MMSTI

Montana Math and Science Teacher Initiative

Wednesday , 18 November 2009 ~ Montana State University

I. Updates from the national Front2

• Science and Mathematics Teacher Imperative (SMTI)

• Dr. Howard Gobstein addresses the President’s Council of Advisors on Science and Technology (PCAST);

• Federal STEM Education Initiatives and Innovative STEM Education Programs http://www.tvworldwide.com/events/pcast/091022/default.cfm

• Secretary Duncan Addresses Higher Education

University of Virginia: A Call to Teach http://www.edgovblogs.org/duncan/2009/10/a-call-to-teach/

Education in the United States of America

3

Robert A. Compton Presents:

2 Million Minutes: A Global Examinationhttp://www.2mminutes.com/about.asp

2 Million Minutes: Solutions for a 21st Century

http://www.2mminutes.com/index.asp

II. MMSTI Road Map4

Sub-CommitteeLarry Baker, Dean, College of Education, Health and Human Sciences, MSUKatie Burke, Science Curriculum Specialist, OPIChris Comer, Dean, College of Arts and Sciences, UMRoyce Engstrom, Provost/VP Academic Affairs, UMDavid Erickson, Associate Professor, Dept. of Curriculum and Instruction,

UMBobbie Evans, Dean, Phyllis J. Washington College of Education and

Human Sciences, UMJohn Graves, Adjunct Assistant Professor, MSU and Representative for

MSTAJean Howard, Math Curriculum Specialist, OPIPaula Lutz, Dean, College of Letters and Sciences, MSUTricia Parrish, MMSTI Project Coordinator, UMDavid Patterson, Associate Professor, Department of Mathematical

Sciences, UMDarrell Rud, Executive Director, School Administrators of MontanaElizabeth Swanson, Director, Math and Science Resource Center, MSUAndrew Ware, Chair, Department of Physics and Astronomy, UM

A. Mission and Vision Statement: Draft

5Vision Statement:The Montana Math and Science Teacher Initiative engages the P-20 education

community and key stakeholders in shared decision-making practices to support Montana’s mathematics and science teachers.

Mission Statement:The Mission of the Montana Math and Science Teacher Initiative is to improve the

recruitment, training, placement, and retention of highly effective mathematics and science teachers who are committed to promoting excellence and equity in student outcomes.

Objectives:1.) Engage in a statewide campaign to raise public awareness on the importance

of mathematics and science education to prepare Montana students for civic engagement, career and college readiness, and to become leaders in a globalized technological world;

2.) Increase the quality, quantity, and diversity of mathematics and science teachers¹ through rigorous, high quality, professional development teacher education programs in Montana;

3.) Develop systematic data collection practices allowing reliable evaluation of current practices and informing future developments and sustainability

Input to Date: Burke, Erickson, Howard, Parrish, Rud ¹ Science and Mathematics Teacher Imperative – Commitment, retrieved from:

http://www.teacher-imperative.org/

6

B. Communication7

Darrell RudExecutive Director

School Administrators of Montana

C. Data Collection and Analyses8

Montana Institutions of Higher Education* Annual Production by Major Teacher Education Program Pipeline Data Vacancies – Career Services

Office of Public Instruction Licensure by endorsement area: K-8/5-12 math and

science Misassigned Teachers Personnel Recruitment and Retention Survey Teacher Retirement Vacancies

OCHE - Department of Labor Data* Institutions with teacher education programs approved by the Montana Board of Public Education for state licensure.

State Systematic Data Collection Process9

Annual Production Statewide Census: 2009 - 2010

• Carroll College: Dean Lynette Zuroff and Connie McEachern, Unit Coordinator

• Montana State University– Billings: Janet Alberson, Licensure Official– Bozeman: Dr. Patricia Ingram, Direct of Field Placement and

Certification – Northern: Dr. Pamela Wilson, Director of Field and Clinical

Experience Licensure Office• Rocky Mountain College: Dr. Barbara Vail• Salish Kootenai College: Cindy O’Dell, Education Chair • University of Great Falls: Angel Turoski, Director of

Education• The University of Montana

– Missoula: Associate Dean Sharon Dinkel-Uhlig and Kristi Murphy, Licensure Specialist

– Western: Dr. Delena Norris-Tull, Chair Department of Education

10

Annual Production and demand

Production: 2008* Demand: 2009**

Baccalaureate Post-Baccalaureate

Vacancies Status: +/-

K-8 *** 361 14 21 (124 total)

+202%

Biology 17 0 2 +750%

Broadfield 12 0 24 -50%

Chemistry 3 0 0

Earth Science 2 0 0

Physics 4 1 2

Mathematics 35 2 80 -54%

11

* 2008 Montana Higher Education Institutional Data: K-8 (8 of 9 Campuses Reporting); 5-12 (7 of 8 campuses reporting).** Total Vacancies Posted as of November 17, 2009 on OPI, MSU, and UM websites.*** K-8 Vacancy Data = 21 out of 124 posted vacancies are for middle school math or science teachers.

