West Virginia Achieves Professional Development

Series

Volume VIIVolume VII

System-Wide Standards-Based Mathematics Model

West Virginia Department of Education Mission

 The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

Robert HutchinsThe Conflict in Education in a Democratic Society

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

What We Know…

An emerging body of research identifies characteristics of high performing school systems.

These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.

These systems share characteristics described in The West Virginia Framework for High Performing Schools.

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CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMING SCHOOL SYSTEM

SYSTEMIC CONTINUOUS

IMPROVEMENT PROCESS

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IMPLEMENTATION OF AK-12 STANDARDS-BASED

MODEL FOR MATHEMATICS

…TOO MANY TEACHERS OFFER MATHEMATICS ON

A TAKE IT OR LEAVE IT BASIS.

High Performing Schools’ Characteristics

Take steps to dispel the notion that high levels of mathematics skill is attainable by only high achieving students.  

Establish the expectation that mathematic proficiency must be achieved by all. 

Clearly define the broad programmatic role of elementary, middle, and high schools in developing mathematics proficiency

High Performing Schools Characteristics

Identify the research-based instructional strategies that are to be used consistently and pervasively in all mathematics classrooms. 

Expect that schools give priority to mathematics when allocating instructional time and establishing schedules and staffing patterns. 

Sustain and imbed professional development and other teacher support systems designed to enhance standards-based mathematics curriculum and instruction.

Objectives

Establish the expectation that high levels of mathematics proficiency must be achieved by all.

Identify the research-based instructional strategies that are to be used consistently and pervasively in all mathematics classrooms.

Prepare to support a change in mathematics to all stakeholders including parents and community.

Principles of High Quality Mathematics Education

Equity Curriculum Teaching Learning Assessment Technology

National Council of Teachers of Mathematics. “Principles and Standards for School Mathematics.” 2000.

Directions for Jigsaw Divide into groups of four. Divide the articles so that each person in the group has

one page to read. Each person be prepared to share the highlights of the

page you read with the other members of your group. (5 minutes)

Allow the readers of the first article three minutes each to discuss, “What does the research say?” and “What are the implications for the classroom?” Follow with two minutes for group discussion/reaction.

Repeat the process with the readers of the second article.

Expectations

What do we want students to know about mathematics, and what should they be able to do?

Why are our children at risk without sufficient preparation for mathematics?

In what ways does mathematics achievement support our nation on a global scale?

Changing the Teaching and Learning of Mathematics

Create a classroom experience so that a student’s understanding grows over time.

Allow students to begin their investigation with a problem that needs to be addressed and that makes sense to them.

Require students to build a coherent case about the quality of their answer.

Grunow, Jodean. Planning Curriculum in Mathematics. 2001. Wisconsin Department of Public Instruction.

Facilitate Students’ Opportunity

Provide students the opportunity to take needed courses.

Provide a curriculum that meets content standards without bias.

Provide time to cover content during school hours.

Provide capable teachers.

EDThoughts. What can schools do to facilitate students’ opportunity to learn mathematics. McREL.

Instruction“The essence of a Standards-based classroom is this: Everything you do with children needs to help them make sense of the mathematics they are learning…The goal is to get kids to think, reason, and be able to apply their understanding to solve problems. The content of mathematics is important, but it needs to be taught from this basic premise.”

“An Interview with Marilyn Burns,” Teaching in the Standards-Based Classroom, ENC.

What is Standards-Based Instruction?

A change in instructional methods. --Based on a consistent set of standards

--More application to something real--Students communicate in-depth understanding by writing in math--Teacher functions as a facilitator--More investigation, less memorization--Use of manipulatives, calculators, computers

Instructional Strategies

Plan instruction to challenge all learners to meet high standards.

Access student prior knowledge. Allows time for students to reflect and gain a deep

understanding of mathematics. Engage students in interesting situations and

meaningful problems. Engage students in investigating a mathematical

concept.

What is high-quality instruction?

Standards-Based Materials

Comprehensive Coherent Promote sense-making Engage students Motivate learning

Support

How can we communicate with the public about the importance of learning mathematics?

What can parents do to support student learning in mathematics?

What is the impact of teacher learning on student learning?

Shared Activity

Divide the article among the members of your group.

Use the “Think Sheet” to record your thoughts as you read.

What is the impact of teacher learning on student learning?

One of the strongest predictors of students’ success is the quality of their teacher.

Critical Teacher Characteristics

Deep understanding of mathematics Deep understanding of the ways children

learn mathematics Implementation of methods that draw out

and build upon student mathematical thinking.

Continual engagement in reflective practice

Communicating with the public about the importance of math

The goal of mathematics education is to help all students to use mathematics to improve their lives

Ensure that a highly qualified math teacher is in every classroom.

Provide parents the opportunity to help guide students to an understanding of the critical need for them to learn mathematics.

“Parents attitudes about mathematics predict student success in

mathematics classes.”

“Children are the future, everything we do is for

them and everything that will be done, will be done

by them.”

Clay Morgan