Intervention in grades 6 -12 David Foster Silicon Valley Math Initiative.

Intervention in grades 6 -12

David Foster

Silicon Valley Math Initiative

Intervention - Intensification

• Why this topic at this time?• Who is the target populations for

intervention?• What are effective practices?• What are short term and long term solutions?• How can we make sure these aren’t just more

educational buzzwords that fail in implementation?

Teaching Matters

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The greatest school related factor to learning

Improving something as complex and culturally embedded as teaching requires the efforts of all the players, including students, parents and politicians. But teachers must be the primary driving force behind change. They are the best positioned to understand the problems that students face and to generate possible solutions.

James Stigler and James Hiebert,

The Teaching Gap



Teachers are the Key

Good Instruction Makes A Difference

Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.

Paraphrase Dr. Heather Hill, University of Michigan

“There is more variability in teachers within a school than there is teaching between schools.”

Phil Daro



Documenting Uneven Instruction2007 CST Math Scores - Proficient and Advanced

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School 3

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Our research indicates that there is a 15% variability difference in student achievement between teachers within the same schools.

Deborah Loewenberg Ball



If a student is in one of the most effective classrooms he or she will will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning take 2 years.

Dylan Wiliams, University of London

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Most effective classes learn 4 times the speed of least effective.

“What Matters Very Much is Which Classroom”

P.D. & Content Providers

Provide tools, PD for teachers, coaches, principals, and facilitation & technical assistance.

Leadership Team

Guide the work of the district & provide a forum to share challenges & solutions.

Curriculum & Instruction

Collaborate with stakeholders & support the work within the district.

Key Math Teachers: Target Group

Attend PD, implement strategies and work within department to create a PLC.

Math CoachesSupport the work of teachers and the development of the PLC.

PrincipalsSet expectations for math department and support their work.

Math Departments

Collaborate to improve math learning for all students

Math Departments

Collaborate to improve math learning for all students

Classroom Instruction

Conceptual understanding Procedural fluencyProductive Disposition Strategic Competence Adaptive Reasoning

InterventionsDuring year one, develop plan for

interventions.

Student Success in

Math

Knowledge Proficiency Understanding Disposition

Student Success in

Math

Knowledge Proficiency Understanding Disposition

Math Department as PLCThe Real Change Agent

What do the best in the World do?







The United States of America (ranked 35 out of 57)

The experience of these top school systems suggests that three things matter most:

1) getting the right people to become teachers 2) developing them into effective instructors

3) ensuring that the system is able to deliver the best possible instruction for every child.

How the World’s Best-performing School Systems Come Out on Top McKinsey & Company – Sept 2007 http://www.mckinsey.com/clientservice/socialsector/ourpractices/philanthropy.asp

How the World’s Best-performing School Systems Come Out on Top

The Economist findings from PISA

• Tracking hurts weak performing students without benefiting the rest

• Rising tides lift all boats - countries do well either by children of all abilities or by none

• Top performing Finland - the differences between schools are nearly trivial

• Poland is the posterchild for improvement: not increased spending but 1999 reforms (untracking)

• Local/site control - budget, incentives, hiring, pay - improves a country's position internationally

• Teacher quality most important

http://www.economist.com/world/international/displaystory.cfm?story_id=10251324

https://mail.noycefdn.org/exchweb/bin/redir.asp?URL=http://www.economist.com/world/international/displaystory.cfm






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Is intervention an issue/solution in other states

besides California?

Yes, in other states districts and schools are investigating the issues around low achievement and exploring solutions.

But here in California low achievement is at crisis levels!




World Class?In 2007 NAEP, CA Ranked 44th out of 49 participating.

CA was 42nd in 2005.

NAEP 2007 8th grade

National Perspective



NAEP 2005 8th grade Math

State All Std Rank Latino Black Poor (nslp)

California 22% 40th 9% 7% 10%

Texas 31% 20th 18% 13% 17%

Nation Ave. 26% 32nd 13% 9% 13%

World Class Standards v.s Is Less….More?

California 1st grade: Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.Texas 2nd grade: Recall and apply basic addition and subtraction facts (to 18).

California 4th grade: Solve problems involving multiplication of multidigit numbers by two-digit numbers.Texas 5th grade: Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology).

