SVEF Elevate [Math] Volunteer Orientation


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  • 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

    1. 1. Elevating Achievement Through Innovation Elevate [Math] Volunteer Orientation
    2. 2. 2  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  Q&A Agenda
    3. 3. About SVEF
    4. 4. Vision 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. Mission 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). 4
    5. 5.  Elevate [Math] to prepare incoming 8th graders for formerly Algebra I, now Common Core Equivalent  Elevate [Science] to prepare incoming 9th graders for Biology Programs  Key Initiatives • A-G as Default • STEM Education • East Side Alliance • Common Core • Early Math  Policy briefs  Education forums  Learning Innovation Hub (iHub)  iSTEM Teacher Corps  STEMpower[ed], a one- stop shop website for STEM in Silicon Valley Resources for Innovation Advocacy Our Objective and Approach Silicon Valley will be #1 in the percentage of high school graduates academically prepared to complete post-secondary education, measured by A-G requirements completion rate. Objective 5
    6. 6. Why 8th Grade Math?
    7. 7. 7 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 8th. • 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 to read the full Forgotten Middle policy report.
    8. 8. SVEF #1 Objective: Post-Secondary Success & Preparedness 2013 California Landscape: 6,226,989 students Goal: Ensure all students Pass A-G requirements (UC/CSU-Ready) •Caucasian: 45% •Asian: 67% •Hispanic: 28% •African American: 29% Students Currently Fulfilling A – G Requirements: 38% of all students •Caucasian: 33% •Asian: 61% •Hispanic: 18% •African American: 12% Early Assessment Program (EAP) College Ready in Math: 27% of all students •Caucasian: 24% •Asian: 53% •Hispanic: 12% •African American: 8% Proficient in Algebra II after Gr. 11: 21% of all students •Caucasian: 32% •Asian: 58% •Hispanic: 14% •African American: 10% Proficient in Chemistry after Gr. 11: 24% of all students SVEF Interventions: Grade 9 Biology & Grade 8 Algebra •Caucasian: 38% •Asian: 56% •Hispanic: 19% •African American: 15% Proficient in Gr. 9 Biology: 28% of students •Caucasian: 44% •Asian: 73% •Hispanic: 27% •African American: 20% Proficient in Gr. 8 Alg. I: 30% of students •Pre-Algebra •Algebra •Science ADVOCACY PROGRAMS SOLUTIONS Placement Initiative Ensure equitable placement practices Elevate [Math] Elevate [Science] All Data 2013 except where noted, CA Dept. of Educ. • Elevate [Math] • Elevate [Science] • Policy briefs • Education forums • A-G Curriculum • Key Initiatives • A-G Curriculum • Equity/Access • Placement • Course Audits • Thoughts on Public Education Blog (TOP- Ed) INNOVATION • ISTEM Teacher Corps • Lessonopoly lesson plans • STEMpower[ed] website • CSLNet Regional Alliance
    9. 9. 9 STAR Test Reporting Skews Actual Student Results At first glance, 57% of students tested are Advanced/Proficient But this is only 63.7% of all 8th graders! What about the other 36.3%?
    10. 10. 10 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.
    11. 11. 11 Santa Clara County Algebra I Data by Ethnicity Hispanic 39% Asian 28% White 22% Afr. Amer. 2% Other 9% Ethnic Breakdown of Santa Clara County's 270,000+ Students 49% 26% 72% 44% 21% All Hispanic Asian White Afr. Ame SCC Alg I % Adv/Prof by Ethnicity
    12. 12. Have you heard about the Common Core State Standards (CCSS)?
    13. 13. 13 It is no longer enough to know that 2 + 2 = 4 . . . What are they? • State-led effort to establish a new set of internationally benchmarked education standards for K-12 in Mathematics and English Language Arts • 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 rote memorization • Provide students with the 21st century skills to be ready for the changing job market What does this mean? • 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 Balanced
    14. 14. 14 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, probability, statistics 10th Geometry or Algebra II Integrated Math 2 Algebra, geometry, probability, statistics 11th Algebra II or Pre-calculus Integrated Math 3 Algebra, geometry, probability, statistics 12th Pre-calculus or Calculus Calculus Algebra, geometry, probability, statistics
    15. 15. About Elevate [Math]
    16. 16. 16 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 for? • 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 flags
    17. 17. 17 To engage the student, we work with the ecosystem around the student District School Teachers Parents Student
    18. 18. 18 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 college-level TAs, • 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 resources. • 40 hours of professional development that includes: o CCSS, o Instructional Strategies, o Math Practices, o Technology Integration, o Mindset, o Blended Learning, o Adaptive Learning, and o Student Engagement • Program curriculum aligned to CCSS, • Reduced student-teacher ratio by having support from college- level teaching assistants, and • Classroom coaching. • Classroom supplies and materials, • Program assessments and evaluation report, • Program coordination, • Guidance in students selection and recruitment, and • Research-based study to evaluate program impact.
