algebra in context math/science partnership. august 4, 2009algebra in context2 year 1 freshmen (n =...

Algebra in ContextMath/Science Partnership

August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 2

Year 1 Freshmen (N = 100)

60% at 25%tile or lower on 8th test scores in either reading, writing, math, or science

31% reported free and reduced lunch– In high school, stigma of

poverty keep many eligible students from applying


Purpose Close achievement gap for

low SES students in passing Algebra I

Approximately 300 freshmen students over three years

Non-tracked mathematics program - freshmen take Algebra I (unless taken in middle school)


High Need Students

Based on pattern of referrals coming from the middle school, freshmen were– Coded as 1 (very at

risk), 2, or 3 (had

some trouble)– ~10% in "very at risk"

category

QuickTime™ and a decompressor

are needed to see this picture.


Program

Coordinated instruction among Algebra I, CTE/Design & Engineering, & Science

Project-Based Curriculum Computer Enhanced Classrooms


School of IDEAS Faculty Partners

Kay Graham, Principal, BS Earth & Biological Sciences, MEd Policy & Leadership

Marilyn Flick, MS Ed. Psych. IDEAS Teacher Leader, Consumer & Family Studies

Tricia Lytton, BS Engineering, MAT Mathematics

Pat Peterson, BS History; MAT Mathematics Education

Brian Kau, BS Mathematics, MS Interdisciplinary Studies: Math and Education

Cecily Clemmons, BS Biology, MS Science Education

Rebecca Huot, BS Botany & Chemistry, MAT Science Education

Don Kuehling, BA & MEd Industrial Education

John Piltz, Professional Contractor, Licensed Carpenter


OSU Faculty & Research Assistant Partners

Larry Flick, PI, Science Education

Rebekah Elliott, Co-PI, Mathematics Education

Barbara Edwards, Co-PI, Mathematics

Darlene Russ-Eft, Evaluator, College of Education

Jennifer Bachman, Researcher

Bryan Rebar, Researcher

Sara Meyers, Researcher


Overall Project GoalsKeeping an eye on the prize

What: Improving student performance in

algebra

How: Identify the critical features for integration

of algebraic reasoning across math, science, CTE,

and mathematics instruction


Goals Establishedat 1st Summer Institute

Community: Developing a way to talk about our teaching and student learning.

Content: Algebraic Reasoning - What does it look like, sound like, feel like? And what is it good for?

Curriculum: How algebraic reasoning is part of projects, assignments, and lessons.


Goals Established at 2nd Summer InstituteIdentify algebra-CTE teamsUnpack math standardsDevelop observation protocolAgree on common math languageIdentify scope and sequence for

Algebra term oneSummer team work on project plansDistrict agreement on math credit


Teachers collaborate to createmeaningful, cross-curricular projects for authentic audiences.

School is More Meaningful When it Reflects the Real World

Algebra in ContextExamples of Classroom

ObservationsAlgebra, Woods, Metals,

Fabric Design


Classroom Tools: Math Terminology in CTE Classes


Classroom Tools: Know - Need to Know


Common Content Across Courses Ratio & Proportion

Algebra - Slope & graphing equations

for Purchasing a CarWoods - Understanding measuringMetals - Gear ratios Fabric Design - Scaling a sports bag

pattern


Example from Algebra IPurchasing a Car

Use EXCEL or Graphing calculators to do scatter plots

Find a best fit line - state it in an equation

Find the correlation coefficient (r)

Cost

0

5000

10000

15000

20000

25000

30000

1970 1980 1990 2000 2010

Year

Cost


Example from Woods classTool for understanding a tape measure

Reading a scale is fundamental in CTE classes

Exercise in woods class complements math concepts


Exploration of RatiosLinear Actuator (think car jack)

Students explore number of cranks for linear extension

Stephanie discusses ratios

Claims she is “not good at math”

Demonstrates proportional thinking


Dialog from Metals classObserver What do the directions tell you

do? It doesn’t tell you to actually measure 20.5 turns, does it?

Stephanie (Reading from handout) ‘How far would the actuator go with 20.5 turns of the handle?’

Observer So how does it suggest you go about figuring that out?

Stephanie Using a ratio.


Dialog from Metals class

Observer So what’s your ratio? [long pause]… 60 turns equals…

Stephanie 2 inches.Observer But you want that number to be

some number to one, right? So how many turns would equal one inch?

Stephanie 30.



Observer But you want to know how many inches 20.5 turns equals.

Stephanie Yeah.Observer So can you set up a ratio to

figure that out?Stephanie Um, I’m not good at math.[Does she mean this literally?]



Observer So 20.5 turns equals how many inches

Stephanie So it’s under an inch.Observer Yeah, how do you know that?Stephanie Because 30 is a bigger number.[Stephanie thinks proportionally but does

not consider herself capable at mathematics.]