California: Algebra 1 is the 8th grade course.Texas: Algebra 1 is the 9th grade course.

A Mile Wide and an Inch Deep!• Massachusetts, the highest performing state

(43% proficient or advanced 2005 8th grade NAEP), leaves quadratics, factoring, rational expressions, exponential functions, systems of absolute value and inequalities for 9th and 10th grade.

• Washington, the highest performing state in the west (36% proficient or advanced 2005 8th grade NAEP), statewide exam incorporates performance tasks not just multiple choice items and state standards involve all strands in 8th grade.

• Texas teaches Algebra 1 from a functions approach like many other states.

California has aligned state standards to textbooks, state tests and state sponsored p.d. More students are taking algebra earlier. How successful is the California experiment?


STAR - Stanford 9 1998 - 2002

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1998 1999 2000 2001 2002

Years Exam Administered

Percent Meeting Standards

Grade 3

Grade 5

Grade 7

Student Achievement increased on the SAT-9 during the first 5 years of the STAR Program

Students, no matter which county or even over the entire state, demonstrate dramatic growth (10%-20% increase) over the five years.

But, when the test was changed between 2002 and 2003, all the student achievement gains

were lost.

Comparison of California’s Fifth Grade 2001 SAT-9 Math, 2002 SAT-9 Math, 2003 CST Math,2 004 CST Math

California STAR Exam - Mathematics

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Test and Year

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Standards

So the gains were about test-taking not learning

STAR - California Standards Test 2002 - 2006

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Years Test Administered


Grade 3

Grade 5

Grade 7

The same trend occurred again with the new test, scores rise (only on state test) under the demand of high stakes testing and accountability.

CST

California 2006 2007

Grade 3 58 58

Grade 5 54 49

Grade 7 48 39

STAR - California Standard Test 2006 vs 2007

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Years Test Administered


Grade 3Grade 5Grade 7

Gap in Performance

In 2005, nearly 30% of the fourth grade students who were proficient or advanced on the CST Math Test, did not meet standards on NAEP. Passing standardized test does not necessarily equate to learning.

For the 2005-06 school year, 121 schools exited Program Improvement and 320 California schools were newly identified for a net increase of 199 schools. The number of PI schools keep rising.

Students Scoring Proficient or Advanced By Grade Level

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2 3 4 5 6 7 8 9 10 11

Grade Level

State Average 2007

In California,

Algebra proficieny rates on the CST

are about 60% of

what they are for 6th

grade math.

Copyright Tucher

The longer we teach them, the worse they perform.

Courtesy of Cheryl Anderson

The DilemmaAlgebra for All versus Tracking

• How are students placed in Middle School math classrooms?

• How are students placed in the first year of High School?

• How are teachers assigned to classes?• What are the pathways through math course?• Which students get which teachers?



How well are 8th graders doing?

How many are actually proficient (CST) in Algebra 1?

District % NSLP % Prof. Alg. CST % in Algebra % of 8th ProfUrban 91% 38% 39% 15%Urban 43% 38% 39% 15%Urban 80% 17% 91% 15%Urban 69% 72% 25% 18%Suburban 62% 84% 22% 19%Suburban 37% 23% 88% 20%Suburban 8% 76% 27% 20%Urban 65% 22% 94% 21%Urban 90% 79% 27% 21%Suburban 1% 34% 63% 21%Urban 48% 34% 63% 21%Suburban 4% 56% 55% 31%Suburban 36% 93% 34% 31%Urban 73% 44% 74% 33%Suburban 31% 34% 99% 34%Urban 29% 34% 99% 34%Suburban 29% 38% 90% 34%Suburban 7% 94% 41% 38%Suburban 26% 42% 92% 39%Suburban 5% 92% 42% 39%Urban 71% 89% 44% 39%Suburban 11% 48% 83% 40%Suburban 13% 48% 83% 40%Suburban 3% 98% 42% 41%Urban 24% 73% 60% 44%Suburban 15% 96% 49% 47%Urban 63% 87% 56% 49%Suburban 39% 87% 56% 49%

Extremely Weak Correlation

Predicting students’ proficiency in Algebra using the usual indicators of class and affluence is only 18%.

