This is because the state reports the proficiency level based on a percentage of who took the test. This is an excerpt from the Algebra results for Santa Clara County from the CDE website. You have the number of stduents tested 12,000, which is 64% of enrollment. Of these students, 27% are advanced, 30% profiicent. So at first glance, it looks like 57% of students tested are Advanced/Proficient, not bad, when you consider that it is only 30% statewide.But this is only 64% of all 8th graders – what about the other 36%?
At SVEF, we developed an approach to interpreting test data that is more inclusive. If we want to look at all the 8th graders in 2013 and how they did in Algebra I, we would first look at number of those 8th graders that took Algebra I as a 7th grader the year before. Then
TA – best mentorsBlended learning – native users – Justin Bieber Algebra siteParents – focus groups – progress report
These 4 districts are some of the lowest income districts in Santa Clara County
Ethnic breakdown is roughly consistent with the ethnic breakdown of the county.
Students talk about confidence, progress, doing A work, raising your hand and trying.Want to be clear – it is summer school so students are typically skeptical about it at the beginning. One of my favorite stories is a student, who turned out to be one of our best students, now a sophomore in high school, taking algebra II and chemistry – hid the notice form from parents. But as soon as they get to the class, start using technology tools, learning with their friends, come to enjoy it.
SVEF Elevate [Math] Volunteer Orientation
Elevating Achievement Through Innovation
About Silicon Valley Education Foundation (SVEF)
Why 8th Grade Math?
Have you heard about the Common Core State Standards?
About Elevate [Math]
Program Changes in the Common Core Era
In the Classroom
To transform Silicon Valley into a model
for enhancing public education.
To leverage partnerships and resources for public education, so
all students can realize their full potential.
Silicon Valley Education Foundation
is a not-for-profit resource and advocate for students and educators.
We are dedicated to elevating scholastic achievement in the
critical areas of science, technology, engineering and math (STEM).
Elevate [Math] to prepare
incoming 8th graders for
formerly Algebra I, now
Common Core Equivalent
Elevate [Science] to
prepare incoming 9th
graders for Biology
• A-G as Default
• STEM Education
• East Side Alliance
• Common Core
• Early Math
Learning Innovation Hub
iSTEM Teacher Corps
STEMpower[ed], a one-
stop shop website for
STEM in Silicon Valley
Our Objective and Approach
Silicon Valley will be #1 in the percentage of
high school graduates academically prepared to complete
measured by A-G requirements completion rate.
Why is 8th grade math or Algebra I so important?
• 8th grade math is the gatekeeper to college-preparatory math courses
• To reach Calculus by 12th grade, must complete Algebra I (or equivalent) in
• Predictor of A-G completion
Improvement in eighth-grade academic achievement and
being on target for college and career readiness in eighth
grade are more beneficial than
any high school–level academic enhancement.
In a study to identify the factors that influence college and career readiness, researchers found that:
“The Forgotten Middle Ensuring that All Students Are on Target for College and Career Readiness before High School.” Visit
www.act.org/research/policymakers/reports/ForgottenMiddle.html to read the full Forgotten Middle policy report.
SVEF #1 Objective: Post-Secondary Success & Preparedness 2013
Goal: Ensure all students
Pass A-G requirements (UC/CSU-Ready)
•African American: 29%
Students Currently Fulfilling A – G
38% of all students
•African American: 12%
Early Assessment Program (EAP)
College Ready in Math:
27% of all students
•African American: 8%
Proficient in Algebra II after
21% of all students
•African American: 10%
Proficient in Chemistry
after Gr. 11:
24% of all students
Grade 9 Biology &
Grade 8 Algebra
•African American: 15%
Gr. 9 Biology:
28% of students
•African American: 20%
Gr. 8 Alg. I:
Ensure equitable placement practices
All Data 2013 except
CA Dept. of Educ.
• Elevate [Math]
• Elevate [Science]
• Policy briefs
• Education forums
• A-G Curriculum
• Key Initiatives
• A-G Curriculum
• Course Audits
• Thoughts on Public
Education Blog (TOP-
• ISTEM Teacher Corps
• Lessonopoly lesson
• CSLNet Regional
STAR Test Reporting Skews Actual Student Results
At first glance,
57% of students tested are
But this is only 63.7% of all 8th graders!
What about the other 36.3%?
SVEF’s approach to interpreting test data is more inclusive
More accurate measure of %
of all 8th graders who test
Advanced or Proficient on
the CST – dropped from
57% to 49%.
SVEF works to increase the
• % of 8th graders taking Algebra I or
Common Core equivalent,
• % of all students who test Advanced
or Proficient in 8th grade math.
