BOARD OF EDUCATION Attachment: Action 11. PALO ALTO UNIFIED SCHOOL DISTRICT Date

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1 BOARD OF EDUCATION Attachment: Action 11 PALO ALTO UNIFIED SCHOOL DISTRICT Date TO: FROM: PREPARED BY: SUBJECT: Dr. Glenn Max McGee, Superintendent Markus Autrey, Associate Superintendent, Educational Services Katherine Baker, Chief Academic Officer, Secondary Education Approval of Instructional Pilot at Secondary Level Combining Algebra 1 and Algebra 1A Courses at Gunn High School STRATEGIC PLAN INITIATIVE Academic Excellence and Learning Board Policy 6011 Board Policy 6141 Board Policy Academic Standards Curriculum Development and Evaluation Mathematics Instruction RECOMMENDATION It is recommended the Board of Education approve the Gunn High School pilot of implementing an Algebra 1/Algebra 1A combined course, at the May 10, 2016, regular meeting. BACKGROUND Over the past three years, the Gunn Mathematics Department has been monitoring student progress in Algebra 1 and Algebra 1A classes. The content covered has become very similar in both courses, and common assessments were administered in both courses during the first semester of this school year, The Gunn Math Department believes that students benefit from access to a challenging curriculum and recognizes that the success for all students within rigorous classes involves adaptive instruction. This exposes all students to a rigorous curriculum while providing varied supports for students to learn as identified in frequent and aligned pre and post assessments. In the 1985 publication of Jeannie Oakes s deeply influential Keeping Track: How Schools Structure Inequality, Oakes provided empirical evidence of the disadvantages endured by students placed in lower tracks. In a similar vein, she revealed that some schools, under orders to desegregate, were promoting internal segregation by disproportionately assigning minority students to lower tracks (Hallinan, 2004). It is the goal of the Gunn Math Department to expose all Algebra students to the same rigorous and meaningful curriculum and focus on implementing strategies and supports through instruction. This will assist students in having a positive learning experience, in which more students rise to higher levels of Algebraic proficiency than students who learned the subject in the previously separated model. There is a great deal of research that supports the notion that more students rise to deeper levels of learning when exposed to more rigorous curriculum given the supports and instruction that meets each of them from the concepts they have mastered and teaches them in ways that they learn and make gains that show in increased rate of understanding in math. For example, Lisa Delpit, who recently published Multiplication is for White People: Raising Expectations for Other People s Children, wrote, There are a number of strategies the researchers have identified to overcome low performance they center around creating a sense of belonging for the students a sense that they belong in the club of scholars and achievers; that

2 school is for them. It also involves not putting the students in settings that increase the sense of stereotype stigma. For example, remedial programs may have an unintended side effect of serving to confirm a students belief in his ability. Rather than identifiable remedial programs, students could be placed in carefully planned accelerated programs that not only ameliorate their lack of preparation but allow them to gain skills that surpass grade or class expectations. Likewise, Kirsten Olson (2009) in her book, Wounded by School: Recapturing the Joy of Learning, concludes that perhaps the deepest wounds schools inflict on students are wounds of underestimation. We underestimate students when they come to us with skills and experiences that differ from the ones we expected and we conclude they're incapable of complex work. The pilot epitomizes the elements and beliefs outlined in the PAUSD Strategic Plan Goals A: Create an exceptional learning environment that equitably supports and appropriately challenges all students to reach their potential through a love of learning, mastery of the basics, and cultivation of higher-order skills: Initiative A1: Differentiate the educational experience to effectively engage, appropriately challenge, and ensure mastery for every student. Initiative A3: Significantly raise the achievement of historically underrepresented students by ensuring equity of preparation, access, and support from Pre-K to 12 th Grade. By creating a class where students are exposed to the same rigorous curriculum regardless of ability level entering the course, the Gunn High School Math Department is committed to examining instructional practices, adding identified in-class support structures. Teachers will identify each student s level of proficiency at the start of the year and embed needed prerequisite knowledge not yet mastered by some into the curriculum. The student data will be identified through the use of frequent assessments that are recorded, studied, discussed, and used to inform next steps to help each student find success with the most rigorous Algebra 1 curriculum that Gunn offers. This effort also supports the District Goal #2, Consistent High Quality Teaching and Learning: Ensuring all students have consistent and equitable opportunities and access to high quality educational programs and services aligned with PAUSD s vision and strategic plan, the district will foster conditions that provide a coherent district approach for aligning course curriculum frameworks, grading practices, homework expectations, project and testing schedules, and summative assessment instruments. This will be a learning process and increasingly improving with professional learning over time. The district and school leadership are vested and support the notion of modeling learning through error collaborating with other educators and students. The Board of Education discussed this item previously at the April 19, 2016 regular meeting. Staff responses to the questions and concerns raised by Board of Education members follow. What additional supports will be provided? What additional supports will Gunn offer to struggling students that will not be optional? o One additional co-taught section of Algebra 1/1A, bringing the total to three co-taught sections of Algebra 1/1A. o A classroom aide for the other five sections of Algebra 1/1A. o One day of training for teachers to make the most effective use of a classroom aide. o Algebra Support class for students with IEPs and also significant mathematical deficits, taught by a special education teacher who also co-teaches math classes. o Math Intervention Teacher on Special Assignment (TOSA) to coach and align teachers on appropriate interventions.