Eighth Graders Proficient in Algebra

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% of NSLP

% Prof. in Alg

% NSLP

R2 =.18

How Well Does 6th Grade Math Performance Predict Success on the Algebra CST?

R2 = 0.85

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CST Percent Proficient

Copyright Tucher

Does 6th Grade Preparation Suggest When Students Will Take Algebra?

R2 = 0.48

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6th Grade Mean Scale Score

Average Algebra Grade Level

Does Having Students Take Algebra More TimesIncrease District Performance?

R2 = 0.73

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440

0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4

Average # of Years Students Take the Algebra CST

Algebra CST (Mean Scale Score)

Copyright Tucher

Basic

Proficient

UCLA Middle School Study• 90% of the schools that used conservative algebra placement policies saw

an increase in the number of proficient students or decrease in the number of non-proficient students, while only 20% of the schools using an aggressive algebra placement policy saw improvement in at least one of these ranges.

• High ranked schools were three times as more likely to only place students demonstrating proficiency in 7th grade mathematics into algebra, while low ranked schools were three times more likely to place students who were at below basic or far below basic proficiency levels into algebra.

• Although State and National policies offer strong incentives to schools to make algebra its 8th grade course, still only half of California's students are completing algebra in the 8th grade [or at least taking the Algebra CST in 8th grade], and less than half of those students are demonstrating proficiency in the subject.

www.introtoalg.org/resources

http://www.introtoalg.org/resources

General Math is Not the Answer

45% of Eighth Graders took the General Math Exam

Only 23% of those students met standards


Tracking is not a Solution

Findings from Data• Understanding and being successful in mathematics up

through 6th grade is most powerful predictor of success in algebra/college prep math.

• A large percentage of districts are not thoughtful about how students are assigned courses and classes.

• Tracking is detrimental to students.• Failing Algebra 1 is detrimental to students.• Multiple years of Algebra 1(two year algebra) is detrimental

students.• Early access and success in Algebra 1 is most beneficial to

students future in math.

What Happens in High School?



Examining Our 2008 Class of Students

Accumulated Results over 4 Years

Class of 2008 % of Std ProfMet Standard Alg 1 24%Met Standard Geom 17%Met Standard Alg 2 11%

Year Course Enrolled Alg 1 Geom Alg 2 Total2004 Eighth Grade 38% 3% 0.1% 40%2005 Ninth Grade 46% 19% 3% 68%2006 Tenth Grade 29% 31% 19% 78%2007 Eleventh Grade 16% 18% 24% 58%

Total 129% 66% 43%

“This last year we had 23% proficient or advanced on the Algebra 1 Standards Test (received a 4 or 5, 9th grade). That is up from 16% in 2005. The state proficient rate for 9th graders is 19%.. Our lowest subgroup is Number Properties, Operations, and Linear Equations. Our best subgroup is Functions and Rational Expressions. Kind of interesting except that the Rational Expressions are the thing that is taught right before the test.”

Comment by a Math Director from a Large Urban High School District in California

7th Grade

Pre-algebra

8th Grade

Algebra 1

9th Grade

Algebra 1A

10th Grade

Algebra 1B

11th Grade

Algebra w/

CAHSEE Prep

Unfortunately an all too typical pathway through secondary education

It is not Algebra for ALL its is Algebra FOREVER

Two Year Algebra Sequence

“What logic are we using when we take students that are far behind and tell them to slow down so they can catch up?”

Paraphrased of Uri Triesman

Erica is putting up lines of colored flags for a party.

The flags are all the same size and are spaced equally along the line.

1. Calculate the length of the sides of each flag, and the space between flags.

Show all your work clearly.

2. How long will a line of n flags be?

Write down a formula to show how long a line of n flags would be.

MARS/BA 2001

The Findings from Party Flags• The task may be approached as a system of

simultaneous equations, almost no algebra students used such an approach.

• 49% of algebra students had no success.• 44% accurately found the two lengths (most

commonly by an estimation strategy only using one constraint).

• 21% correctly used both constraints (the length of three flags is 80 cm. and the length of 6 flags is 170 cm.).

