Miami RISE: Miami Rising to International Standards in ScienceMathematics Education

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Miami RISEMiami Rising to International
Standards in Science/Mathematics Education
Mid-Point Review Presentation
Principal Investigator Mr. Merrett R. Stierheim,
Superintendent of Schools Miami-Dade County
Public Schools February 11, 2003
Funded by the National Science Foundation, Urban
Systemic Program
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Miami RISE Team

• Dr. Constance Thornton, Co-Principal Investigator
• Dr. Yuwadee Wongbundhit, Project Director
• Ms. Sanjie Sanjurjo, Quality Assessment Director
• Ms. Clementine Sherman, District Mathematics
  Supervisor

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Message from Our Superintendent Mr. Merrett R.
Stierheim
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M-DCPS Represents the Urban City of the Nations
Future
Gateway to the Americas
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Number of K-12 Schools
Number of Schools
Type of Schools
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Student Population
Limited English Proficient (LEP) and Exceptional
Student Education (ESE)
Ethnic Composition
Percent of Students
Total Base Year Population 360,202
Students Total Current Population 374,725
students
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Number of Mathematics/Science Teachers
Number of Teachers
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Goals of Miami RISE
Goal 1 Increase Student Achievement and
Graduation
Goal 2 Promote Equal Access and Equitable Outcomes
Goal 3 Enhance Curriculum, Instruction,
and Assessment
Goal 4 Create SchoolEnvironments that Support
Improved Teaching
Goal 5 Enhance Community Support for
Beyond School Learning
Goal 6 Increase Teacher Capacity Through Content
and Pedagogy
Goal 7 Promote Effective Use of Technology
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Systemic Implementation Components
Refining Curriculum
Using Aligned Assessment
Increasing TeacherCapacity
Building and SustainingLearning Organizations
Enhancing Community Support
Establishing PolicyChanges
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Ongoing Quality Assessment
Data-Driven-Decision Making for Systemic Reform
School PEP Accountability
Plan/Design Data Analysis
Curriculum Instruction Professional Development
Collect Data
Use Results
Policy Changes
Community Connections
Analyze and Interpret Data
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Student Performance From Base Year to Current Year
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Enrollment in Geometry, Algebra II, Pre-Calculus,
and Calculus, Grades 8-12, Overall and by
Ethnicity, 1999-00 (Base Year) to 2002-03
44
62
32
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LEP, ESE, and Haitian (LEP and Non-LEP)
Enrollment in Geometry, Algebra II,
Pre-Calculus, and Calculus, Grades 8-12, 1999-99
(Base Year) to 2002-03
239
326
82
248
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Five Year BenchmarkIncrease enrollment in
Geometry, Algebra II, Pre-Calculus, and Calculus
by 50.
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Five Year Benchmark The growth in enrollment
for minority students will exceed the growth rate
for non-minority students by at least 25 in
Geometry, Algebra II, Pre-Calculus, and Calculus.
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Enrollment in Biology, Chemistry, and
Physics,Grades 8-12, Overall and by Ethnicity,
1999-00 (Base Year) to 2002-03
25
36
16
3
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LEP, ESE, and Haitian (LEP and Non-LEP)
Enrollment in Biology, Chemistry, and Physics,
Grades 8-12, 1999-00 (Base Year) to 2002-03
82
58
36
14
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Five Year Benchmark Increase enrollment in
Biology, Chemistry and Physics by 30.
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Five Year BenchmarkThe growth rate for minority
students will exceed the growth rate for
non-minority students by at least 25 in
Chemistry and Physics.
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Five Year Benchmark Increase the passing rate
in Algebra I from 64 to 85.Overall and Ethnic
Comparison of Students Earning D or Above
Grades 6-12, Algebra I Courses, 1999-00 (Base
Year) to 2001-02
2
0
3
4
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Number of Students Earning C or Above in
Geometry, Algebra II, Pre-Calculus, and Calculus,
Grades 8-12, Overall and by Ethnicity, 1999-00
(Base Year) to 2001-02
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Five Year Benchmark Increase the percentage of
students earning a grade of C or better in
Geometry, Algebra II, Pre-Calculus, and Calculus
to reach 80.
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Percentage of Students Earning C or Better in
Geometry, Algebra II, Pre-Calculus, and Calculus,
by Ethnicity, Grades 8-12,1999-2000 to 2001-02
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Number of Students Earning C or Above in
Biology, Chemistry, and Physics, Grades 8-12,
Overall and by Ethnicity, 1999-00 (Base Year) to
2001-02
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Five Year Benchmark Increase the percentage of
students earning a grade of C or better in
Biology, Chemistry and Physics to reach 80.
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Percentage of Students Earning C or Better in
Biology, Chemistry, and Physics, by Ethnicity,
Grades 8-12,1999-2000 to 2001-02
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Florida Comprehensive Assessment Test (FCAT)

• The FCAT is a standards-based assessment mandated
  by the state and is administered to all students
  in grades 3-10 in reading and mathematics areas
  grades 5, 8, 10 in science.
• Scale scores ranging from 100 to 500.
• Five Performance Levels
• Results are available for all students tested, by
  curriculum groups (Standard Curriculum, ESE, and
  LEP Two Years or Less) and by ethnicity.
• At grades 5, 8, and 10 students must answer short
  and extended response items as well as multiple
  choice and gridded-response items. At all other
  grades, students must answer multiple choice and
  gridded-response (grades 6 and above) items.