3 o Math XL, an online technology support program that was piloted this year in both Algebra and more advanced classes. (During one of our earlier focus groups in which we were discussing homework, students mentioned the value of Math XL in supporting their learning outside of the classroom). What is the evaluation plan for this proposed pilot? o End of Semester 1 and Semester 2 test grades o Teacher authored and other criterion referenced assessments o Attitudinal Pre and Post Student Survey administered each semester o Longitudinal Data Study : The attached document provides an overview of the DRAFT evaluation plan. What exactly will the new curriculum be? This combination class will use the current Algebra 1A curriculum. Currently the Algebra 1 students follow the same calendar and use the same assignment list as the Algebra 1A students. This proposal is an expansion of the Algebra 1A program. ALL students will have access to the same rigorous curriculum with instructional in-class supports. These methods support each student by determining what they have mastered in previous courses and embedding the knowledge needed and not yet mastered by some into the instruction. Students will meet growth targets while accessing the same curriculum based on their individual abilities and effort with identified supports. John Hattie is a leading educational researcher and a professor of education at the University of Auckland in New Zealand. His research focuses on thousands of studies in addition to his own to discover or uncover the methods of effective teaching and learning for both students and their teachers. Summarizing his own work, Hattie has three principles that he believes underpin teaching and learning in every public school: 1. Nurture and challenge all students intellectual and imaginative capacities ensuring that there is a legitimate progression of learning from one day, week, month, and year to the next. 2. Care for all students with humanity and sensitivity as human beings taught with genuine respect. 3. Maximize their potential for later schooling, post-school education, training and employment and for the quality of life itself so all can enjoy the fruits of living (2009). This is supported in his work through longitudinal data and is the goal of the Algebra teachers as they seek to grow and challenge themselves and their students in this pilot. Attachment A Course Descriptions in Course Catalog Attachment B - PowerPoint Presentation Pilot 9 th Grade Algebra (the Combination of Algebra 1/1A) Attachment C - Secondary Math Flow Chart Attachment D - DRAFT Evaluation Plan

4 Instruction BP 6011 ACADEMIC STANDARDS The Board of Education recognizes that content and performance standards are necessary to clarify for students, parents/guardians and staff what students are expected to know and be able to do at each grade level and in each area of study. The Board shall adopt high standards for student achievement that meet or exceed statewide standards and challenge all students to reach their full potential. District standards shall be developed through a process that involves staff, students, parents/guardians and community members. Standards shall be based on a review of state model standards and an assessment of the skills that students will need in order to be successful in the workplace and in higher education, including basic skills, problem-solving abilities and conceptual thinking. Special care shall be taken to ensure the proper articulation of standards among district schools. Staff shall continually assess students' progress toward meeting the standards and shall offer remedial assistance in accordance with Board policy. The standards shall also provide a basis for evaluating the instructional program, making decisions about curriculum and assessment, and, as required by law, evaluating teacher performance. (cf Evaluation/Supervision) (cf Grades/Evaluation of Student Achievement) (cf Promotion/Acceleration/Retention) (cf Curriculum Development and Evaluation) (cf Courses of Study) (cf High School Graduation Requirements) (cf Elementary/Middle School Graduation Requirements) (cf Student Assessment) (cf Summer School) (cf Evaluation of the Instructional Program) While desiring district standards to be specific and comprehensive, the Board does not intend that these standards be so extensive as to describe everything that will be taught in the classroom. Staff shall have sufficient time and flexibility to provide instruction that supplements the standards. Staff shall also have flexibility to determine the best instructional methods to use in preparing students to meet the standards. The Superintendent or designee shall ensure that district standards are regularly reviewed and updated as necessary. Legal Reference: EDUCATION CODE Evaluation of certificated employees Statewide academic standards Adoption of statewide academically rigorous content and performance standards Management Resources: WEB SITES CDE: Policy adopted: PALO ALTO UNIFIED SCHOOL DISTRICT Palo Alto, California 1

