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Forest Hills Mmc

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A review of how the Michigan MMC has been implemented in one Michigan district.

A review of how the Michigan MMC has been implemented in one Michigan district.

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  • 1. Algebra Options: What will we do when they don’t learn it?
  • 2. 1st Semester Failures (9th & 10th Graders - Core Courses) Course Grade of D Grade of E English 9 24 12 English 10 17 13 Civics 22 8 US Hist/Geog 6 4 Biology 52 35 Algebra 48 25 Geometry 32 15
  • 3. 27 Freshmen with at least one grade of E 17 Freshmen with two or more grades of E (all but one student have failed at least 2 core area courses) 5 Freshmen have failed at least 3 core area courses 3 Freshmen have failed all of their core area courses 21 Sophomores with at least one grade of E 13 Sophomores with two or more grades of E (all but one student have failed at least 2 core are courses) 9 Sophomores have failed at least 3 core area courses 4 Sophomores have failed all of their core area courses
  • 4. Options
    • 1. Credit Recovery
    • 2. Co-Taught Algebra
    • 3. Resource Algebra-Special Ed only
    • 4. Math Essentials
  • 5. Credit Recovery Process
    • Grade is given based on proficiency of all HSCE assessed.
    • Student takes common assessment (every HSCE is assessed at least three (3) times on assessment.
    • Student identifies (with assistance of staff member) the HSCE he/she was not proficient on (must pass 2/3).
    • If student chooses to recover credit, he/she must:
      • Attend NORTHStar 4 times in 2 weeks.
    • Write paper (1 paragraph/missed HSCE) explaining the HSCE and how he/she can demonstrate proficiency.
    • Take assessment (Form B) in assessment center (Tuesday after school or Wednesday before school).
    Pilot Program
  • 6. At-Risk Process Teacher Interview Parent Contact Recommend to NorthStar Continues to struggle Call staffing with all teachers – discuss what is working (Gather info. prior to staffing) [At-Risk coordinator and teachers receive info. – compiled by G. Maatman] Intervention(s) occur for 2 weeks At-risk coordinator collects data/info. from staff regarding progress of student Continues to struggle At-risk coordinator recommends student to TEAM. 9 th & 10 th 11 th & 12 th Tools Class Mentor Schedule Change Tutor Pilot Program Struggling Student Alternative Pathways Schedule Change Tutor Substance Abuse Counseling
  • 7. Co-Taught Algebra
    • Myself along with a general education teacher taking the middle and upper level special education students along with At-risk and lower level general education students and teaching to all of the content standards/benchmarks while test more often. Example: Week 1: Test over 1-1 and 1-2 rather than waiting 3 weeks and testing an entire chapter. (Student forget the prior material after a few sections.)
  • 8. Resource Algebra
    • Being Highly Qualified in Math an option for the lower end special education students will be to take Algebra in my classroom where we cover the same content expectations but test each week. Example: Week 1: Test over 1-1 and 1-2 rather than waiting 3 weeks and testing an entire chapter. (Student forget the prior material after a few sections.)
  • 9. Math Essentials
    • The 24 students in the class have not passed first semester Algebra. Some of the students have taken the first semester Algebra for the 4 th time.
  • 10. Demographic Data-Math Essentials
    • 24 Students
    • 13 Special Education
    • 11 General Education (8 At-Risk)
    • 7 Freshman
    • 15 Sophomore
    • 2 Juniors
  • 11. Benchmarks
    • Algebra I
    • 1 st Semester Content Expectations
    •  
    • Ch. 1 – Variations, Functions, and Graphs
    • L1.2.4 Organize and summarize data in a table or chart, find patterns
    • L2.1.2 Calculate numerical expressions with exponents
    • A1.1.1 Translate between verbal and symbolic forms, evaluate expressions
    • A2.1.1 Determine if a relation is a function, identify domain and range
    • A2.1.3 Represent functions in symbols, graphs, and tables
    • S2.1.1 Construct a scatter plot
    • S2.1.2 Identify patterns from a scatter plot, recognize a correlation as strong, weak, positive, or negative
    •  
    • Ch. 2 – Rational Numbers
    • L1.1.1 Know properties for real, rational, and signed numbers
    • L1.1.2 Explain the signs of multiplicative and additive inverses
    • L1.1.3 Use the associative, commutative, distributive, identity, and inverse properties
    • A1.1.1 Translate between verbal and symbolic forms, evaluate expressions
  • 12. Benchmarks
  • 13. Results Goal Indicator Measure of Success Target By Benchmark By HSCE/Benchmark That show whether the student Expected is learning. Performance Pre-Assessment-1 st Benchmark test 90% of our students will pass all of the benchmarks in Math Essentials within one semester to receive credit L1.2.4 Organize and summarize data in a table or chart, find patterns S2.1.1 Construct a scatter plot A2.1.3 Represent functions in symbols, graphs, and tables Daily assessment on particular benchmark Common Measure Benchmark test to show areas that they lack proficiency Shows their success prior to taking the benchmark Students must score 2/3 or 4/6 on each benchmark
  • 14.
    • Conclusion:
    • Michigan Merit Curriculum has changed the face of education today and it really has a direct impact on the lower to mid-level students who may struggle in the core classes. The Math Curriculum has been difficult for many of these students so we are trying to come up with options for the students who may not be able to graduate under the new guidelines. I believe we have just scratched the surface with ideas and things will continue to change and we will adapt in order to reach each student so they can find success both inside and outside of the classroom.