1

Standards, Curriculum, and Research

Mathematically Connected Communities (MC2)

Adapted from a PowerPoint by

Barbara A. Austin, Ph.D.

2

Logic of Standards Movement

If a group can specify what students should know and be able to do,And if the standards are widely disseminated and accepted,And if the standards are used to guide instruction,And if the standards align with the assessments,And, if the assessments are deemed important,Then student outcomes are likely to improve.

3

Quality of Instruction

Content of InstructionAligned with NM Mathematics Content StandardsVertically aligned

Method of InstructionConsistent with best practices in mathematics teachingAligned with NM Mathematics Process Standards

4

Importance of Alignment with Standards

Cohen 1987– When instruction is not aligned with assessment, only higher aptitude

students perform well. When instruction is aligned, both lower and higher aptitude students perform well.

Wishnick 1989 & Moss-Mitchell 1998– The higher degree of alignment between instruction and the CRT, the

lesser the effect of demographic variables on performance.

Boaler 2002– Students in standards-based classrooms outperformend students in

traditional classrooms on traditional standardized math exams.

5

CMP and Basic Skills

6

CMP and Balanced Assessment

7

Closing the Gap: What the Research Says  

Teacher School Student Performance

Average Average 50

Effective Ineffective 63

Ineffective Ineffective 3

Ineffective Effective 37

Average Effective 78

Effective Effective 96

The effect of schools and teachers 

Students entering at 50th percentile, leave…

After two years, measured in percentile.R. J. Marzano

8

Putting It All Together in New Mexico

28%

19% 24

%

11%

9% 7%

3%

35%

32%

24%

24%

24%

20%

43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Stud

ents

Pro

ficien

t or Abo

ve

1999-2000 District 1999-2000 State

GISD Mathematics Test Data 1999-2000

9

Putting It All Together in New Mexico

GISD Mathematics Test Data 2005-200656%

38%

28%

21%

19%

28%

28%

13%

44%

40%

33%

23%

23% 26% 32%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11

Stu

dents

Pro

ficie

nt

or

Above

2005-2006 District 2005-2006 State

10

Putting It All Together in New Mexico

GISD Mathematics Test Data 2005-2006 Hispanics55

%

38%

27%

20%

19% 27

%

27%

12%

39%

34%

27%

17%

16% 19% 25

%

19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11

Stud

ent P

roficien

t or Abo

ve

2005-2006 District 2005-2006 State

11

Putting It All Together in New Mexico

GISD Mathematics Test Data 2005-2006 ELL57

%

39%

26%

19%

15% 21

%

17%

7%

33%

23%

14%

7% 7% 8% 10%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11

Stud

ents P

rofic

ient

or A

bove

2005-2006 District 2005-2006 State

12

Putting It All Together in New Mexico

GISD Mathematics Test Data 2005-2006 Students with Disabilities

27%

16%

9% 10%

0%

4% 4% 2%

20%

14%

6%

3% 3% 3% 5% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 11

Stud

ents P

rofic

ient

or A

bove

2005-2006 District 2005-2006 State

13

Putting It All Together in New Mexico

Percent of Students Proficient in Mathematics

23.6819.19

15

68.83 68.18

27.27

0

10

20

30

40

50

60

70

80

90

100

All ELL SPED

2004

2005

Anthony Elementary

School Demographics:100% Hispanic 100% Free/Reduced Lunch 84% English Language Learners

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What do High Achieving Schools Do?

The DistrictProvides large scale professional development for teachers to develop district-wide goals and expectations for mathematicsEnsures the adoption of curriculum resources that are aligned to state standards and testing expectationsProvides ongoing professional development for teachers to develop proficiency with using the adopted curriculum and further developing teachers pedagogical content knowledge.

15

What do High Achieving Schools Do?

The Principal

Requires participation in grade level collaborative planning Makes sure that teachers have at least two hours a week for grade level planning Ensures that teachers have the resources they need to implement standards based lessonsMonitors instruction through classroom walk throughs

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What do High Achieving Schools Do?

Teachers meet every other week in grade level teams to: Develop a year long plan to address all grade level performance standards Plan units and individual lessons based on standards and benchmarks Agree (reach consensus) on the mathematical focus of each unit and lesson Develop classroom assessments that all teachers use to determine how well students are meeting learning goals for mathematics Analyze student progress and consider modifications for units based on student progress

17

Findings of Tennessee Value-Added Assessment System

Overwhelmingly, teachers are the biggest factor in determining student achievementThree highly effective teachers in a row or three highly ineffective teachers in a row changes students’ percentile rank by as much as 50 pointsHighly effective teachers are highly effective with all populationsHigh-achieving students learn from any quality teacher

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Take home message:

Quality instruction and good curriculum make a difference in student achievement

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Take home message:

Administrators are the number one influence in retaining highly effective teachers in any

particular school

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Take home message:

If you have:– An aligned curriculum– Quality instruction for every student– Administrative support for math program

Imagine what will happen in YOUR district!