Empowering Student Success in High School Math Oregon Mathways Empowering Student Success in High School Math 2018 Teaching Learning and Assessment Institute Tom Thompson

Learning Objectives Introduce the Vision and Objectives of Mathways Initiative Share work that has been done Connect to other work at ODE Introduce the Vision and Objectives of Mathways Think about how we may have learned high school math Experience what high school math could be like Share work that has been done 2+1 Model for Courses 2020 Math Standards Math in Real Life Grants Oregon Math Project Connect to our work at ODE How to support the Mathways work How to think in terms of systems change

Students Proficient in Math – SBAC 3 & 4

Proficiency Broken Down Math proficiency by student group (2016-2017) Student Group Percent Meeting Level 3 or 4 All Students 35.3% Economically Disadvantaged 23.4% English Learners 9.2% Students with Disabilities 10.7% American Indian/Alaska Native 18.6% Native Hawaiian/Pacific Islander 20.7% Black/African American 13.5% Hispanic/Latino 20.8% Asian 56.1% White 40.2% Multi-Racial 37.7%

ACT College and Career Ready

Course Patterns in High School Math

Repeating Algebra in Grade 10 Race/Ethnicity Percent Asian 1.6% Black/African American 7.7% Hispanic 10.7% American Indian/Alaska Native 9.8% Multi-Ethnic 6.5% Native Hawaiian/Pacific Islander 6.9% White

Remedial Course-Taking Patterns 2015

Setting the Stage: Why High School Math? Known Issues: Too many high school math standards Single pathway to calculus Need for more relevant applications Inequitable tracking practices

Opening Activity Discuss the math worksheet with a partner How does this activity compare to what you might have seen in a typical high school math class? What is the math content addressed in this activity? How might students react to this activity?

Graphs of data sets

Graphs of data sets 1

Relationship: Direct or Inverse Negative Slope Negative Slope

Correlation: High, Medium, Low

Attending to Mathematical Rigor For the activity we just did: What concepts, skills, and applications were addressed?

Application?

Vision of Mathways Initiative Applications Focus Options Systems Alignment

Vision of Mathways Initiative - Context Applications – CONTEXT MATTERS! Focus Options Systems Alignment

Context Matters Code X Y1 Y2 A 19.9 80.4 83.8 B 29.0 79.4 83.0 C 61.4 80.3 84.2 D 60.8 78.0 81.7 E 43.3 78.1 81.9 F 16.0 80.5 84.0 G 11.6 80.2 83.9 H 36.7 78.9 82.9 I 39.3 78.7

Context Matters – The Code UK Region X Y1 Y2 A East 19.9 80.4 83.8 B East Midlands 29.0 79.4 83.0 C London 61.4 80.3 84.2 D North East 60.8 78.0 81.7 E North West 43.3 78.1 81.9 F South East 16.0 80.5 84.0 G South West 11.6 80.2 83.9 H West Midlands 36.7 78.9 82.9 I Yorkshire 39.3 78.7

X Value: Early Literacy Achievement “Literacy Vulnerability Index” Region A 10% 30th Percentile “High Need District” Early Literacy Region B 60%

Context Matters - Literacy Code UK Region X Percentage of “high need” districts Early Literacy Y1 Y2 A East 19.9 80.4 83.8 B East Midlands 29.0 79.4 83.0 C London 61.4 80.3 84.2 D North East 60.8 78.0 81.7 E North West 43.3 78.1 81.9 F South East 16.0 80.5 84.0 G South West 11.6 80.2 83.9 H West Midlands 36.7 78.9 82.9 I Yorkshire 39.3 78.7

Context Matters – Life Expectancy Code UK Region X Percentage of “high need” districts Early Literacy Y1 Life Expectancy (Yrs) Boys Y2 Girls A East 19.9 80.4 83.8 B East Midlands 29.0 79.4 83.0 C London 61.4 80.3 84.2 D North East 60.8 78.0 81.7 E North West 43.3 78.1 81.9 F South East 16.0 80.5 84.0 G South West 11.6 80.2 83.9 H West Midlands 36.7 78.9 82.9 I Yorkshire 39.3 78.7

Graphs of data sets 2 What do you notice? What do you wonder? How could this data be used to support students and families? What questions could students investigate?

Math with, or without, context Compare and contrast conversations before and after you knew what the context was Which would be more memorable? Which could you see connections to your work? How does “context” change the math experience?

Student Perspectives Lane ESD Math in Real Life video.

Reflection What do you notice? What do you wonder?

Mathways Initiative: Math in Real Life Grant Applications – CONTEXT MATTERS! Focus Options Systems Alignment

Attending to Mathematical Rigor

Math in Real Life Lesson Design

Mathways Initiative: 2+1 Model Applications Focus – Core content for all students Options – Multiple Math Pathways Systems Alignment

Current Pathway Model: Engineered for Success in Calculus Elementary Middle High School University (Calculus) Mark

Current Pathway Model College & Career Math Opportunities AP Calculus AP Statistics Algebra 2/Pre-calculus Geometry Mark Algebra 1 K-8 Mathematics

Pathways Model: Student Math Reality Elementary Middle High School Trade School Military Community College University Work Apprenticeship Other Mark

Proposed 2+1 Model

Tracking vs.Pathways Tracking Pathways Multiple versions of same course with different expectations. Course assignments based on perceived limitations of students. Courses not necessarily based on high school standards. Applied courses perceived as less rigorous. Courses with same expectations and additional support if needed. Course assignments based on student stated career and college goals. Courses based on high school standards. Applied courses perceived as rigorous.

Regional Educator Meetings Spring 2018

Mathways Initiative: 2+1 Model Applications Focus Options Systems Alignment – Connections to Other Work

Connections to other ODE work Well-rounded Reducing Chronic Absenteeism Increase Graduation Rate Freshmen On-Track Reducing Chronic Absenteeism Identify content necessary and meaningful to all students Engage students with authentic applications Increase Graduation Rate Create multiple pathways for mathematics Meet diverse student needs as well as college and career goals Freshmen On-Track Open up opportunities for innovation Target instruction for student success

Policy Briefs

Logic Model

What Now?

Participatory Leadership: Personal to Systemic 2014 beginning of a concept 2016 Clarify the idea (small group from ODE including applied math specialist, schools, cc, and university. 2017 Invite broader conversation (math content panel, willing districts, higher education, other agency teams) 2018 Pilot with willing districts and learn from those pilots 2020 Act on what we have learned during math adoption Mark

ODE Action Plan

Local Action Steps Open discussions about math (NCTM Catalyzing Change). Finding Focus Toolkit. Piloting new lessons, units, and courses that include application. Rebalancing the first 2 years. Transitions into 9th grade. Create 3rd credit options based on high school math standards.

Questions and Contacts Mark Freed – Mark.Freed@ode.state.or.us Tom Thompson – Tom.Thompson@ode.state.or.us Resources Oregon Educator Network ODE Website