D. Coaching in Mathematics and Science

12

Elementary Math CoachingDavid Yopp, Montana State University

OPI Coaching Components in Math Science Partnerships

Jean Howard, Office of Public Instruction

OPI - Coaching Across Montana

13

Math and Science Partnerships (MSP)– Billings Public School District– Helena Public School District– Category 1 – STEM/Postsecondary Support

Statewide School System of Support – School Improvement

Special Services (Response to Intervention, Reading First)– Academic, Learning Environment, Efficiency

• Standards-based Education• Nine Correlates

– 3 Tier: Core, Supplemental, Intervention

E. Mentoring14

Elisabeth Swanson and John GravesMontana State University

F. Professional Development Academy and P-20 Partnerships

15

8 Missoula County High Schools & UMMathematics Workshops

• University Mathematics Placement Exam

• Technology for Teaching Mathematics• Others in planning

Science Workshops• In planning stages for Spring ‘10

Learning Assistant (LA) Program - Modeled after UC-Boulder LA Program

16

UM STEM faculty meeting - 11/19/09• Sharing the model• Forming a team of

volunteers

• Writing an NSF grant to support implementation

http://link.brightcove.com/services/player/bcpid14146722001?bctid=6641477001

H. Funding Opportunities17

• Carl Perkins Career and Technical Education Act– Montana Prospects: Educational and Career Opportunities in

STEM for Girls– Participants– Community of Practice

• Woodrow Wilson/Rockefeller Brothers Fund Teaching Fellowship for Aspiring Teachers of Color program– Goal of Fellowship– Funding

III. Montana Common Core Standards18

Maurice BurkeMontana State University

Common Core Initiative FAQhttp://www.corestandards.org/

Common Core Initiative FAQ19

Who is leading the Common Core State Standards Initiative? The Council of Chief State School Officers (CCSSO) and the National

Governors Association Center for Best Practices (NGA Center); As part of this process, they have convened a National Policy Forum composed of signatory national organizations to share ideas

How will states adopt the common core state standards? States will adopt the common core state standards through a process that

respects unique state contexts. CCSSO and the NGA Center will ask states to share their adoption timeline and process in early 2010, when the K-12 common core state standards are completed. A validation committee will verify that states have accurately adopted the common core state standards

Are these national standards? No. This initiative is driven by collective state action and states will

voluntarily adopt the standards based on the timelines and context in their state.

What grades will be covered in the common core state standards? The English-language arts and math standards will be K-12 standards.

 

Assessment20

Will common assessments be developed? Will one national test be created that looks like the current tests we have today?

States know that standards alone cannot propel the systems change we need. Assessments aligned with the common core state standards will play an important role in making sure the standards are embedded in our education system.

Some states will voluntarily come together to develop new innovative, common assessments as part of the Race to the Top program. However, states do not want to see one national assessment given once a year that relies on multiple-choice items. A common assessment system will include multiple forms of assessment so that what a student knows and can do, not the form of the assessment, determines performance. An assessment system must provide assessment for learning as well as assessment of learning.

Timeline21

What is the timeline for the common core state standards initiative?

Key dates in the project are identified below. 1. November 2009 – College- and career-

readiness standards validated. 2. Winter 2009/2010 – K-12 common core state

standards in English-language arts and mathematics completed and publicly released.

3. Early 2010, states submit timeline and process for adoption of common core state standards in English-language arts and mathematics.

The Flow Chart22

Some Controversy (Part 1)23

Mathematical Practice (Standard 1)Proficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically.

Math Modeling (Standard 7)24

Modeling Core Concepts Mathematical models involve choices and assumptions that

abstract key features from situations to help us solve problems. Even very simple models can be useful. Core Skills Model numerical situations. Model physical objects with geometric shapes. Model situations with equations and inequalities. Model situations with common functions. Model situations using probability andstatistics. Interpret the results of applying a model and compare

models for a particular situation.