Santa Clara County Algebra I Data by Ethnicity
Ethnic Breakdown of
Santa Clara County's 270,000+ Students
All Hispanic Asian White Afr. Ame
SCC Alg I % Adv/Prof by Ethnicity
Have you heard about the
Common Core State Standards
It is no longer enough to know that 2 + 2 = 4 . . .
• State-led effort to establish a new set of internationally benchmarked
education standards for K-12 in Mathematics and English Language
• Adopted by 45 states, including California
Why? • Emphasize depth over breadth – previous standards “a mile wide and
an inch deep”
• Develop students’ conceptual understanding and critical thinking over
• Provide students with the 21st century skills to be ready for the
changing job market
• Instead of just knowing 2 + 2 = 4, students now must be able to explain
why 2 +2 = 4.
• Students must be able to
o Create and defend arguments,
o Communicate points of view,
o Provide evidence and reason, and
o Make real-world connections
• Testing will use computer adaptive assessments called Smarter
How Common Core changes math sequence
Course Name before CCSS CCSS Course Name CCSS Content
6th 6th grade math Common Core Course 1 6/7/8 integrated
7th 7th grade math or Pre-algebra Common Core Course 2 6/7/8 integrated
8th Pre-algebra or Algebra I Common Core Course 3 6/7/8 integrated
9th Algebra I or Geometry Integrated Math 1 Algebra, geometry,
10th Geometry or Algebra II Integrated Math 2 Algebra, geometry,
11th Algebra II or Pre-calculus Integrated Math 3 Algebra, geometry,
12th Pre-calculus or Calculus Calculus Algebra, geometry,
Elevate [Math] prepares more students to take
more challenging math courses
What is it? • A 4-week summer intervention program designed to prepare students
to succeed in 8th grade math.
• Unlike many programs that wait for students to fail, then work with
students to remediate, Elevate [Math] front-loads the support to boost
students’ math skills and confidence before they take the class. This
maximizes students’ chances for success.
• Started in 2008 as “Stepping Up To Algebra,” the program name was
changed to “Elevate [Math]” in 2014 to accommodate the changes from
the Common Core State Standards.
Who is it
• Students going into 8th grade who are in the “middle” of their class –
they are on the cusp of doing well in math with a little added support.
• Typical student profile:
• Tested at the Basic level on the 6th grade CST, took pre-algebra in
7th grade, but are going into Common Core 8 or Algebra I with red
To engage the student, we work with the ecosystem around
Elevate [Math] takes a holistic approach to supporting
students & families, teachers and school districts
Students & Families Teachers Districts
• 75 hours of instruction from
credentialed teachers and
• Specially designed curriculum
that aligns to the Common Core
State Standards (CCSS),
• Blended learning to provide
differentiated instruction and
develop 21st century job skills,
• College awareness through
field trip to college campuses
and college info night for
students, parents and siblings,
• Student receive support beyond
the program, and
• Parents receive regular
progress reports and additional
• 40 hours of professional
development that includes:
o Instructional Strategies,
o Math Practices,
o Technology Integration,
o Blended Learning,
o Adaptive Learning, and
o Student Engagement
• Program curriculum aligned to
• Reduced student-teacher ratio
by having support from college-
level teaching assistants, and
• Classroom coaching.
• Classroom supplies and
• Program assessments and
• Program coordination,
• Guidance in students selection
and recruitment, and
• Research-based study to
evaluate program impact.
Elevate [Math] classrooms enhanced by edtech tools
• Extensive library of instructional videos and practice problems
to supplement classroom teaching.
• Easy to use dashboard for real-time progress reporting.
• Coaching roles allows teachers and TA’s to access
o Overview http://www.khanacademy.org/about
o Library http://www.youtube.com/watch?v=dsFQ9kM1qDs
• Communication tool to promote anytime, anyplace learning
that helps strengthen the learning community.
• Teachers can post messages and discussion topics, share
content and materials, assign and grade homework.
• Students can network and exchange ideas anytime.
• Video: http://about.edmodo.com/ (What we do)
Elevate [Math] serves 18 districts throughout Silicon Valley
2008 2009 2010 2011 2012 2013 Total
# of Districts 4 7 9 15 18 19 -
# of Teachers /
17 21 20 34 35 36 163
# of Elevate [Math]
425 400 497 993 999 1,021 4,335
Since 2008, Elevate [Math] has directly impacted 4,300+ students
and 160+ teachers
The professional development we provide to each teacher benefits
not only the 35 students he teaches during Elevate [Math]
but also the up to 175 students he teaches during the school year.
