- ARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)
- “State Board Eliminates Incentives to Offer Algebra in 8th Grade” by John Fensterwald
- STEM Learning in Action Conference to be Held on May 10 in Fresno
- Free Webinar: Innovative Induction and Beginning Teacher Support Programs
- Call for Manuscripts for Issues in Teacher Education–Special STEM Education Edition
- Call for Subject Matter Program Reviewers; Table of Approved Subject Matter Programs in California
- New Recommended Literature List includes Common Core, and College and Career Readiness Materials
- The Arts: Turning STEM into STEAM
- California Joins National Partnership to Teach Students 21st Century Skills
- U.S. Department of Education Statement Regarding Request for ESEA Flexibility from California’s CORE District Consortium
- Common Core State Standards for English Language Arts Now Available in Spanish — Translation of CCSS for Mathematics is Planned
- ARTICLES & ANNOUNCEMENTS (NATIONAL FOCUS)
- Final Release of Next Generation Science Standards Expected Next Week
- April is Mathematics Awareness Month: K-16 Educators are Invited to Participate in the Energy Challenge
- “Number Sense in 1st Grade Plays Role in Later Math Skills” by Lauran Neergaard
- Rising Enrollments in Advanced Eighth-Grade Math Courses are Not Significantly Correlated with Achievement Gains on NAEP
- Free Online Book: Common Core State Standards for K-12 Education in America — Your Contributions are Invited
ARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)
Source: EdSource – 13 March 2013
Visit the Web site above to read the rest of the EdSource article concerning Item 6 on the State Board of Education’s March 2013 meeting agenda, which is located at www.cde.ca.gov/be/ag/ag/yr13/agenda201303.asp
Language of the approved SBE motion to eliminate penalty for General Mathematics CST in Grades 8 and 9:
As documented in the preliminary report of actions taken at its March meeting (www.cde.ca.gov/be/mt/ms/documents/pra1314mar2013.doc), the State Board of Education (SBE) approved the recommendation by the California Department of Education that the following change to the calculation of the 2012 Base API (Academic Performance Index) be made: “Eliminate the requirement that the performance levels of students in grades eight and nine taking the General Mathematics California Standards Test (CST) be lowered by one or two performance levels, respectively, for inclusion into the API.”
Contacts: Maria Chiara Simani, Executive Director, California Science Project (email@example.com) and Jerry Valadez, Director, Central Valley Science Project ( firstname.lastname@example.org)
Guided by recent reports by the National Research Council and the California STEM Learning Network (CSLNet), conference programming is specifically tailored to support school leaders and practitioners as they strategize how to redesign, establish, and support STEM-focused schools and programs. STEM Learning in Action encourages superintendents, teachers, parents, business and industry leaders, higher education faculty, after school educators, and community members to network and learn how California can engage key stakeholders in this critical dialogue about inclusive STEM education and workforce readiness.
The call for speakers is available online at http://stemlearninginaction.org/Call_For_Presenters_2.html Presenters accepted to participate will have conference registration covered and will be eligible for travel and lodging support.
Source: Joan Bissell – California State University Chancellor’s Office
Major topics include the following:
– Teacher Preparation Programs
– Elementary Teacher Education
– Secondary Teacher Education
– Field Experiences
– Connections and Partnerships
– TPACK and Technology as a Tool
– Professional Development of Teacher Educators
– Role of STEM
The deadline to submit a manuscript is 1 May 2013, with publication tentatively scheduled for Spring 2014. To submit a manuscript, go to the Issues in Teacher Education website: www1.chapman.edu/ITE/public_html/Manuscripts.html (Register and create a login; then proceed to the journal page.)
For more details regarding possible topics or manuscript submission processes, please contact Babette Benken at email@example.com.
Source: California Commission on Teacher Credentialing
Source: California Department of Education
The interactive database can be searched by author, title, annotation, illustrator, translator, subject, grade span, and language. The new list updates, replaces, and incorporates three other literature lists for science and mathematics, history/social science, and visual and performing arts. Local school officials and teachers are encouraged to use this list as a resource in designing standards-based instructional programs.
The new list of selected titles covers a broad range of subjects and grade levels to help students meet the Common Core State Standards (CCSS) for English-Language Arts and Literacy in History/Social Studies, Science and Technical Subjects; CCSS for Mathematics; and the College and Career Readiness Anchor Standards.
The Recommended Literature list was coordinated by the California Department of Education and developed with the assistance of teachers, library consultants from school and public libraries, administrators, curriculum planners, and college professors.
Source: Bob Bullwinkel, Fresno County Office of Education
Source: California Department of Education
“California is part of a growing national movement to teach students the critical thinking and problem-solving skills they need for college and careers,” said Torlakson. “Forging a partnership with P21 provides California with additional tools and resources to implement the Common Core State Standards and our newly revised Career Technical Education Standards. This partnership underscores our commitment to prepare every student for the challenges of a changing world.”
