...Deming Cycle Plan-Do-Study-Act (PDSA): The Deming Cycle Dana T. Colter Grand Canyon University EDA 577 Data Driven Decisions for School Improvement September 29, 2010 Plan-Do-Study-Act (PDSA): The Deming Cycle Increasing student achievement is one of the goals at Lewisville High School. There are two major exams used to measure student achievement. The first exam is the South Carolina High School HSAP exam. The second exam is the End-of Course Exam. South Carolina requires students to complete End-of-Course exams at the completion of English 1, Physical Science, U.S. History, and Algebra 1. Below you will find data from the 2009-2010 Algebra End-of-Course Exam. This exam is giving to students at the end of Algebra I CP and Algebra Tech II. The exam is given by the state and is twenty percent of the students’ final grade. The exam tests the South Carolina Algebra Standards. These standards include understanding functions, linear functions, and quadratic equations. |School Year | 2009 - 2010 | | | | |Grade |# of Students |Percentage | | | |A |12 |13% | |3 perfect Scores | |B |25 |27% | |93% Pass ...
Words: 906 - Pages: 4
...fully and more deftly than at present. So will the citizens and policy leaders who deal with the public interest in positions of civic leadership. Sound education in mathematics across the population is a national interest. Mathematics literacy is a serious problem in the United States. According to Philips (2007), 78% of adults cannot explain how to compute the interest paid on a loan, 71% cannot calculate miles per gallon on a trip, and 58% cannot calculate a 10% tip for a lunch bill. Further, it is clear from the research that a broad range of students and adults also have difficulties with fractions (e.g., Hecht, Vagi, & Torgeson, 2007; Mazzocco & Devlin, in press), a foundational skill essential to success in algebra. The recent National Assessment of Educational Progress (NAEP, “the Nation’s Report Card”)shows that 27% of eighth-graders could not correctly shade 1/3 of a rectangle and 45% could not solve a word problem that required dividing fractions (U.S. Department of Education, 2004). Labor economists Richard J. Murnane and Frank Levy have spoken to the vital importance of mathematical skill(Murnane & Levy, 1996): Close to half of all seventeen year olds cannot read or do math at the level needed to get a job at a modern automobile plant. Barring some other special knowledge or talent that would allow them to earn a living as, say, a plumber or artist, they lack the skills to earn a middle-class paycheck in today’s...
Words: 2060 - Pages: 9
...Science for Business Number of: Credit Hours 3 Lecture Hours 3 Lab Hours 0 Catalog Description: Examination of quantitative skills useful to managers. Discussions focus on selected algebra topics, mathematics for finance and descriptive statistics and probability. Prerequisite: Knowledge of college algebra, Excel, or other computer spreadsheet applications is important. Prerequisite(s) / Corequisite(s): Knowledge of college algebra, Excel, or other computer spreadsheet applications is important. Text(s): Most current editions of the following: Spreadsheet Modeling & Decision Analysis By Cliff T. Ragsdale, Ed. (Thomson Southwestern) Recommended Course Objectives To understand a variety of quantitative methods. To emphasize presentations, peer review and application of quantitative methods. Measurable Learning Outcomes: Use linear programming for optimization and modeling business applications. Apply the concept of sensitivity analysis. Apply regression analysis for problem solving in business applications. Explain queuing theory. Evaluate risk assessment and project management. Topical Outline: • Optimization linear programming • Modeling LP problems • Sensitivity analysis • Network modeling • Regression analysis • Integer linear programming • Project management Culminating Experience Statement: Material from this course may be tested on the Major Field Test (MFT) administered during the Culminating...