In addition, the impact of Elevate [Math] has a multiplier effect
2008 2009 2010 2011 2012 2013 Total
# of Teachers /
17 21 20 34 35 36 163
# of Other Students
Benefited by Teacher
2,975 3,675 3,500 5,950 6,125 6,300 28,525
Elevate [Math] yields positive results in student
achievement, student mindset, and teaching practices
• 2013 Elevate [Math] students average 32% improvement in pre- and post- tests
• In a representative sample of 2012 Elevate [Math] students,
o 84% were placed into Algebra I,
o 66% of students placed in Algebra I completed it with a C- or higher, and
o 66% scored Basic, Proficient, or Advanced on the California Standards Test (CST) for
These are students who would not have taken Algebra I without Elevate [Math]!
• WestEd, a San Francisco-based, nonprofit nonpartisan research and evaluation
organization is in the process of conducting a longitudinal study on impact.
• 80% of students showed a changed in mindset – they now believe that hard work can lead
to improvement and success, rather than that their capabilities are unchangeable.3
• 90% of students plan to finish college.
• 45% plan to earn an advanced degree (law, business, medicine, etc.).
• 96% reported that the curriculum was effective and sufficiently addressed student areas
• 92% reported that improved overall teaching practices
• 96% plan to implement strategies learned over the summer in their classrooms during the
• 60% were returning to Elevate [Math] for their second year.
1 Based on a survey of 2013 Elevate [Math] students | 2 Based on a survey of 2013 Elevate [Math] teachers | 3Based on Carol Dweck’s research at Stanford University
School districts that provide Elevate [Math] saw significant
improvement in Algebra proficiency rates
2008 2009 2010 2011 2012 2013
8th Grade Algebra Proficiency
Alum Rock Berryessa Oak Grove Franklin McKinley
The 4 districts that started providing
Elevate [Math] in 2008, some of the
most underperforming districts in Santa
Clara County, saw significant
improvement in Algebra proficiency
rates over the past 6 years:
• Alum Rock +10%
• Berryessa +15%
• Oak Grove +6%
• Franklin McKinley +15%
Source: California Department of Education
Number of Students
• 999 students
• 86% retention rate
• 49% female / 51% male
• 57% Hispanic/Latino
• 23% Asian/Pacific Islander
• 6% Black/African American
• 19% White
“I think most kids are kind of scared of math and
that’s why they often fail in it. But this program
helps you get more confident in math. They just tell
you to relax, that it’s just a few numbers and you’ll
I was a C and D student in math before I took
Elevate [Math]. Now I’m doing A work. My parents
always told me they want me to do better than they
did, to go to college, and get a better job than they
have. I’ll show them I can.
“I enjoyed learning new techniques in math that I’ve
never knew before and having that feeling of getting
the answer right or raising your hand and trying.”
“I never liked math and I used to get headaches over
it. Now, after learning it in smaller groups, I’ve
changed from being a C and D student to a really
good math student. My favorite was College
Night, where reach college kids tell us about how
they are in college now.
“Elevate [Math] is the leading edge of
education. I have used what I have learned to
instruct students and inform administrators and
what new technology or studies are out there.”
“I really liked that it didn’t just focus on math
skills – I liked the college component and
teaching students academic skills they can use
for any class – 8th grade and beyond.”
“The professional development was really great. I can see using a lot of the strategies in my
classroom and it was fantastic getting the PD for the week and applying it immediately to the
4 weeks. I’ve had that practice and I can implement it when we start the school year again.”
SVEF is reaching out and supporting school districts like no other nonprofit because
their goal is to make sure that every student has the opportunity to be prepared for
the 21st century college- and career-ready. If you don’t have the opportunity to pass
algebra, ideally, by 8th grade, then the chances of you graduating from high school
college- and career-ready are slim.
Chris D. Funk, Superintendent
East Side Union High School District
In Sunnyvale, we’ve seen a tremendous difference in the students who go through
the Elevate [Math] program, not just in their mathematical skills development
but, more importantly, on their attitude towards the subject. When students
experience success and receive targeted support, they are empowered to challenge
themselves to do even better.
Benjamin H. Picard, Ed.D., Superintendent
Sunnyvale School District
Frequently Asked Questions in the Time of Common Core
With the transition to Common Core, does the philosophy of Elevate [Math]
• Philosophy of the program will remain consistent with years past.
• The program is still designed to support students who are on the cusp of being
ready for success in 8th grade math.
• By enrolling in Elevate [Math], students will be better prepared for their 8th
grade math course, as well as A-G completion in high school.
With the transition to Common Core,
who are the target students for Elevate [Math]
Target students are students who (historically)
scored in the high basic range on the CSTs,
have concerns about success in the next level of math,
and are referred by their 7th grade teacher.
Program changes in the time of Common Core
Curriculum Professional Development
• Curriculum revision anchored in the 5 domains
• Expressions and Equations,
• Statistics and Probability, and
• Number System.
