Transcript Riverpoint Partnership for Math and Science

Riverpoint Partnership for Math and Science
Riverpoint Advanced Math Partnership
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Who are we?
A group of high school, college and
university faculty from 7 school districts, 2
community colleges and 2 universities
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What is our mission?
We are committed to improving student
success in college mathematics classes.
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What do we do?
Work in collaborative teams to research,
plan, design, compare, analyze, reflect,
discuss, debate and persevere.
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College mathematics course placement
◦ More than 20% of students entering college
(including some who have taken upper level high
school math classes) are placed into developmental
math courses (no college credit).
◦ This number rises to almost 50% of students
entering a two-year college.
The Issue
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Success in developmental courses
◦ Only 30% of the students placed into developmental
math classes successfully complete the courses,
thus allowing them to move into the required credit
bearing courses.
◦ This effectively bars them from completing a
college education.
◦ Teams of high school and college math faculty
◦ College Readiness Standards (process strands, content
strands and Student Attributes)
◦ Design CRS-based tasks, lessons and assessments
◦ Formative assessment of student work
◦ Analysis of assessment implications
◦ Implement change in classrooms.
◦ Reading, research and reflection
Learning Together
Learning Together
Learning Together
Learning Together
Outcomes – Tasks and Lessons
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Creation and comparison of standards-based
“ramp” tasks across sectors.
Use of formative assessment to guide design
of tasks/lessons to extend mathematical
thinking.
Development, implementation and
assessment of “gourmet” lessons.
Outcomes - Assessment
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All participants (high school, college and
university) gave common tasks aligned to the
College Readiness Standards (CRS).
Tasks were evaluated using a holistic,
standards-based rubric.
Resulting understandings and
misunderstandings were common across
institutions and levels.
Outcomes - Engagement
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Participants engaged, committed and
enthusiastic about the work.
Participants increasingly willing to share
reflections about their own practice including
opening their classrooms to others.
Group inquiry into roots and solutions of
surprisingly common problems.
Current Funding
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Received second HECB grant.
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$848,740 over three years.
Applying for SAFECO grant to fund summer
math camps.
Current Work
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Representatives from
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Two Cohorts:
WSU, EWU, SCC, SFCC, Spokane
Schools, Central Valley Schools, Mead Schools, Gonzaga
Preparatory School, West Valley Schools, East Valley Schools,
Cheney Schools and Chewelah Schools.
◦ Continuing group: 32 participants
◦ New group: 30 participants
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Administrators from each school
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Connections to school goals and initiatives
Teacher Plans
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3-day summer institutes focused on
mathematical content for teaching
◦ 2009 Algebra and Functions
◦ 2010 Geometric Thinking
◦ 2011 Probability and Statistics
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4 workshops/year focused on pedagogy and
student work
3 classroom observations/year
In-school team meetings
Online dialogue
Administrator Commitment
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Annual Overview Meeting
 School and team goals
 Familiarity with CRS and PEs
 Identify high quality teaching practices and
benchmarks to guide observations
 Connect with other administrators
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Connections to School Team and the RAMP
Project throughout the year.
Ongoing support from RAMP facilitators
Development of RAMP administrator
community
Deep Common
Understanding of
Advanced
Mathematics
Standards
Professional
Reflection and Growth
in Partnership with
Colleagues
Thoughtful
Instruction,
Assessment and Reengagement Cycles