Words: 401 - Pages: 2
...Students should contact their college or university of interest to learn about any additional institution-specific admission requirements that may apply. Carnegie Unit Requirements 16 Carnegie Units should be completed by students graduating high school prior to 2012. 17 Carnegie Units should be completed by students graduating high school in 2012 or later. Carnegie Unit Requirement In Specific Subject Areas 4 Carnegie units of college preparatory English Literature (American, English, World) integrated with grammar, usage and advanced composition skills 4 Carnegie units of college preparatory mathematics Mathematics I, II, III and a fourth unit of mathematics from the approved list, or equivalent courses* or Algebra I and II, geometry and a fourth year of advanced math, or equivalent courses* 3 Carnegie units of college preparatory science for students graduating prior to 2012 Including at least one lab course from life sciences and one lab course from the physical sciences 4 Carnegie units of college preparatory science for students graduating 2012 or later...
Words: 3458 - Pages: 14
...Assessment and Text Evaluation in the Content Area Classroom My content area text book that I chose was an Algebra 1 textbook. Algebra 1 is usually taken in either the 8th or 9th grade. To get estimated grade level I used Fry's Readability Formula. To get this estimation, I randomly selected three passages from the textbook of one hundred words each. For each section of one hundred words, I counted the number of sentences and the number of syllables. For the first one hundred word sample, the number of sentences was roughly 4.9 with 180 syllables, the second sample was roughly 3 sentences with 131 syllables, and the last sample was roughly 5.3 sentences with 156 syllables. This averages out to roughly 4.4 sentences with 155.67 syllables. According to the Fry's Readability Formula, this textbook was estimated to be between the 10th and 11th grade reading level, which is a little bit higher than it should be. After determining the reading level of the Algebra 1 textbook, I then took another passage, from the same textbook, and performed a cloze procedure. To do this, I took another random one hundred word sample and deleted a random word from the second sentence and from there after deleted every five words. The test was then given to two different students. Here is the cloze test I created: Cloze Test: The process of designing an experiment begins with determining what type of data is needed and how it should be obtained. The best way to test a _______ would...
Words: 486 - Pages: 2
...Mathematics Department is home to world-leading researchers in a wide range of fields, especially geometry, spectral theory, number theory, fluid dynamics and mathematical modelling. Peer Assisted Learning has been pioneered in the department, with second-year students offering support and advice to first years. Your career We aim to develop your skills in mathematical reasoning, problem-solving and accurate mathematical manipulation. You will also learn to handle abstract concepts and to think critically, argue logically and express yourself clearly. A mathematics degree is highly valued by employers due to the skills in logical thinking, analysis, problem-solving and, of course, numeracy, that it develops. Graduates have gone forward to use their mathematical skills in careers in the City of London, such as forecasting, risk analysis and trading, in financial services, such as...
Words: 1320 - Pages: 6
...Department of Mathematical Sciences MATH103 Introduction to Linear Algebra Lecturer: Prof. Victor Goryunov Office: Room 519, Mathematical Sciences Building; email: goryunov@liv.ac.uk Lectures: Monday 1pm and 2pm in Lecture Theatre B, Central Teaching Hub (no. 221 on the Campus Map), Tuesday 13.00 in Lecture Theatre (room 101), Electrical Engineering Building (no. 235 on the map). Attendance at lectures is compulsory. (See the Student Charter.) Make sure you scan your card. Tutorials: Normally on Tuesday afternoon. The tutorials will be in groups of about 20. They form an integral part of the course and attendance is compulsory. They start in Week 1. Set work Work will be set by the lecturer weekly on Monday at the 2pm lecture. It will be already available on VITAL from the previous Friday. The set work consist of two very similar parts: • set C – for solving and detailed discussion at the coming Tuesday tutorial, and • set H – written solutions to which you should hand to your MATH103 tutor by 4 pm next Thursday. All the problems are to be studied before the Tuesday tutorial. Your submitted solutions are marked by your tutor and handed back the following Tuesday; the lecturer’s solutions are available online the same day. Web publications All module materials will be available on VITAL as soon as they are needed in the class. Hard copies of some houndouts will also be distributed, but only once. Closer to the end of the semester, past papers will be put on VITAL. Class Tests There...