P21 focuses on getting every student ready for an increasingly competitive economy that demands innovation. P21 strives to teach all students what it calls “21st century readiness” skills by integrating the following “4Cs” into all academic core content areas and classes:
(a) Critical thinking and problem solving
(d) Creativity and innovation.
California’s updated Career Technical Education Standards also reflect the “4Cs” by addressing “Career Readiness Practices” that will help schools prepare all students for careers as well as higher education. California has expanded the number of career technical educational courses and has emphasized the integration of career readiness into the academic mainstream as part of Torlakson’s Career Readiness Campaign. Students now have access to multiple career pathways in high tech, computer science, health sciences, construction, the arts, agriculture, and other industries (www.cde.ca.gov/eo/in/cr/index.asp).
For more information, visit www.cde.ca.gov/nr/ne/yr13/yer13rel33.asp
U.S. Department of Education Statement Regarding Request for ESEA Flexibility from California’s CORE District Consortium
Source: U.S. Department of Education – 26 March 2013
URL (CORE): http://coredistricts.org
Our strong preference and focus in the ESEA flexibility process remains on working with states, including California, if it decides to seek ESEA flexibility for the upcoming school year.
While California does not currently have an ESEA flexibility application under review, we have received a waiver request from CORE, a unique consortium of California districts. Given that the CORE districts collectively serve 1.2 million students — more than most states — we believe their request merits careful consideration.
We commend the level of work and collaboration that the CORE districts have invested in their plan to date, and are encouraged by the positive discussion among State Board members regarding CORE’s application.
Under Section 9401, the Department has the authority to grant district-level waivers, and we will now move CORE’s application into the peer review process.
In order to receive broad accountability waivers, the CORE districts must meet a high bar, similar to the one the Department has set for states: college- and career-ready expectations for all students; differentiated accountability, including targeting the lowest-performing schools, schools with the largest achievement gaps, and other schools with performance challenges for subgroups; and teacher and principal evaluation and support systems that take into account student growth and are used to help teachers and principals improve their practices.
Source: EdSource – 27 March 2013
Source: California Department of Education – 22 March 2013
Common Core State Standards for English Language Arts Now Available in Spanish — Translation of CCSS for Mathematics is Planned
Source: California Department of Education
The effort is coordinated by San Diego County’s Silvia C. Dorta-Duque de Reyes, who recently received an “Administrator of the Year” award from the California Association for Bilingual Education (CABE). A group of district-level educators and language scholars translated the text, including the “linguistic augmentation” needed to ensure that the new document goes beyond a word-by-word literal translation to communicate concepts meaningfully.
“California is putting these standards to work as the foundation for remodeling our education system,” State Superintendent of Public Instruction Tom Torlakson said. “This translation is important because it sets the stage for equitable assessment and curriculum development.”
When the standards are released, they will be available on the NGSS Web site at www.nextgenscience.org/next-generation-science-standards
April is Mathematics Awareness Month: K-16 Educators are Invited to Participate in the Energy Challenge
In honor of MAM, K-16 educators are invited to visit the “Sustainability Counts!” Web site at www.mathaware.org/mam/2013/sustainability/ for model lessons and a description of a showcase event–the Energy Challenge. Teachers who register at www.surveymonkey.com/s/5G2S32D will receive MAM posters (up to 5) and a certificate of participation after filling out the Sustainability Counts! survey. Please visit www.mathaware.org/mam/2013/sustainability/ for more details.
Source: The Associated Press via NPR
“The gap they started with, they don’t close it,” says Dr. David Geary, a cognitive psychologist who leads the study that is tracking children from kindergarten to high school in the Columbia, Mo., school system. “They’re not catching up” to the kids who started ahead.
If first grade sounds pretty young to be predicting math ability, well, no one expects tots to be scribbling sums. But this number sense, or what Geary more precisely terms “number system knowledge,” turns out to be a fundamental skill that students continually build on, much more than the simple ability to count.
What’s involved? Understanding that numbers represent different quantities — that three dots is the same as the numeral “3” or the word “three.” Grasping magnitude — that 23 is greater than 17. Getting the concept that numbers can be broken into parts — that 5 is the same as 2 and 3, or 4 and 1. Showing on a number line that the difference between 10 and 12 is the same as the difference between 20 and 22.
Factors such as IQ and attention span didn’t explain why some first-graders did better than others. Now Geary is studying if something that youngsters learn in preschool offers an advantage.
There’s other evidence that math matters early in life. Numerous studies with young babies and a variety of animals show that a related ability — to estimate numbers without counting — is intuitive, sort of hard-wired in the brain, says [Kathy] Mann Koepke, [Director of the Mathematics and Science Cognition and Learning: Development and Disorders Program in the Child Development and Behavior Branch] of NIH’s National Institute of Child Health and Human Development. That’s the ability that lets you choose the shortest grocery check-out line at a glance, or that guides a bird to the bush with the most berries.