• 7% of the students were able to develop a valid generalization for n flags.

MAC Final Report 2001

Why Students Struggle in Math Class?



Understanding the Challenge

• ‘low achievers’ are not slow learners they are learning a different mathematics

• The mathematics they are learning is ‘a more difficult form of mathematics’

Gray & Tall

Compression“low achievers” “high achievers”

Dr. Jo Boaler

Mathematics is amazingly compressible: you may struggle a long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there is often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics.

W. T. Thurston



“Their persistence in emphasizing procedures leads many children inexorably into a cul-de-sac from which there is little

hope of future development.”

They become further apart from the flexible thinkers

In one California district, student achievement was tracked from 5th grade to 8th grade over 4 years. The data is bleak.

If a student was proficient or advanced on the 5th grade CST math test, the chances of that student being proficient or advanced in 8th grade was 50%.

And if a student was far below basic on the 5th grade CST math test, the chances of that student being proficient or advanced in 8th grade was 0%.

Sheer imitation, dictation of steps to be taken, mechanical drills may give results most quickly and yet strengthen traits likely to be fatal to reflective power.

John Dewey, 1910



What is often missing from mathematics instruction?



Adding It Up: Helping Children Learn Mathematics, NRC, 2001

Mathematical Proficiency

• conceptual understanding - comprehension of mathematical concepts, operations, and relations.

• procedural fluency - skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.

• strategic competence - ability to formulate, represent, and solve mathematical problems.

• adaptive reasoning - capacity for logical thought, reflection, explanation, and justification

• productive disposition - habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy.

Depth of Knowledge

Level 1: Recalling and Recognizing:Student is able to recall routine facts of knowledge and canrecognize shape, symbols, attributes or other quali ties.

Level 2: Using Procedures: Student uses or applies procedures and techniq ues to arrive atsolutions or answers.

Level 3: Explaining and Concluding: Student reasons and derives conclusions. Student explains reasoningand processes. Student communicates procedures and find ings.

Level 4: Making Connections, Extending and Justifying:Student makes connections between d iff erent concepts and strandsof mathematics. Student extends and builds on knowledge to asituation to arrive at a conclusion. Students use reason and logic toprove and justify conclusions.

Adapted from the work of No rman L. Webb

What should be considered in an intervention plan?



System or Sieve?

• A system of interventions that catch students that need a little help and gives it

• Then catches those that need a little more and gives it

• Then those who need even more and gives it• By layering interventions, minimize the

number who fall through to most expensive

Phil Daro, UC Berkeley

Situation of S Needed by S Intervention Keeps up Regular Instruction None

Struggles some assignments

Extra feedback on work, thinking

Classroom Q&A, partner, teacher’s ear

Not bringing enough from earlier lessons each day

Extra support with regular program

Homework clinic, tutoring, attention beyond regular class

Misconceptions disrupt participation

In depth concentration on troublesome concepts

Sustained instruction with special materials beyond regular class

More than a year behind, misconceptions from many years

Intensive ramp-up course

Designed double period ramp-up course,

Summer schools

Copyright Phil Daro 2007

Intervention ChartSituation of S Needed by S Intervention Current

InterventionsCapacity of current intervention

Actual numbers needed for S

Proposed interventions needed

Resources needed to either add or improve intervention

Keeps up Regular Instruction

None

Struggles some assignments

Extra feedback on work, thinking

Classroom Q&A, partner, teacher’s ear

Not bringing enough from earlier lessons each day

Extra support with regular program

Homework clinic, tutoring, attention beyond regular class

Misconceptions disrupt participation

In depth concentration on troublesome concepts

Sustained instruction with special materials beyond regular class.

More than a year behind, misconceptions from many years

Intensive ramp-up course

Designed double period ramp-up course, Summer schools

Where do misconceptions come from?


Misconceptions

• When students reach your class they are not blank slates

• They are full of knowledge• Their knowledge will be flawed and

faulty, half baked and immature; but to them it is knowledge

• This prior knowledge is an asset and an interference to new learning

7th Grade Geometry TaskTriangles

This problem gives you the chance to:

• reason about similar figures and scale factor

Here are some right triangles.

