Elevating Achievement Through Innovation

Elevate [Math]Volunteer Orientation

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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

About SVEF

Vision

To transform Silicon Valley into a modelfor 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).

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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 InnovationAdvocacy

Our Objective and Approach

Silicon Valley will be #1 in the percentage ofhigh school graduates academically prepared to

complete post-secondary education, measured by A-G requirements completion rate.

Objective

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Why 8th Grade Math?

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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 thanany 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

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

SOLU

TIO

NS

Placement InitiativeEnsure 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

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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%?

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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.

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Santa Clara County Algebra I Data by Ethnicity

_x0008_Hispanic

39%

_x0005_Asian27%

_x0005_White

22%

Afr. Amer.2%

_x0005_Other9%

Ethnic Breakdown of Santa Clara County's 270,000+ Students

_x0003_All

_x0008_Hispanic

_x0005_Asian

_x0005_White

Afr. Amer

49%

26%

72%

44%

21%

SCC Alg I % Adv/Prof by Ethnicity

Have you heard about the Common Core State Standards (CCSS)?

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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

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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

About Elevate [Math]

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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

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To engage the student, we work with the ecosystem around the student

District

School

Teachers

Parents

Student

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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, ando 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.

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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 http://www.khanacademy.org/abouto 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)

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Elevate [Math] serves 18 districts throughout Silicon Valley

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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

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Elevate [Math] yields positive results in student achievement, student mindset, and teaching practicesStudent 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, ando 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

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School districts that provide Elevate [Math] saw significant improvement in Algebra proficiency rates

2008 2009 2010 2011 2012 20130%

10%

20%

30%

40%

50%

60%

8th Grade Algebra Proficiency

Alum Rock BerryessaOak 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

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

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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.

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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.”

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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, SuperintendentEast 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., SuperintendentSunnyvale School District

Changes in the Common Core Era

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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

7th grade:

Pre-Algebra

8th grade:Algebr

a I

7th grade:

Pre-Algebra

8th grade:Integrated 1

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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.

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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 2Coaching

• 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

In the Classroom

Volunteers can participate in several ways

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• 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)

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.

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Needs and motivations in the classroom

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Student Teacher Volunteer

Motivations1. To build my math skills2. To gain confidence3. To satisfy my parents /

teacher who wanted me to come to this program

Needs4. 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.

5. Know that I am afraid to be seen as remedial. Please help convince ME I can do this.

6. 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.

Motivations1. To help2. To gain professional

development 3. To gain more practice

teaching

Needs4. 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.

5. Know that I appreciate additional help in my classroom but I need to retain ultimate control.

6. Know that I need a sense of commitment and reliability from my classroom volunteers.

Motivations1. To give back2. To find a higher purpose or

a connection to youth3. To better understand

school/educational culture

Needs4. Know that I came to help

and want to be useful.

5. Know that I may be unfamiliar with the classroom or with instructional skills

6. Know that I need guidance and adequate preparation to make the classroom experience rewarding for me

What teachers, TAs and students say

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“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

What volunteers say

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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

The best reward?

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“This!”Volunteer Scott Peterson, LSI

Next steps

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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 arleen@svefoundation.org 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!

Questions?