Example from Fabric DesignScaling a Sports Bag Pattern

(Left) Student copy; (Right) to be worked out


Observer field notes and student thinking


xx

STATUS: xUnlockedxx xx01 - NEHS Snack food - Entry document

North Eugene Students, At the beginning of the 2007 school year, new guidelines for foods available in schools went into effect. This policy was mandated by the Federal Government and developed individually for each school district in the United States. A group of teachers, parents, community members, and administrators developed the 4J Wellness Policy, setting specifice nutrition standards for all foods sold. North Eugene has seen the effects of the changes as soda in the vending machines has been replaced with water, high fat foods have been removed, and foods with no nutritional benefit are not being sold. Your job is to evaluate the snack foods available at the cafeteria snack bar and suggest changes. You must select ten foods available in the snack bar and determine whether each meets those nutritional guidelines. Report your results in a chart, or spreadsheet PowerPoint slide. Suggest two additional packaged snack foods that are available to purchase at stores but not available here. They must meet the nutritional guidelines and be items that would sell well at North. Take a survey among other North students to back your recommendation. In addition, you must suggest a new snack item to be sold in our snack bar that could be made by our kitchen staff. You must prepare the item, provide the recipe and instructions for making it, and assure that it meets the nutrition guidelines, creating its Nutrition Facts Label. Provide a sample to taste-test as part of your presentation. (Limitation: Our staff does no baking here.) Prepare a presentation, reporting your findings on the snacks currently available and with convincing arguments for why your three new items should be added. Cafeteria staff will be invited to evaluate your presentations. Sincerely, Chad Williams, Food Service Director


North Eugene School of IDE AS NEHS Snack Food Presentation Rubric

STUDENT: _____________________________

EVALUATOR: _____________ DATE: _______

CRIT ERIA UNSA TISFACTO RY

(Below Performance Standards) PROFICIENT

(Mini mal Criteria) ADV ANCED

(Demon stra tes Excep tional Per formance)

Healthy Snack Nutrition Standards

(Content) (50%)

There was no evidence of the awarene ss of the 4J Wellness Policy guidelin es. Report did not include analysis c hart of the NEHS snack bar products or had less than ten. Projec t did not include recommendation of two new packaged snac ks to add to the NEHS snack bar that meet the guidelines. No recipe for a new snack was presented. There was no nutrition label presented for that snack. Samples were not provided for the audience to taste.

Healthy snack guidelin es of the 4J Wellness Policy were evide nt. Report included comparison chart showing analysis of 10 snacks available in the NEHS snack bar. Two new prepared snac ks that meet the guideline were recommended. Presentation included a new snack reci pe and a nutrition label for it that indicated that it meets the healthy snack guideline. Sampl es of that product were available for the audience to tas te.

In ad dition to meet ing the PRROFICIENT criteriaÉ Report included additional information from the 4J Wellness

Policy. Graph of NEHS snacks was of ex ceptional quality, both in completeness and in media format. Recommended new snacks were highly qualified for the healthy snack guidelines and indicated a strong aware ness of the nutr ition standards.

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 14 20 - - - - - - - - - - - - 26- - - - - - - - - - - - 32 38- - - - - - - - - - - -44 - - - - - - - - - - - - 50

Work Ethic

(10%)

The student is frequently late to cla ss. The student frequently comes to cla ss without required materials (paper, pen, etc.) The student is frequently off task and disruptive. The student turns in less than roughly 80% of their work on time.

Example:

The student is sometimes late to cla ss. The studen t comes to class with required materials roughly 80% of the time. The student is usually foc used on their work but has a tende ncy to become off task and distract others. The student turns in roughly 80% of their w ork on time.

The student is never late to class. The student always comes to cl ass with required materials. The student is focused throughout class and do es not talk out of turn or distract from the learning of others. The student turns in all work on time.

0 - - - - - - - - - - - - 3- - - - - - - - - - - - 4 5 - - - - - - - - - - - -6 - - - - - - - - - - - - 7 8 - - - - - - - - - - - -9 - - - - - - - - - - - -10

Collaboration and Teamwork

(10%)

Group member seemed unable or unwilling to help others, made non -constructive criticisms to ward the project or other group members or was distracting to other members. Group member had attendance problems that significantly impeded progress on project.

Example:

Group member demonstrated willingness to help other group members when as ked, acti vely liste ned to the ideas of others, and helped create a p ositive work environment. Group member worked hard on the project most of the time. If absent, it was excused and did not significantly impede progress.

In addition to meeting the PROFICIENT c riteria É Group member actively checked with others to unders tand how

each member was progr essing and how he or she may be of help. The group member made up for work left undone by other group members, demonstrating willingness to spend significant time outs ide of class to complete the project.