A

B

C

D

E

F

G

1. Which of the triangles on the opposite page are congruent to triangle A?

Explain your reasons.

2. Which of the triangles on the opposite page are similar to triangle A?

Explain how you decided.

3. If triangle A is enlarged by a scale factor of 3, what will the area of the new triangle be?

Show your work. MARS

2003

Score Distribution for7th Grade Similar Triangles

Similar Triangles

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35%

0 1 2 3 4 5 6 7 8

Points Awarded

7th Grade Scores

Misconception students illustrated in their work on Similar Triangles

• Students thought the orientation of the figure mattered in whether figures were similar (they both face the same way).

• Students believe that all triangles are similar or all rectangles are similar.

• Students misinterpreted how to measure length of figures on graph paper.

• Students added the scale factor, instead of multiplying to find proportional enlargements of the lengths.

• Students seldom identified that a similar figure could be smaller in size. (go from large triangle to small triangle)

Stubborn Misconceptions

• Misconceptions are often prior knowledge applied where it does not work

• To the student, it is not a misconception, it is a concept they learned correctly…

• They don’t know why they are getting the wrong answer

Promising Intervention Practices

• Double periods/block, full year course• Best teachers working with struggling

students• Teach for conceptual understanding• Teachers attend to students’ self-image,

productive disposition and status• Pre-teach instead of remediate• Arithmetic through the lens of algebra

How to Design an Intensification Period • Students are enrolled in the regular college

prep/grade level course as well as a second intensification period.

• Schedule the intensification period first in the day.• The teacher of the intensification period is the

same teacher as the teacher teaching the college prep/grade level course.

• The teacher is a very effective teacher.• The content is pre-teaching (not merely remedial).• This will increase student achievement and support

students affective attitude toward math and their own abilities.

Content for Intervention/Intensification



Building Conceptual Understanding

Malcom Swan

Balanced Assessment,

Shell Centre Nottingham, England

Problem: Number line

Where are a+b, b-a and a-b?

What can you say about where a/b is?

Always, Sometimes, or Never True

A.

If you double the numerator of a fraction, you double the size of the fraction.

a 2 x a

b bRational Numbers - Mathematics Navigator America’s Choice 2006


C.

When you add the same number to the numerator and denominator of a fraction, the fraction becomes greater in value.

a a + 1

b b + 1Rational Numbers - Mathematics Navigator America’s Choice 2006


B.

If you double the denominator of a fraction, you double the size of the fraction.

a a

b 2 x bRational Numbers - Mathematics Navigator America’s Choice 2006


F.

To add one-half to a fraction you add 1 to the numerator and 2 to the denominator.

a 1 a + 1

b 2 b + 2

+

Rational Numbers - Mathematics Navigator America’s Choice 2006

-1.8

-1.6

-1.4

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-1

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0.2

fall spring next fall

misconceptionsremedial

Bell and Swan study

Academic Youth Development Academic Youth DevelopmentShaping the Culture of Algebra 1 Classrooms

Program Themes

Get Smarter Stay Motivated

Build a LearningCommunity

Make Connections

11 day Summm

er Course

Model of the Program

Successful Structures/Models for Intensification and Intervention


Grant High School - Portland, Oregon

• The Math Department provided an intensive math program for struggling students by providing double period over two year. In two years the students completed 3 years of math - Pre Algebra, Algebra 1 and Geometry.

• The target students were predominantly ethnic minorities, disproportionate in numbers of below grade level achievement.

• The goal was to help students who entered high school behind in math to catch up, so they could enroll in higher-level math courses.

It is not just more time or different schedules that made the difference!

• The teachers looped with students for consistency over the two years.

• Four very experienced teachers taught the courses.• They were all trained and used complex instruction.• Used innovative and integrated curriculum modifying to

provide access and enhance student interest.• The principal supported the program by scheduling

common planning periods for the four teacher.• The teachers actively participate as a professional

learning community maintain optimistic perspectives.• The teacher sought out parents and communicated

regularly.