• Curriculum aligned to Common Core math practices
below with sample language called out for teachers
1. Make sense of problems and persevere in
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
• Technology integrated to support student learning
and proficiency with technology.
• Partnership with WestEd, Santa Clara County Office
of Education and Krause Center for Innovation at
Foothill College to arrive at integrated approach to
• Align with content, technology
• Instructional strategies,
• Teacher coaching,
• Formal study of program effectiveness.
• Develop language content (mathematical discourse)
to support students to articulate, reason, and critique.
• SVEF’s STEM Advisory Board will provide oversight
and input on curriculum revisions and professional
• Professional development will occur in stages with 3
days prior to program start, followed by Professional
Learning Communities (PLCs) throughout program.
Professional development restructured to improve student
To improve student achievement through teacher professional development, coaching, and
strong implementation of instructional practices.
3 days pre-program
• Curriculum (CCSS aligned)
• Instructional strategies
• Student engagement
• SCCOE, WestEd, KCI, SVEF
• Coaches are assigned to teachers
• Observe classroom instruction and
• Follow-up discussions with teachers
• 1x per week (afternoon)
• Regional teams gather
• Facilitated by coaches
• Bring student work
Volunteers can participate in several ways
• Introduce yourself & share experience
• Follow teacher and TA lead
• Observe student progress
• Monitor group work and help as appropriate
• Monitor computer time and help as needed
• Work with groups in a breakout sessions
• Work one-on-one with a student who benefits from individualized attention
• Facilitate problem solving around specific areas or advanced problems
• Analyze Khan Academy data and provide summary to teacher and TA
• Provide mentorship to students
Volunteers will be under the supervision of the teacher at all times.
Introduce yourself (4 – 5 min)
Where did you go to college? Grad school? Why?
What did you major in? What was your process for choosing your major?
Employer & title
What does your organization do?
What exactly do you do?
What prompted you to pursue your career?
What is a typical day like?
What are some trends in your field? What’s hot?
Show and tell
Share something fun or unusual about yourself
Share some advice that you have for students
Show and tell! Bring something that is significant to your education or career path
and share the story with the students.
Needs and motivations in the classroom
Student Teacher Volunteer
1. To build my math skills
2. To gain confidence
3. To satisfy my parents / teacher
who wanted me to come to this
1. Know that I may be different
from you. I may not have a
family that expects me to
succeed. I need role models to
help me reach my potential.
2. Know that I am afraid to be seen
as remedial. Please help
convince ME I can do this.
3. Understand that I may have
gaps in my education and may
not have some skills that you
expect me to have. Accept my
failures, celebrate my small wins.
1. To help
2. To gain professional
3. To gain more practice teaching
1. Know that I have experience with
different kinds of students and I
may have some of these
students in my class for the
2. Know that I appreciate additional
help in my classroom but I need
to retain ultimate control.
3. Know that I need a sense of
commitment and reliability from
my classroom volunteers.
1. To give back
2. To find a higher purpose or a
connection to youth
3. To better understand
1. Know that I came to help and
want to be useful.
2. Know that I may be unfamiliar
with the classroom or with
3. Know that I need guidance and
adequate preparation to make
the classroom experience
rewarding for me
What teachers, TAs and students say
“It’s nice knowing that, when I raise my hand, I don’t have to wait for
my teacher to get around the room to get my questions answered.”
Elevate [Math] Student Pedro Monrreal
“Having a volunteer tell the students what they do and share how
they use certain equations in their jobs is really useful. Students
see how what they’re learning impacts their future.”
Elevate [Math] Teaching Assistant Meaghan Sheghrue
“I wish we had volunteers during my regular school year.
Having that extra set of eyes and ears benefits students so
much because there’s another person to see who’s
struggling. I can trust that students are getting the attention
Elevate [Math] Teacher Mike Barbara
What volunteers say
It’s important for people in our profession to give back to
the community and make sure kids are getting the same
opportunities that we had and learning in ways that will
Volunteer Germaine Coto, Ernst & Young
It was incredible to see the students’ progress
from one week to the next. The level of
growth in their skills, as well as their
confidence in their own abilities, was
impressive. I am glad I was able to be a small
part of that.
Volunteer Veronica Cull, Wells Fargo
The best reward?
Volunteer Scott Peterson, LSI
Orientation slides will be sent out.
Fill out sign-in sheet if you haven’t already.
Review, sign and turn in the Volunteer Code of Conduct.
Email Arleen Cardenas at email@example.com for finger printing and program locations.
We look forward to
having you in the classroom!
P.S. Like what you saw? Please tell a friend
about this volunteer opportunity!