NACA+IMP+2010-11

=Reconsidering IMP2 for 2011-2012= toc = = Mark Rub Thursday, April 21, 2011 Shift in 1998 math standards, from just learning algorithms to more community and critical learning. When Mark and his school shifted for two years to the IMP curriculum, teachers loved it. Two groups didn't like it: students and lazy teachers.

The test results were the same as with traditional methods, so the only difference they really noticed is that students really liked to Clem mentions that our third year students are the ones who have become more loyal At CNM Mark says the failure affect is very fragile. If students fail once, they give up.

--my thought--Support for students, parent involvement. Allen Marks (South Valley Academy) was mentioned to be contacted. Valley High School started with IMP (pioneers) but aren't anymore? Parent's involvement? "Algebra Project" Bob Moses-- Black freedom In the 90's it was considered the new Civil rights movement. there

Parents could help contextualize Math used to be a refuge for students who were bad at reading but good at math...not with IMP "Stand and Deliver" Clem points out that these type of movies are based on personalities that inspire children, but whose lives fall apart, loose friends and family.

-would being involved with families eliminate this side affect? Mark reflects that he was pretty idealistic when his school first tried the approach shift. Clem are grades possible to drop? Frank points out how do we communicate with other schools/higher education? Brad: in College the dynamic flips from succeeding by doing least as possible in HS to trying to do as much as possible to succeed. how do we overcome the Do little as possible attitude Clem: giving students a taste of success Graphing Calculators helped a great deal: Technology = = Brad points out it didn't help = = Clem suggests it was likely due to the teacher's comfort/knowledge with the technology

=November 5, 2010 = Academic Rigor · class tardies · 1st block tardies · Structures for students don’t finish homework · Mandatory (homework make up) MS2 is working on: Annotation Reading for understanding
 * Who to staff it?
 * Teachers take turns every other week.
 * Structure would be hard to setup, but easy after that
 * Start next semester
 * Letters to parents
 * Methods tried
 * Weekly packets didn’t work
 * Some lost it
 * Others did it early
 * Labs due at end of the week (class came up with it)
 * 30% hand in rate
 * Can’t pass class without doing homework
 * Have to write it in the agendas
 * ‘forget’ or loose those’
 * 30% hand-in rate
 * If they miss school they have make up (not any hmk otherwise)

Advisory Too much? Friday afternoon? =October 25, 2010= UBD and rythm planning

Student Feedback:
Organization has been more obvious: Seating arrangement w/ name tags, Clear rules Would like: more prep obvious on activities, Check why Homework not done

Co-teaching
meeting on Thursday Oct 28th for UBD Key ideas planning Meet next Wed.Nov 3. with Instructional coach during prep, to discuss co-teaching roles

=October 18, 2010= Professional Development 11:00 Video of 11th grade, Emily's Soc. Class Takes attendance out loud Addresses parent's concerns discusses general persuasion of class' curriculum Writing/Soc.~college Prep course referred to student's feedback: no one said they wanted to regurgitate history Parent concerned about the discussion of White privileged over other races

No one is really interupting

student encouraged to use his binder to hold onto something

directed people to take notes during an audio recording, highlight etc. pointed out people have different methods. "each way is fine if it works for you"

Compared Fredric Douglas' speach with Malcom X's about house and field slave (negro) lead discussion and wrote down ideas on board.

Encouraged discussion and complemented good vocabulary use.

took time to think through questions... did you have a particular goal or point you wanted to reach in class?

Students moved around for a debate? have evidence. (written on the board)

Teacher Feedback Patient, Wait time (different for a 6th grade classroom) life-long learning gave students ability to create the discussion "how come" questions helped them to reflect on thier own thoughts return to text and re-read it. multiple forms of presentation of 'text'

Pop-cycle stick discussions proximity affect on who participates? Timing sometimes increases discussion/involvement Especially with writing involved.

=August 20, 2010= Pow alteration for write up: encourage students to use scratch-paper. break ideas: Walk and talks (with specific questions they need to remember from their partner)

Lesson plan for next week -make negative Quiz =August 13 2010 Thurs.=

=August 10 2010 Tues.=

Solve it!