Number system knowledge is more sophisticated, and the Missouri study shows children who start elementary school without those concepts “seem to struggle enormously,” says Mann Koepke, who wasn’t part of that research.
While schools tend to focus on math problems around third grade, and math learning disabilities often are diagnosed by fifth grade, the new findings suggest “the need to intervene is much earlier than we ever used to think,” she adds.
Exactly how to intervene still is being studied, sure to be a topic when NIH brings experts together this spring to assess what’s known about math cognition.
But Geary sees a strong parallel with reading. Scientists have long known that preschoolers who know the names of letters and can better distinguish what sounds those letters make go on to read more easily. So parents today are advised to read to their children from birth, and many youngsters’ books use rhyming to focus on sounds.
Likewise for math, “kids need to know number words” early on, he says.
NIH’s Mann Koepke agrees, and offers some tips…
“[In summary,] we should be talking to our children about magnitude, numbers, distance, shapes as soon as they’re born,” she contends. “More than likely, this is a positive influence on their brain function.”
Note on the researcher who conducted the study above: University of Missouri psychologist David Geary was a key figure in the development of the 1998 Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve. He prepared information on how students learn mathematics, the models for mathematics instruction, and the key standards at each grade level.
The first section of this report presents the latest results from the Progress in International Reading Literacy Study (PIRLS) and Trends in International Math and Science Study (TIMSS), both released in December 2012. U.S. students, for example, showed performance gains in reading, mathematics, and science, but a number of the top countries in the original administration of TIMSS showed declines.
The second section of the report examines the prevalence of tracking and ability grouping. “An analysis of data from the National Assessment of Educational Progress (NAEP) documents a resurgence of ability grouping in fourth grade reading and mathematics. Tracking remains persistent in eighth-grade math, with about three-fourths of students in tracked classes.”
The third and final section of the report examines the results of a study that “analyzed variation in state enrollment patterns to test whether rising enrollments in advanced eighth-grade math courses are correlated with achievement gains on NAEP. No evidence was found that they are. States with rising percentages of eighth graders taking Algebra I, Geometry, and other advanced math classes were no more likely to raise their NAEP scores from 2005-2011 than states with declining percentages of eighth graders in those courses.
“A second analysis, again looking at changes in policy and test scores over time, investigated whether boosting the percentage of students in higher level courses is associated with decreases in the mean scores of those courses—suggesting a watering down effect. The evidence is consistent with watering down in all but one course. Negative correlations were found for Algebra I and Pre-Algebra. In those courses, mean achievement gains declined as enrollments increased. Achievement gains in general math courses were positively associated with enrollment changes. All three of these correlations are statistically significant and supportive of the watering down hypothesis.
“Geometry diverges from the other courses. A positive association was found that, although statistically indistinguishable from 0.00, suggests at least a neutral relationship between rising enrollment and changes in NAEP scores. If schools were indiscriminately accelerating students into eighth-grade geometry, one would expect a negative correlation…”
Source: Education Week – 27 March 2013
“Algebra, Geometry Classes Vary in Rigor, Says Study” by Sarah D. Sparks
Source: Education Week – 12 March 2013
While nearly all 2005 high school graduates had taken a course called Algebra I at some point, the content of those classes varied tremendously, according to a new analysis by the National Center on Education Statistics…
“It’s not surprising there’s such variation, because there’s not been uniformity among various states with what is meant by rigorous algebra or introductory algebra,’ said J. Michael Shaughnessy, a mathematics professor at Portland State University in Oregon and the immediate past-president of the National Council of Teachers of Mathematics, based in Washington.
“That’s really one of the reasons the [Common Core State Standards] came about. That’s certainly one of the goals put out by the common core, to balance off across states the mathematics experience that students will get,” he said, adding that the NAEP transcript study may provide a baseline from which to compare how algebra and geometry classes evolve in response to the Common Core…
This book is an experiment in a new way to put together an edited collection of writings. Chapter 10 of the book (begins on p. 52) contains a brief introduction to a number of topics that are suitable for making into additional chapters (e.g., Students with Special Needs, Information Literacy in the CCSS, Computational Thinking and CCSS, etc.). Potential authors are encouraged to contact David Moursund (firstname.lastname@example.org) or Robert Sylwester (email@example.com) about submitting a chapter based on Chapter 10 ideas or other ideas of their own choice. The book will “grow” as new chapters are integrated in.
For other free math education materials from Information Age Education, see http://iae-pedia.org/Free_Math_Education_Materials. To access all of the free Information Age Education materials, visit http://iae-pedia.org/Main_Page.