5 BOARD POLICY Instruction BP 6141 CURRICULUM DEVELOPMENT AND EVALUATION The Board of Education desires to provide a research-based, sequential curriculum which promotes high levels of student achievement and emphasizes the development of basic skills, problem solving, and decision making. Upon recommendation of the Superintendent or designee, the Board shall adopt a written district curriculum which describes, for each subject area and grade level, the content objectives which are to be taught in all district schools. (cf Concepts and Roles) (cf Multicultural Education) (cf Sexual Health and HIV/AIDS Prevention Instruction) (cf Civic Education) (cf Service Learning/Community Service Classes) (cf Environmental Education) (cf Visual and Performing Arts Education) (cf Physical Education) (cf Comprehensive Health Education) (cf Reading/Language Arts Instruction) (cf Mathematics Instruction) (cf Science Instruction) (cf Courses of Study) (cf Career Technical Education) (cf Regional Occupational Center/Program) (cf Role of the Board) The district's curriculum shall be aligned with the district's vision and goals for student learning, Board policies, academic content standards, state curriculum frameworks, state and district assessments, graduation requirements, school and district improvement plans, and, when necessary, related legal requirements. (cf Vision) (cf Goals for the School District) (cf School Plans/Site Councils) (cf School-Based Program Coordination) (cf High Priority Schools Grant Program) (cf Title I Program Improvement Schools) (cf Title I Program Improvement Districts) (cf Quality Education Investment Schools) (cf Academic Standards) (cf High School Graduation Requirements) (cf Student Assessment) (cf Standardized Testing and Reporting Program) (cf High School Exit Examination) (cf Title I Programs) (cf Board Policies) 1

6 CURRICULUM DEVELOPMENT AND EVALUATION BP 6141 The Superintendent or designee shall establish a process for curriculum development, selection, and/or adaptation which utilizes the professional expertise of teachers, principals, and district administrators representing various grade levels, disciplines, special programs, and categories of students as appropriate. The process also shall provide opportunities for input from students, parents/guardians, representatives of local businesses and postsecondary institutions, and other community members. (cf Citizen Advisory Committees) (cf Relations Between Private Industry and the Schools) The selection and evaluation of instructional materials shall be coordinated with the curriculum development and evaluation process. (cf Complaints Concerning Instructional Materials) (cf Equipment, Books and Materials) (cf Selection and Evaluation of Instructional Materials) (cf Supplementary Instructional Materials) (cf Library Media Centers) When presenting a recommended curriculum for adoption, the Superintendent or designee shall provide research, data, or other evidence demonstrating the proven effectiveness of the proposed curriculum. He/she also shall present information about the resources that would be necessary to successfully implement the curriculum and describe any modifications or supplementary services that would be needed to make the curriculum accessible to all students. (cf Nondiscrimination in District Programs and Activities) (cf Budget) (cf Staff Development) (cf. 4143/ Negotiations/Consultation) (cf At-Risk Students) (cf Advanced Placement) (cf Individualized Education Program) (cf Gifted and Talented Student Program) (cf Education for English Language Learners) (cf Supplemental Instruction) The Board shall establish a review cycle for regularly evaluating the district's curriculum in order to ensure continued alignment with state and district goals for student achievement. At a minimum, these reviews shall be conducted whenever the State Board of Education adopts new or revised content standards or the curriculum framework for a particular subject or when new law requires a change or addition to the curriculum. In addition, the Board may require a review of the curriculum in one or more subject areas as needed in response to student assessment results; feedback from teachers, administrators, or parent/guardians; new research on program effectiveness; or changing student needs. (cf Accountability) (cf Evaluation of the Instructional Program) 2

7 CURRICULUM DEVELOPMENT AND EVALUATION BP 6141 Legal Reference: EDUCATION CODE Equal opportunity Authority of governing boards Broad authority of school districts Enforcement of courses of study Required courses of study Prohibited instruction Authorized classes and courses of instruction Instructional materials GOVERNMENT CODE Scope of representation CODE OF REGULATIONS, TITLE School improvement programs Improvement of elementary and secondary education Management Resources: CSBA PUBLICATIONS Maximizing School Board Leadership: Curriculum, 1996 CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Content Standards for California Public Schools: Kindergarten Through Grade 12 Curriculum Frameworks for California Public Schools: Kindergarten Through Grade 12 WEB SITES CSBA: Association for Supervision and Curriculum Development: Association of California School Administrators: California Association for Supervision and Curriculum Development: California Department of Education, Curriculum and Instruction: Policy adopted: , PALO ALTO UNIFIED SCHOOL DISTRICT Palo Alto, California 3