Grant High School Findings

Demographics ‘02-’03 ‘03-’04 ‘04-’05

Asian 5.6 6.3 5.1

Black 8.9 12.3 17.9

Hispanic 2.3 2.4 4.3

White 83.2 80.6 72.7

NSLP 3.3 Na 20.9

Percent of Students Enrolled in Algebra II

Grant High School continued

Demographics ‘02-’03 ‘05 -’06

All Students 66 68

Asian 65 90

Black 25 31

Hispanic 30 29

White 75 81

NSLP 29 37

Percentage At and Above the Proficient Level Oregan Statewide Math Assessment

Railside High School Study

Dr. Jo Boalerformerly of Stanford University

Currently Marie Curie Professor at the University of Sussex, England



The Research Study

• The five year study involved 3 high schools, one urban and two suburban.

At the Urban District• The study followed Students over 4 years• 700 students were studied• 600 hours of classroom observations, assessment,

questionnaires.• 160 interviews with students.

Railside an Urban High School

Findings from Student Achievement• Results from the five year study of three high schools,

Railside and two more affluent suburban high schools.• Entering high school, the means scores of students at

Railside were significantly behind compared to the two other schools(mean score16 vs. 22).

• By the end of the first year (Algebra) the Railside students were outperforming the students in the other two schools.

• By the end of the second year the mean scores of Railside students was significantly higher than the other students (mean score 26 vs. 18).

• By their senior year 41% of Railside students were taking either pre-calculus or calculus versus 27% at the other two schools.

What is Unique• The guiding theme is equity for all! It is a lot more than

a slogan, it permeates all instructional decisions.• The math department has worked together as a team

for years and developed a common vision and culture, even though there as been significant turn over throughout the years.

• There is an intense hiring and induction process for new teachers.

• All class are taught with the principles of Complex Instruction(E. Cohen) to address status issues.

• The curriculum is designed by the math dept. and pulls from reform math programs, CPM, IMP, etc.

Complex Instruction


Designing Groupwork: Strategies for the Heterogeneous Classroom

Elizabeth G. Cohen

Teacher College Press

Copyright1994

ISBN 0-8077-3331-8

No one of us alone is as smart as all of us together

Comparison of Pass Rates

• A look at five neighboring high schools in an urban setting in California with similar demographics.

• Only one school, Railside, offers one type of double block Algebra 1 course.

• Other 4 high schools offer Algebra 1 and a two year Algebra 1a and 1b

• The percent of students getting into Algebra 2 by their junior year is significantly higher without a 2 year algebra sequence (see table)

Data Source: http://star.cde.ca.gov/star2006/Viewreport.asp

School

% NSLP

9th Graders in Algebra 1 or Algebra 1A or Algebra 1B 2004


10th Graders in Geometry 2005


11th Graders in Geometry 2006

11th Graders in Algebra II 2006

High School with no 2 year algebra sequence

31%

52% (only

Algebra 1)

38% (only

Algebra 1)

38%

9% (only

Algebra 1)

15%

33%

Other HS in District with 2 year Algebra sequence

12%

43%

33%

31%

13%

15%

10%

Neighbor HS 1 with 2 year Algebra sequence

31%

44%

49%

20%

13%

8%

21%


31%

48%

35%

21%

32%

18%

12%


49%

31%

51%

23%

23%

21%

19%

Railside Data from 2007 CST• Railside’s 9th graders are above state averages for

% of the class scoring proficient or above on WHATEVER math test taken. (state nslp 15% while Railside is 41%)

• Railside high school Algebra CST scores rank 7th of 50+ high schools in their county. (Only 3 comprehensive HS poorer than Railside in county)

• The number of African-American and Latino students from Railside HS scoring Proficient or Advanced on the Algebra exam is greater than that of any other high school in the county.

John Hopkins University’s Talent Development High School Model

EDUCATION SECTOR REPORTSMarch 2006Measured Progress:A Report on the High School Reform Movement By Craig D. Jerald

A large-scale evaluation of accelerated "catch up" courses in reading and math is one conducted by Johns Hopkins University researchers affiliated with the University's Talent Development high school model. Ninth graders in Talent Development high schools spend double the amount of time in math and English courses for the entire year—90 minutes in each.

John Hopkins University’s Talent Development High School Model

• During the first semester, students take three classes designed to give them the academic and study skills necessary to handle college prep courses later on—Strategic Reading, Transition to Advanced Mathematics, and Freshman Seminar.