    19. 19. 19 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 dashboard. • Videos: o Overview o Library • 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: (What we do)
    20. 20. 20 Elevate [Math] serves 18 districts throughout Silicon Valley
    21. 21. 21 2008 2009 2010 2011 2012 2013 Total # of Districts 4 7 9 15 18 19 - # of Teachers / Classrooms 17 21 20 34 35 36 163 # of Elevate [Math] Students 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 / Classrooms 17 21 20 34 35 36 163 # of Other Students Benefited by Teacher Prof. Dev. 2,975 3,675 3,500 5,950 6,125 6,300 28,525
    22. 22. 22 Elevate [Math] yields positive results in student achievement, student mindset, and teaching practices Student Achievement1 • 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 Algebra I. 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. Student Mindset1 • 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.). Teaching Practices2 • 96% reported that the curriculum was effective and sufficiently addressed student areas for learning. • 92% reported that improved overall teaching practices • 96% plan to implement strategies learned over the summer in their classrooms during the school year. • 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
    23. 23. 23 School districts that provide Elevate [Math] saw significant improvement in Algebra proficiency rates 0% 10% 20% 30% 40% 50% 60% 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
    24. 24. Student demographics Number of Students • 999 students • 86% retention rate Gender • 49% female / 51% male Race/Ethnicity • 57% Hispanic/Latino • 23% Asian/Pacific Islander • 6% Black/African American • 19% White 24
    25. 25. 25 Student voices “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 get it.” 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.
    26. 26. 26 Teacher voices “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.”
    27. 27. 27 Superintendent voices 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
    28. 28. Changes in the Common Core Era
    29. 29. 29 Frequently Asked Questions in the Time of Common Core With the transition to Common Core, does the philosophy of Elevate [Math] shift? • 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. 7th grade: Pre-Algebra 8th grade: Common Core 8
    30. 30. 30 Program changes in the time of Common Core Curriculum Professional Development • Curriculum revision anchored in the 5 domains • Expressions and Equations, • Functions, • Geometry, • Statistics and Probability, and • Number System. • Curriculum aligned to Common Core math practices below with sample language called out for teachers to use 1. Make sense of problems and persevere in solving them. 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 reasoning. • 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 development. • Professional development will occur in stages with 3 days prior to program start, followed by Professional Learning Communities (PLCs) throughout program.
    31. 31. 31 Professional development restructured to improve student achievement Goal: 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 • Technology • Mindset • SCCOE, WestEd, KCI, SVEF Stage 1 Stage 2 Coaching • Coaches are assigned to teachers • Observe classroom instruction and student engagement • Follow-up discussions with teachers PLCs • 1x per week (afternoon) • Regional teams gather • Facilitated by coaches • Bring student work
    32. 32. In the Classroom
    33. 33. Volunteers can participate in several ways 33 • 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.
    34. 34. Introduce yourself (4 – 5 min) Education  Where did you go to college? Grad school? Why?  What did you major in? What was your process for choosing your major? Career  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. 34
    35. 35. Needs and motivations in the classroom 35 Student Teacher Volunteer Motivations 1. To build my math skills 2. To gain confidence 3. To satisfy my parents / teacher who wanted me to come to this program Needs 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. Motivations 1. To help 2. To gain professional development 3. To gain more practice teaching Needs 1. Know that I have experience with different kinds of students and I may have some of these students in my class for the school year. 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. Motivations 1. To give back 2. To find a higher purpose or a connection to youth 3. To better understand school/educational culture Needs 1. Know that I came to help and want to be useful. 2. Know that I may be unfamiliar with the classroom or with instructional skills 3. Know that I need guidance and adequate preparation to make the classroom experience rewarding for me
    36. 36. What teachers, TAs and students say 36 “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 they need.” Elevate [Math] Teacher Mike Barbara
    37. 37. What volunteers say 37 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 engage them. 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
    38. 38. The best reward? 38 “This!” Volunteer Scott Peterson, LSI
    39. 39. Next steps 39 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 for finger printing and program locations.
    40. 40. We look forward to having you in the classroom! P.S. Like what you saw? Please tell a friend about this volunteer opportunity!
    41. 41. Questions?