8 BOARD POLICY Instruction BP MATHEMATICS INSTRUCTION The Board of Education desires to offer a rigorous mathematics program that provides a strong foundation in basic mathematical skills and prepares students to apply mathematics in the classroom and in life. The Superintendent or designee shall develop grade-level curricula that offer a balanced instructional program (cf Courses of Study) (cf High School Graduation Requirements) The district s mathematics program shall address the following standards for mathematical practices which are the basis for mathematics instruction and learning: 1. Basic mathematical skills: quantification, basic facts, sorting and classification, and computational skills including addition, subtraction, multiplication, division, fractions, decimals, squares and square roots 2. Conceptual understanding: knowledge and application of facts and definitions, identification of principles, understanding of relationships among mathematical concepts, recognition and application of signs, symbols and terms 3. Problem solving: use of mathematical concepts, skills, tools and reasoning strategies to formulate and solve problems in a variety of situations 4. Overarching habits of mind of a productive mathematical thinker: Making sense of problems and persevering in solving them; attending to precision 5. Reasoning and explaining: Reasoning abstractly and quantitatively; constructing viable arguments and critiquing the reasoning of others 6. Modeling and using tools: Modeling with mathematics; using appropriate tools strategically 7. Seeing structure and generalizing: Looking for and making use of structure; looking for and expressing regularity in repeated reasoning For each grade level, the Board shall adopt academic standards for mathematics that meet or exceed the California State Standards. The Superintendent or designee shall develop or select curricula that are aligned with these standards and the state curriculum framework. For grades K-8, content shall address, at appropriate grade levels, counting and cardinality, operations and algebraic thinking, number and operations in base ten, fractions, measurement and data, algebra, geometry, ratios and proportional relationships, functions, expression and equations, the number system, and statistics and probability. Students shall learn the concepts and skills that prepare them for the rigor of high school mathematics. For high school mathematics, the district shall offer a pathway of courses through which students shall be taught concepts that address number and quantity, algebra, functions, 1

9 MATHEMATICS INSTRUCTION BP modeling, geometry, trigonometry, pre-calculus, calculus, statistics and probability, and other mathematical topics important to a college- and career-ready preparatory curriculum. The Superintendent or designee shall ensure that all students have many opportunities to take the full range of mathematics course options. (cf Courses of Study) The Board shall establish specific content and performance standards in mathematical skills, concepts and problem-solving ability for each grade level. Students at risk of failing to meet performance standards shall receive additional assistance and intervention. (cf High School Graduation Requirements) The Superintendent or designee shall ensure that certificated staff have opportunities to participate in professional development activities designed to increase their knowledge and skills in effective mathematics teaching practices. (cf Staff Development) (cf Staff Development) The Superintendent or designee shall ensure that students have access to sufficient instructional materials, including manipulatives and technology, to support a balanced, standards aligned mathematics program. (cf District Technology Plan) (cf Complaints Concerning Instructional Materials) (cf Williams Uniform Complaint Procedures) (cf Selection and Evaluation of Instructional Materials) (cf Supplementary Instructional Materials) (cf Library Media Centers) The Superintendent or designee shall provide the Board with data from state and district mathematics assessments and program evaluations to enable the Board to monitor program effectiveness. (cf Local Control and Accountability Plan) (cf Accountability) (cf Student Assessment) (cf State Academic Achievement Tests) (cf High School Exit Examination) (cf Evaluation of the Instructional Program) 2

10 MATHEMATICS INSTRUCTION BP Legal Reference: EDUCATION CODE Areas of study, grades Areas of study, grades Algebra in course of study for grades High school graduation requirements Financial literacy State-adopted content and performance standards in core curricular areas Common Core standards Management Resources: CSBA PUBLICATIONS Governing to the Core, Governance Briefs CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve, 2013 California Common Core State Standards: Mathematics, rev. January 2013 COMMON CORE STATE STANDARDS INITIATIVE PUBLICATIONS Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards WEB SITES CSBA: California Department of Education: Common Core State Standards Initiative: Policy adopted: , PALO ALTO UNIFIED SCHOOL DISTRICT Palo Alto, California 3

11 Gunn Course Catalog Gunn Course Catalog

12 9 th Grade Algebra Board Presentation, April 19 Kathy Hawes Instructional Leader, Mathematics

13 Proposal One introductory algebra course at high school level Course title Algebra1/1A for pilot Future title of Algebra 9 (?)

