the immediate stage. Develop Regional Centers of Mathematics Excellence staffed by a team of OSPI, ESD, district and university faculty leaders to provide job-embedded, sustained professional development and technical assistance.

Slide6: 

Intermediate Stage (cont’d) 2-5 years • Improve pre-service mathematics teacher preparation in partnership with PESB and higher education. • Expand OSPI’S student information system to track development of students in Pre K through high school for skill development and course sequences and evaluate relationships between mathematics programs and courses and mathematics achievement. • Connect 'Navigation 101' student planning with information on mathematics careers. • Implement more stringent guidelines and requirements for mathematics courses for high school graduation. • Reduce the number of students enrolling in college mathematics remediation courses by 50 percent.

Slide7: 

Intermediate Stage (cont’d) 2-5 years • Use conditional loans, wage premiums and other financial and professional incentives to attract and retain more high quality mathematics teachers. • Expand quality mathematics teaching skills through two-year induction support with quality mentors (state paid). • Use state funds to implement a mathematics mentor/coach certificate program and allocate these mentors/coaches to districts. • Build and implement a public engagement campaign to change attitudes and beliefs about mathematics.

Slide8: 

Long Term Stage 5-10 years • Support and maintain effective articulation of mathematics learning pre K through post-secondary. • Reduce the number of students enrolling in college mathematics remediation courses by 90 percent. • Track and improve degree attainment and employment in mathematics, science, and technology fields. • Continue to develop excellent mathematics curriculum resources with aligned quality professional development. • Use quality K–12 mathematics coaches to reform teacher education (pre-service).