• During the second semester ,teachers follow the district's regular English and Algebra 1 curriculum, supplemented with special materials developed by Johns Hopkins University.

• The researchers found that students taking the Talent Development catch-up courses significantly outperformed their peers in comparison schools, taking into consideration students' previous achievement levels and their attendance during the school year.

• Interestingly, students who started out with higher than average achievement seemed to benefit from the courses too, leading the researchers to conclude that high-poverty urban high schools should consider making such courses standard for all entering freshmen.

California Adoption Materials



2007 Mathematics Adoption - Algebra Readiness ProgramsIMAP/CRP Reports of FindingsAugust 2, 2007

Publisher Program Title(Link to Report of Findings)

Type GL IMAP/CRPRecommendation

Advanced Academics, Inc. Advanced Academics' Algebra Readiness (DOC; 62KB; 3pp.) Algebra Readiness 8 Not Recommended

America's Choice, Inc. Ramp-Up Algebra (DOC; 57KB; 3pp.) Algebra Readiness 8 Recommended

Carnegie Learning, Inc. Carnegie Learning Cognitive Tutor Bridge to Algebra (DOC; 85KB; 8pp.)

Algebra Readiness 8 Not Recommended

CompassLearning, Inc. Odyssey Focus Math: Algebra Readiness (DOC; 54KB; 3pp.) Algebra Readiness 8 Recommended

Glencoe/McGraw-Hill California Algebra Readiness: Concepts, Skills, and Problem Solving (DOC; 59KB; 4pp.)

Algebra Readiness 8 Recommended

Holt, Rinehart and Winston Holt California Algebra Readiness (DOC; 56KB; 3pp.) Algebra Readiness 8 Recommended

iLearn, Inc. iPass Algebra Readiness (DOC; 53KB; 3pp.) Algebra Readiness 8 Not Recommended

JRL Enterprises, Inc. (I Can Learn Ed Systems)

I Can Learn Fundamentals of Math, Algebra, Pre-Algebra and Geometry (DOC; 58KB; 3pp.)


Learning To Learn Learning to Learn Algebra Readiness (DOC; 66KB; 4pp.) Algebra Readiness 8 Not Recommended

McDougal Littell, a division of Houghton Mifflin

McDougal Littell Algebra Readiness (DOC; 60KB; 3pp.) Algebra Readiness 8 Recommended

MIND Institute Algebra Readiness (DOC; 52KB; 3pp.) Algebra Readiness 8 Recommended

Pearson Prentice Hall Prentice Hall Mathematics California Algebra Readiness (DOC; 64KB; 3pp.)


Pearson Prentice Hall Connecting to Algebra for Algebra Readiness (DOC; 57KB; 4pp.) Algebra Readiness 8 Recommended

SRA/McGraw-Hill SRA Algebra Readiness (DOC; 121KB; 5pp.) Algebra Readiness 8 Not Recommended

Teacher Created Materials Active Algebra: Algebra Readiness (DOC; 90KB; 4pp.) Algebra Readiness 8 Not Recommended

The Princeton Review Lighting Math (DOC; 51KB; 3pp.) Algebra Readiness 8 Not Recommended

