Mandy Smoker-Broaddus (OPI) Karma Nelson, EdD. (OPI Liaison/Educational Consultant)

Mandy Smoker-Broaddus (OPI)Karma Nelson, EdD. (OPI Liaison/Educational Consultant)

Achievement Gap Data, Pilot Background and Vision

CGI Research Base CGI Classroom Data after 1 year Project support Year 2 plans

The Achievement Gap

Largest gap of 39% -(8th grade in 07-08 & 06-07)

American Indian students in grades 4, 5, 6 & 7 all saw declines in proficiency from 07-08 rates

The Achievement Gap

2008-09 Criterion Reference TestPercent Proficient & AdvancedAmerican Indian Students onlyGrades 3-8 & 10 Combined

School A 8%School B10%School C 11%School D 13%School E17%

Conference Fall 2006

“Closing the Achievement Gap for Native American Students”Rapid City, South Dakota

Mandy Smoker –BroaddusMontana Office of Public Instruction

Indian Student AchievementPilot Projects

Elementary MathematicsCGI & Culturally Responsive Math

Student Survey DataSchool Success Profile

Early ChildhoodMcRel & Head Start/Kindergarten Collaboration Project

After School ProgrammingClub Invention & After School Science Program

“Understanding how to teach in ways that are culturally compatible is critically important for teachers working with students whose family cultures are not reflected in the dominant or majority culture.”

(Hankes, 1998)

Capitalize on research on how children learn(e.g., give them a strong start in mathematics;help them develop conceptual understanding,computational and procedural fluency, and automatic recall of facts; and emphasize effort and persistence).

Teachers & Students Working Together Joint Productive Activity

Developing Language and Literacy Skills Connecting Lessons to Student’s Lives

Contextualization Engaging Students with Challenging Lessons Emphasizing Dialogue over Lectures Choice and Initiative Modeling & Demonstration

Expert/Apprentice Perspectives for Teaching Indigenous Students, NCTM

Time generous Lessons are relational - focus on problem

solving Manipulatives and models are present Students work mostly in cooperative groups Independent work is limited Classroom discussion is mostly conversational Activities are contextualized Teacher facilitates autonomous as well as

cooperative student discussions

Caring and supportive relationships

High Expectations Opportunities for participation

“We want people to believe in us”

Children bring an intuitive knowledge of mathematics to school with them. This knowledge should serve as the basis for developing formal mathematics instruction in primary school. This thesis leads to an emphasis on assessing the processes that students use to solve problems.

Math instruction should be based on the relationship between computational skills and problem solving, which leads to an emphasis on contextual problem solving in the classroom instead of the repetition of number facts.

The process standards serve as a focus for instruction (problem solving, reasoning, communication, connections and representations).

Children decide how they should solve each problem. They use multiple strategies to solve problems.

Children communicate to their teachers and peers how they solved the problem

A framework for identifying the intuitive developmental strategies that children use when solving word problems is used. The stages include 1-1 correspondence, direct modeling, counting on/back, facts, deriving strategies and invented procedures.

A framework that distinguishes difficulty among problems is used. (Refer to CGI Story Problem handout)

One week summer training with two national CGI consultants

Onsite professional development with OPI mathematics education liaison

Three three-day on-site CGI trainer visits Model lessons Observe teacher lessons Coach teachers Encourage self assessments by teachers

Mathematics educator liaison Attends all workshops Serves as a connection between OPI,

administration, teachers and trainers Coordinates data collection Provides additional mathematics education

support to teachers Administration

Supportive Sets high expectations Attends all workshops

Building coaches Attend week long workshop Helps with data collection and student interviews Monitors and supports needs of teachers

Teachers Attend workshop and mathematics professional

development throughout the year Open classroom to trainers and observers Engage in self assessment and reflection of

teaching

Data Base 10 Teacher observations Teacher self reflections State CRT (3-5) and ITBS (2)

Teachers were observed teaching a lesson three times during the school year by outside CGI professional development instructor.

The instructor rated each teacher who also rated him/her selves using the same 4 point rubric based on the process standards. (See handout)

PS2: Problem situations were differentiated to meet the needs of students regardless of ability

R3: Students were offered choices (numbers, problems, groups) during the lesson.

C1: Students explained the process by which they solved, to each other, the teacher, or a partner

C3: Different strategies were presented to display variation amongst the class

M2: Students almost always connect their solution strategies with the appropriate number sentence, symbol or procedure.

C4: Quality questioning was used to check student understanding.

M1: Appropriate “math tools” were available for children to resolve problem situations.

2008 Raw ITBS Score

2009Raw ITBSScore

Concepts

PS Comp Total Concepts

PS Comp Total

159.4 155.3

165.2 159.9 158.9 165.7 164.8 163.2

2008 & 2009 CRT Mathematics Scores% Proficient & Advanced

1923 24

1620

13

0

5

10

15

20

25

30

35

40

45

50

Grade 3 Grade 4 Grade 5

2007-08

2008-09

Traditional procedures are already ingrained without an understanding of the process.

Students’ beliefs about their ability to do math are established.

Difficult change for some teachers. Giving up the book as the curriculum. Pressure of CRTs Students are shy about explaining their

work.

Familiarity with teaching strategies (Implementation Dip)

Teacher content knowledge Teacher pedagogical knowledge Access to standards based curriculum

materials.

Students share when they return to the class.

Students feel empowered - don’t feel incapable

Student dispositions change when they are allowed to use their own strategies to solve problems and are able to justify their strategies.

Advanced training during summer #2 workshop

Increased coaching from OPI mathematics education liaison during the year

Increased focus on building learning communities at grade level

Training & partial implementation of standards based curriculum materials more closely aligned to CGI.

Use of data analysis