Homework =August 5 2010= Math meeting: What we bring: Paul: Strong knowledge of content Adam: Creativity, team build, student advocate Stephenie: CMP knowledge, teaching knowledge Paula: punctuality, agenda, overview of 6-8, strategies and CMP pedagogy Missy: communicative, willingness to stray from 'set curriculum' Clem: passion about IMP, experience with different learning styles 8yrs+ Hayley: knowledge about school, strategies, Jenny: knowledge of the school (lots of history here and in its development

want from future meetings: new strategies cohesiveness accountability outcomes: Productivity
 * communicate well (not "no one may speak")**
 * to know "what do we want?"**
 * lack of belaboring topics: listening to what the rest of the group is there for (Elmo doll? Enough Lets' Move On)**
 * look at student work**
 * coaching**
 * learn about math**
 * build relationships and Curriculum understandings**
 * feedback**

What do we want for assessments: something to help better our teaching

 * show growth especially for assisting students**
 * we don't want it to be a burden, but we need to communicate growth as a charter school.**


 * Princeton Review:**
 * MAPS: used in many subject areas, computer based, immediate assessment of where students are**
 * Learnia: lots of detail, not tailored to the integrated math topics as IMP is.**
 * DBA? : standards based but not progress/growth monitoring**


 * Short cycle: about three times a year**

=August 13 2010 Thurs**=

Clem read from a friend who uses at that school MAPS: So much Data, hasn't had time to figure out how to use it now.

No test aligns with NMSBA (NM non-short cycle assessment)

SMI (Scholastic Math Inventory) goes through 8th grade Will have High School next year (projected) all students are registered already registered SAM is the program it works on (we have this installed already) its an adaptive test: the following questions adjust to the level the student indicates they are at by their answers.

school [time] commitment required from SMI? purchase access 200 initial then 50 at a time after that. Warranty the part that is reviewed.

DBA (District Benchmark Assessment) can be used this year in order to cover high school level testing.

Accuplacer only gives a three digit score: no details.

Sterling mentioned a Math club for High school

We didn't make AYP in Math last year. It is not likely that any will out strip the Algebra section of the SMI.

If a student does though, we can refer to the Accuplacer.

Writing assessments: NACA has committed to doing 3-4 tests a year. Since Math is the one course that is across both semesters, is there a way we could make that assessment part of class for at least one of the semesters? Then we would use SS or Lang Arts for the other semester.

9th

What about students who don't show sufficient progress or appropriate responsiblity? E2020? in School suspension?

Rena and Junior will handle behavior (try to separate this from Academics as much as possible)

We have after school tutoring developing with Val, Mehgan, and Shanon (no strong Math rep.) In the past our failure has been in a lack of consistency, communication with Advisors, parents, teachers... We need High school teachers to make sure this occurs.

How can we share calendars?

=Reconsidering IMP2 for 2011-2012= Mark Rub Thursday, April 21, 2011

Shift in 1998 math standards, from just learning algorithms to more community and critical learning. When Mark and his school shifted for two years to the IMP curriculum, teachers loved it. Two groups didn't like it: students and lazy teachers.

The test results were the same as with traditional methods, so the only difference they really noticed is that students really liked to

Clem mentions that our third year students are the ones who have become more loyal

At CNM Mark says the failure affect is very fragile. If students fail once, they give up. --my thought--Support for students, parent involvement.

Allen Marks (South Valley Academy) was mentioned to be contacted.

Valley High School started with IMP (pioneers) but aren't anymore?

Parent's involvement? "Algebra Project" Bob Moses-- Black freedom In the 90's it was considered the new Civil rights movement. there

Parents could help contextualize

Math used to be a refuge for students who were bad at reading but good at math...not with IMP

"Stand and Deliver" Clem points out that these type of movies are based on personalities that inspire children, but whose lives fall apart, loose friends and family.

-would being involved with families eliminate this side affect?

Mark reflects that he was pretty idealistic when his school first tried the approach shift.

Clem are grades possible to drop? Frank points out how do we communicate with other schools/higher education? Brad: in College the dynamic flips from succeeding by doing least as possible in HS to trying to do as much as possible to succeed. how do we overcome the Do little as possible attitude Clem: giving students a taste of success

Graphing Calculators helped a great deal: Technology Brad points out it didn't help Clem suggests it was likely due to the teacher's comfort/knowledge with the technology