UCLA Mathematics Department

Introduction to Algebra (DOC; 50KB; 2pp.) Algebra Readiness 8 Recommended

http://www.cde.ca.gov/ci/ma/im/documents/advacaar.doc

http://www.cde.ca.gov/ci/ma/im/documents/americachoicear.doc

http://www.cde.ca.gov/ci/ma/im/documents/carnegiear.doc

http://www.cde.ca.gov/ci/ma/im/documents/compassmathar.doc

http://www.cde.ca.gov/ci/ma/im/documents/glencoear.doc

http://www.cde.ca.gov/ci/ma/im/documents/glencoear.doc

http://www.cde.ca.gov/ci/ma/im/documents/hrwar.doc

http://www.cde.ca.gov/ci/ma/im/documents/ilearnar.doc

http://www.cde.ca.gov/ci/ma/im/documents/ilearnar.doc

http://www.cde.ca.gov/ci/ma/im/documents/jrlar.doc

http://www.cde.ca.gov/ci/ma/im/documents/jrlar.doc

http://www.cde.ca.gov/ci/ma/im/documents/learnlearnar.doc

http://www.cde.ca.gov/ci/ma/im/documents/mcdlittar.doc



http://www.cde.ca.gov/ci/ma/im/documents/mindar.doc

http://www.cde.ca.gov/ci/ma/im/documents/pphcaalgebraar.doc

http://www.cde.ca.gov/ci/ma/im/documents/pphconnectar.doc

http://www.cde.ca.gov/ci/ma/im/documents/sraar.doc

http://www.cde.ca.gov/ci/ma/im/documents/tcmar.doc

http://www.cde.ca.gov/ci/ma/im/documents/tprar.doc

http://www.cde.ca.gov/ci/ma/im/documents/uclaar.doc

These programs have not been adopted by the State Board of Education

Publisher Program Title(Link to Report of Findings) Type Grade Level

IMAP/CRP Recommendatio

n

Advanced Academics, Inc.

Advanced Academics' Mathematics Intervention (DOC; 64KB; 4pp.)

Intervention 4-7 NOT Recommended

CompassLearning, Inc. Odyssey Focus Math (DOC; 60KB; 3pp.) Intervention 4-7 Recommended

Glencoe/McGraw-Hill California Math Triumphs (DOC; 61KB; 3pp.) Intervention 4-7 Recommended

Harcourt School Publishers

California Fast Forward Math (Harcourt/Holt) (DOC; 81KB; 3pp.)

Intervention 4-7 Recommended

iLearn, Inc. iPASS ﾊ Math Intervention (DOC; 87KB; 5pp.) Intervention 4-7 NOT

Recommended

InfoSis, LLC Effective Math Intervention (DOC; 66KB; 3pp.) Intervention 4-7 NOT Recommended

Kaplan K-12 Learning Services

Momentum Math (DOC; 61KB; 4pp.) Intervention 4-7 Recommended

Mastery Learning Systems

Count, Notice & Remember Math Intervention (DOC; 56KB; 4pp.)


Pearson ﾊ Scott Foresman California Math Intervention (Pearson Prentice Hall/Pearson Scott Foresman) (DOC; 53KB; 2pp.)


Riverdeep Inc. LLC Destination Math California Intervention (DOC; 76KB; 5pp.)

Intervention 4-7 Recommended

SRA/McGraw-Hill SRA Number Worlds (DOC; 66KB; 4pp.) Intervention 4-7 Recommended

Wright Group/McGraw-Hill Pinpoint (DOC; 53KB; 2pp.) Intervention 4-7 Recommended

Intervention Programs (12) Submitted for Adoption

http://www.cde.ca.gov/ci/ma/im/documents/advacamathint.doc

http://www.cde.ca.gov/ci/ma/im/documents/clodysseyint21.doc

http://www.cde.ca.gov/ci/ma/im/documents/glenmathtriumphs.doc

http://www.cde.ca.gov/ci/ma/im/documents/glenmathtriumphs.doc

http://www.cde.ca.gov/ci/ma/im/documents/harfstfwdint26.doc



http://www.cde.ca.gov/ci/ma/im/documents/ilearnipassint23.doc



http://www.cde.ca.gov/ci/ma/im/documents/infosyseffmathint22.doc

http://www.cde.ca.gov/ci/ma/im/documents/kapmomemtmint23.doc

http://www.cde.ca.gov/ci/ma/im/documents/mlsrememberint24.doc

http://www.cde.ca.gov/ci/ma/im/documents/psfcamathint25.doc





http://www.cde.ca.gov/ci/ma/im/documents/rvrdestmathint22.doc

http://www.cde.ca.gov/ci/ma/im/documents/sranumworldsint24.doc

http://www.cde.ca.gov/ci/ma/im/documents/wgpinpoint.doc

"Don't be encumbered by history-- go off and do something wonderful."

Dr. Robert N. NoyceInventor of the Silicon ChipCo-founder of Intel

Intervention in grades 6 -12 David Foster Silicon Valley Math Initiative.

Documents

work of teachers

key math teachers

math learning

math coachessupport

math departmentscollaborate

student achievement

effective classrooms

school systems