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Achievement Gap Data, Pilot Background and Vision
CGI Research Base CGI Classroom Data after 1 year Project support Year 2 plans
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
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
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