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Average FCAT Mathematics Scale Scores for All
Students Tested Overall and by Ethnicity, Grade
5, 1999-00 (Base Year) to 2001-02
11
11
10
11
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Average FCAT Mathematics Scale Scores for All
Students Tested Overall and by Ethnicity, Grade
8, 1999-00 (Base Year) to 2001-02
4
3
2
2
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Average FCAT Mathematics Scale Scores for All
Students Tested Overall and by Ethnicity, Grade
10 1999-00 (Base Year) to 2001-02
11
12
10
6
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SAT-9 Science Median Percentile Scores, Grade 5,
Standard Curriculum Students Overall and by
Ethnicity1999-00 (Base Year) to 2001-02
4
9
4
3
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SAT-9 Science Median Percentile Scores, Grade 7,
Standard Curriculum Students Overall and by
Ethnicity1999-00 (Base Year) to 2001-02
4
0
4
0
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SAT-9 Science Median Percentile Scores, Grade 9,
Standard Curriculum Students Overall and by
Ethnicity1999-00 (Base Year) to 2001-02
4
0
4
0
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Mathematics and Science Advanced Placement
ResultsPercentage of Students Scoring
3-51999-2000 to 2001-02
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Mathematics and Science Advanced Placement
Results, by Ethnicity, Percentage of Students
Scoring 3-5, 1999-2000 to 2001-02
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College Board SAT-I Mathematics Results,
District, State, and Nation, Class of 2000 and
Class of 2002

• Forty-two (42) percent of the Class of 2000
  participated in the SAT-I compared to 45 of the
  Class of 2002 who participated in the SAT-I.
• In 2000, 50 (15 out of 30) of the schools posted
  gains greater than the nation. This compares to
  56 (18 out of 32) schools that posted gains
  greater than the nation.

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Strategies for Improved Teaching and Student
Learning

• Curriculum Enhancement
• School-Site Support Services
• Professional Development

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CURRICULUM ENHANCEMENT

• Standards-Based Curriculum
• District and State Curriculum Alignment
• Hands-On, Inquiry-Based Instruction
• Assessment Aligned to Curriculum and Instruction
• District Mathematics and Science Comprehensive
  Plan
• Policy Changes

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Effective Instructional Model
Planning
Teaching
Evaluating
Assessing
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School-Site Instructional Improvement Teams (IIT)
Feeder Pattern Educational Specialists
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SCHOOL SUPPORT SERVICES

• Instructional Improvement Team (IIT)
• Feeder Pattern Educational Specialists
• Instructional Support Materials
• Student Enhancement Programs

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PROFESSIONAL DEVELOPMENT

• On-site Professional Development
• Support for Department Chairs and Curriculum
  Leaders
• Mathematics and Science Leadership Development
  for School-Site Administrators, Instructional
  Improvement Teams, Paraprofessionals, and
  After-School Care Workers
• Mathematics and Science Content Development for
  Elementary Teachers
• Ongoing Professional Development to Support
  Mathematics and Science Teaching K-12

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The Reform Infrastructure for Sustaining
Enhanced Student Performance in
Science, Mathematics, and Technology Beyond NSF
Funding
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Student Performance from USI (1998) to USP
(2002) Achievement Gap for Grade 5
African-American and White Students
Hispanic and White Students
FCAT Scale Scores
Gap 58 pts.
Gap 47 pts.
Grade 5 FCAT Mathematics for Standard
Curriculum Group
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Student Performance from USI (1998) to USP
(2000) Achievement Gap for Grade 10
African-American and White Students
Hispanic and White Students
FCAT Scale Scores
Gap 63 pts.
Gap 50 pts.
Grade 10 FCAT Mathematics for Standard
Curriculum Group
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Student Performance from USI to USP
FCAT Scale Scores
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FCAT Mathematics Annual Learning Growth
for Matched Students 2001 to 2002
Developmental Scale Scores
Grades
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Key Components for Sustaining Enhanced Student
Performance, Beyond NSF Funding

• Continue the implementation of School-Site
  Instructional Improvement Teams (IIT)
• Continue the implementation of the District
  Comprehensive Math and Science Plan
• Effective implementation of PACES - Professional
  Assessment and Comprehensive Evaluation System
• Impact of the State Assessment and Accountability
  Systems
• Collaborate with other District initiatives

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Thank You