14 WASC Goal Equity Access to Calculus Rationale

15 WASC GOALS Goal #2 = Increase achievement for all learners at GHS, especially our historically underrepresented students Increase the enrollment in AP/Honors classes by 30% for Latino and African American students Integrate pre-ap skills and practices into foundational classes to support students when they advance to AP classes

16 9 th Grade Class Enrollment 58 Algebra 1 86 Algebra 1A 170 Geometry A 182 Geometry Honors 21 Alg2/Trig Honors } = 144 combined

17 Comparison: Sem1 Algebra Final

18

19 Algebra 1 Algebra 1A Proposed Algebra 1/1A

20 GeometryA Summer School Bridge to Calculus Algebra1/1A (9 th ) Algebra 2/Trigonometr ya (10 th ) Intro to Analysis & Calc (11 th ) AB Calculus (12 th )

21 NEXT STEPS With Board Approval: One Year Implementation 172 Students 8 Sections (21.5/class) Data Study Report Findings Spring 2017

22 SECONDARY MATH FLOW CHART MATH 6 Current 1/28/14 BOE PAUSD believes that, in order to be successful in college, students should take four years of math in high school. PRE-ALGEBRA PRE-ALGEBRA A The lanes shown are typical routes taken by students. Transferring between lanes is possible from year-to-year, based on student performance, teacher recommendation, and potential summer mathematics coursework. INTRO TO ALGEBRA ALGEBRA 1 ALGEBRA 1.1 ALGEBRA 1 ALGEBRA 1A ALG 1A / GEO A GEO / ALG 2H ALGEBRA 1 OR ALGEBRA 1.2 GEOMETRY GEOMETRY A ALG 2 / TRIG A TRIG / ANLT H GEOMETRY ALGEBRA 2 ALG 2 / TRIG A INTRO TO ANALYSIS & ANALYSIS H ALGEBRA 2 PRE-CALCULUS INTRO TO ANALYSIS & AB CALC AP BC CALC AP MATH ELECTIVES: Please check the catalog for pre-requisites for each course. ADVANCED PROBLEM SOLVING IN MATHEMATICS 1 & 2 ADVANCED PROBLEM SOLVING IN MATHEMATICS 3 & 4 The following COMPUTER SCIENCE elective courses can be taken for either Mathematics or Technical Ed Credit: INTRO JAVA ADVANCED JAVA AP COMPUTER SCIENCE STATISTICS APPLICATIONS AP STATISTICS

23 DRAFT Algebra1/1A Evaluation Plan DRAFT Algebra 1/1A Evaluation Plan 5/5/16 To: Max McGee, Superintendent Fr: Chris Kolar and Clarisse Haxton, Research, Evaluation, and Assessment Office Gunn HS plans to implement a pilot to combine ninth grade algebra 1 and algebra 1A classes in At the April 19 Board meeting, Gunn presented this plan and the Board recommended that we evaluate the pilot. This document provides an overview of the DRAFT evaluation plan. Research Question Data Timeline 1 1.Implementation a. Are teaching and student classroom experiences similar across the ninth grade algebra classes in ? b. What are student attitudes towards math? c. What supports are available and how are they used to support students in algebra? Teacher focus groups or interviews Student focus groups and interviews Normed attitudinal survey (e.g. ATMI Classroom observation Math department and co-teaching schedules Fall and Spring Outcomes a. To what extent does student performance change over the school year? 2 b. How does student performance in compare to prior years? 3 c. How does performance change over the school year and EOY performance vary across student subgroups? d. How do subgroup differences in EOY performance in compare to prior years? e. How did students perform in the new class when considered in light of their original course level request? 4 8 th grade math assessment scores, 8 th grade math final exam scores, 8 th grade math placement scores, beginning-of-year 9 th grade math assessment Mid-year and EOY algebra final exams Student demographic data (race/ethnicity, gender, SES, sped) Winter and Summer (after exam scores are in) 1 Exact timeline will be decided in collaboration with school staff. 2 Change over time metrics are dependent on available site data. We are in the process of clarifying this with the Gunn math IS (Kathy Hawes). 3 Need to specify how many prior years to use for comparisons. Also, we recommend only looking at Gunn students over time (rather than a Gunn/Paly comparison). 4 Note that students had already self-selected to enroll in algebra 1 or algebra 1A before this pilot was announced.

24 DRAFT Algebra1/1A Evaluation Plan 3. Longer-Term Outcomes a. What are the math course enrollment and performance patterns for students in this pilot cohort over the course of their high school careers overall and by student subgroup? b. What are student attitudes towards math? Math course enrollment in 10 th -12 th grades (including summer school) Highest level math course completed Math course grades Math standardized exam scores (11 th grade SBAC, SAT/ACT) Student focus groups, and interviews Normed attitudinal survey (e.g. ATMI TBD