ISN’T THIS FUZZY MATH??25

The Modeling standard needs discussion in relation to the other standards. For example, what is the difference between a geometry task versus a modeling task that uses geometry? What is the difference between a contextualized algebra problem and a modeling problem that uses equations to describe a situation? In these standards, a task is considered to belong more in Modeling, the more it is the case that:The math techniques to be used are not stated explicitly in the problem. However, beginning/developmental modeling tasks can walk the student through the techniques, as a way to show their use.Various assumptions must be imposed by the student to apply the techniques; these assumptions are not explicitly stated in the problem; and differing sets of assumptions could all be considered reasonable.The task involves making a decision about something.The task involves an optimization of some kind.The context is not a pretext. While the task inevitably teaches mathematics, its primary focus is the situation or phenomenon at hand. The phenomenon or situation is interesting or worthwhile beyond the academic discourse of the classroom.

Some Controversy (Part 2)26

4. Core Concept A; Core Concept B; Core Skill 1. In a country with 300 million people, about how

many high school math teachers will be needed? Try to estimate a sensible answer using your own everyday knowledge about the world. Write an explanation of your answer, stating any assumptions you make.

Likewise, estimate the number of people born each day on planet earth.

Likewise, estimate the percentage of Americans who are pregnant at any given time. Also estimate the percentage of elephants who are pregnant at any given time.

IV. College Readiness27

Jan ClinardOffice of the Commissioner of Higher

Education

Tests of College Readiness28

Of Montana’s 2009 high school graduates: 54% took ACT, 22% took SAT, and 70% took

MUSWA tests.

Average scores & Readiness thresholds29

Montana’s class of 2009 averages were above national averages and college-readiness

thresholds.

Percent ready by threshold30

Depending on the measure used, 48% to 81% of the students tested College Ready.

Students’ Planned Majors & ACT Scores31

19%: Health Sciences and Related Fields (21.9)15%: Undecided (21.9)9%: Agriculture Sciences and Technologies

(19.9)7% Business and Management (21.2)6% Biological and Physical Sciences (24.2)6% Social Sciences (24.2)6% Visual and Performing Arts (22.1)5% Engineering: (24.5)Based on 5,960 Montana High School Students

Percent of Students Ready by Subject32

ACT conducts studies to set minimum thresholds at which students will have a 75% chance of earning C’s or higher as freshmen in college. The reading score predicts success in

history and the science score predicts biology.

An Example of Aspiration/Readiness Disconnect

33

Of those students interested in Health Care Fields:71% are ready for college composition55% are ready for college social sciences30% are ready for college mathematics19% are ready for college biology

Based on ACT scores in English, Reading, Math, and Science and Interest Inventory on ACT

High School Rigor Improves Readiness34

ACT and the College Board define Core as 4 yrs of English, 3 yrs math, 3 yrs science, & 3 yrs social

sciences. Both tests show significant gains for students with rigorous

high school courses.

MUSWA Has Improved Readiness in Writing

35

These trend lines are based on both an increasing number of test-takers and increasing scores. In 2001, 3,365 students tested, 228 of whom were American Indian. In 2009, 7,753 students tested, 534 of whom

were American Indian.

Developmental Education Serves Under-prepared Students

36

These rates are for the MUS only and do not include Community or Tribal Colleges.

In 2009, Common Course Numbering corrected possible errors in classification of developmental courses.

For more information about College Readiness

37

Go to the Montana University System “Preparing for College” Website: http://mus.edu/collegeprep.asp Admissions standards Charts, graphs, helpful links Mathematics Proficiency Initiative Writing Proficiency Initiative

Contact the Director of Academic Initiatives Jan Clinard, Ed.D. 406-444-0652 jclinard@montana.edu

V. The State of Montana Mathematics Education Forum

38

MT-Math-Forum – home

Jean Howard - OPI

VI. Race to the Top39

Updates and Reports from the Assessment Program

Jan Clinard, Office of the Commissioner of Higher Education

Dan Villa, Governor Schweitzer’s Office

40

Leadership from the Governor and First Lady

VIII. Committee Planning Breakout Sessions

41

Developing a Communication Plan - Montana and Beyond: Darrell Rud

Strategies for Increasing Math & Science Teachers - Implications for Growth Targets: Royce Engstrom, Bobbie Evans and Chris Comer, The University of Montana