0 - - - - - - - - - - - -3 - - - - - - - - - - - -4 5 - - - - - - - - - - - - 6 - - - - - - - - - - - - 7 8 - - - - - - - - - - - -9 - - - - - - - - - - - -10

Presentation

(30%)

The presenter is dres sed in unpro fessional or inappropriate attire. The presenter does not use props, visual aids, graphs, or el ectronic media or uses them in ways that detract from the presentation. The presenter does not look at the audien ce or reads directly from the PowerPoint. The Power Poi nt was inaccurate, incomplete, or had slides that detrac ted from the presentation. Time was too short.

The presenter is dres sed in profes sional attire. The presenter uses props, v isual aids, graphs and electronic media. The presenter spea ks directly at he audie nce and does not read from the PowerPoint. The PowerPoint slides have bulleted items, not paragraphs. Layout, fonts, and graphics u sed were easy to see. Slides did not detract from the content. Presentation takes the appropriate time.

In addition to meeting the PROFICIENT c riteriaÉ The props, visual aids, graphs, and electronic media were of

exceptional quality. The presenter sp eaks directly at the audience and h as the speech well in mind, presenting it as a dialog. PowerPoint was cr eative, had high quality charts and graphs, and amplified the mes sage.

0 - - - - - - - - - - - -2 - - - - - - - - - - - - 6 10 - - - - - - - - - - - - 14 - - - - - - - - - - - - 18 22 - - - - - - - - - - - -26 - - - - - - - - - - - - 30

COMM ENTS: New Technolo gy High School 2004-2005

Lovely Bunch of Coconuts

Jessica BurringtonBrittany Bailey

Breanna Lindbo


Wellness Policy

1. Each individual food item will need to have no more than:

2. 35% of its calories from fat 3. 35% of its weight from added sugars4. 350 mg of sodium per serving for bread,

sweets and salty snacks; 480 mg for nutrient-dense snacks- nuts, seeds, fruits, vegetables, dairy; 530 mg for pre-packaged entrees; 600 mg for freshly made daily entrees.


Teddy Grams: 130 calories per serving and 35 from fat . 35 is less than a third of 130 it is about 20%. 7 grams of sugar and 30 grams per serving is about 25%.

String Cheese: 70 calories per serving and 35 calories from fat. 35 is about 35% of 70. There is no grams of sugar therefore it obviously meets the guideline.

Two New Foods


Survey

1. Cheese String – 7 - 102. Kettle Chip – 8 - 103. Teddy Grams – 8 - 104. Arizona Tea – 9 - 105. Naked Drink – 4 - 10


Snack Foods at our schoolFoods Calories

per servingCalories from fat

% fat weight per serving

Weight of sugar

Mg of sodium Sodium guideline

Meets guideline

Fruit Snacks

70 5 1% 204g 11g 0mg 350 Yes

Oreos 100 20 3% 23g 9g 160mg 350 Yes

Chips Ahoy

170 72 12% 32g 9g 125mg 350 Yes

Lays 150 80 15% 28g 0g 180mg 350 No

Ruffles 160 90 16% 28g 0g 160mg 350 No

Lays sour cream

120 27 5% 28g 3g 210mg 350 No

Cheerio cereal bar

160 35 6% 37g (1 bar) 16g 150mg 350 Yes

Nutrigrain bar

140 27 5% 37g 13g 105mg 350 Yes

Pizza 483.93 154 26% 1 slice 0g 812.44mg 480 No


We recommend:

Lemon Poppy Seed Muffins 1 cup flour ½ cup sugar 1 tablespoon poppy seed 1 pinch salt ¼ teaspoon baking soda 1 teaspoon lemon peel 1 egg ½ teaspoon vanilla ½ cup nonfat lemon yogurt ¼ cup vegetable oil


Does it Meet?

Food Calories per serving

Calories from fat

% fat Weight per serving

Weight of sugar

% sugar Mg of sodium

Sodium guideline

Meets guideline

Lemon Poppy seed muffins

1450 570 40% 429g 109g 25% 460 350 No

The way we found the out was by dividing the calories from fat by the total calories.

If the answer was less than .35 then it meets, but ours was over that at .39.


Hello Marilyn, I wanted to let you know that I did receive the letters

from your students regarding A la Carte. Please let your students know that I am very appreciative of the research and hard work they have done. I will review each one of their statements with our assistant director and our on-site registered dietitian. In addition, I will check with our vendors to see if the snacks they requested are available. I will respond to you of my findings after spring break. Thank you again. Chad E. Williams

Director of Nutrition Services (541) 687-3250


External Evaluation Year One

Strengthened teacher sharing across courses.

Made progress on managing district requirements,

school philosophy, and student needs.

Established new classroom norms for freshman

class.

Established feedback loop with OSU partner

researchers/observers.

algebra in context math/science partnership. august 4, 2009algebra in context2 year 1 freshmen (n =...

Documents