Words: 1033 - Pages: 5
...Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter part of 1999, new secondary school curricula in eight (8) subjects – Language Arts (English), Science, Mathematics, Social Studies, Spanish, Physical Education, Visual and Performing Arts and Technology Education – have been in development. In this publication you will find the first drafts of the Form III curriculum guide produced for each of the above identified subject areas. These...
Words: 8704 - Pages: 35
...rates are still low (Stetser, 2014). Many studies have been conducted to identify the factors that contribute to the high school dropout rate. One of the factors that has been identified is the success or lack of success in Algebra 1. Some educational professionals have proposed that an earlier exposure to Algebra 1 in middle school could assist students with being more successful in high school. Thus those students would have a greater chance of graduating with their cohort and possibly even being accepted into a post-secondary school. This action research project studied the correlation between the use of graphic organizers and concept...
Words: 1417 - Pages: 6
...COURSE: MATHEMATICS I (MTH 101) SYLLABUS I. Basic algebra: Linear and quadratic equations, Solving linear and quadratic equations, Application of equations: profit, pricing, savings, revenue, sales tax, investment, bond redemption, linear inequalities, applications of inequalities: profit, renting verses purchasing, leasing versus purchasing, revenue, current ratio, investment, Maple session on solving linear, quadratic and higher degree equations, solving inequalities II. Functions and Graphs: Introduction to functions, domain and range of a function, Applications: demand, supply and profit functions, demand and supply schedule, value of business, depreciation, Special functions: polynomial, rational, piecewise defined functions, Absolute value function, and evaluation of such functions. Combination of functions. Applications: cost, investment, sales, profit, business, Graphs of functions: linear, quadratic, piecewise defined functions, graphing of quadratic functions by finding vertex, Applications on graphs: inventory, debt payment, pricing, revenue and profit, demand and supply curves, Maple session on functions and graphs III. Lines and Systems: Equation of a straight line, slope and intercept of a line, parallel and perpendicular lines, Applications: price-quantity relationship, production levels, cost, revenue, demand and supply equations, isocost line, isoprofit line, depreciation, appreciation, systems of linear equations, solution of system...
Words: 846 - Pages: 4
...Higher Order Thinking and Diverse Learners Grand Canyon University: Secondary Methods and Data-Driven Pedagogy April Smith GCU: SED-444 August 25, 2013 Higher Order Thinking and Diverse Learners Grand Canyon University: Secondary Methods and Data-Driven Pedagogy April Smith GCU: SED-444 August 25, 2013 Higher Order Thinking and Diverse Learners This unit is designed for students in beginning Algebra classes. It is an introduction to the basic functions of algebra including the definition of an equation, using basic mathematical skills to solve equations, and applying equations to problem solving. South Carolina Standard 8-3: Through the process standards students will demonstrate an understanding of equations, inequalities, and linear functions (South Carolina Department of Education, 2007). Specific Indicators as outlined by the South Carolina Department of Education 8-3.1 Translate among verbal, graphical, tabular and algebraic representations of linear functions. 8-3.2 Represent algebraic relationships with equations and inequalities. 8-3.3 Use properties to examine equivalence of a variety of algebraic expressions. 8-3.4 Apply procedures to solve multi-step equations. 8-3.5 Classify relationships between two variables as linear or non-linear. Objectives Day 1 Objective: Students will learn the definition of an algebraic equation and the parts of an equation. Day 2 Objective: Students will apply their knowledge of addition and...
Words: 1259 - Pages: 6
...ECON1202 Quantitative Analysis for Business and Economics Course Outline Semester 1, 2014 Part A: Course-Specific Information Students are also expected to have read and be familiar with Part B Supplement to All Course Outlines. This contains Policies on Student Responsibilities and Support, Including Special Consideration, Plagiarism and Key Dates. It also contains the ASB PROGRAM LEARNING GOALS. Table of Contents 1 STAFF CONTACT DETAILS 1 1 1 2 2 2 2 2 3 3 5 5 5 5 6 7 7 8 8 8 8 9 10 11 11 11 12 13 13 15 1.1 Communications with staff 1.2 Pitstop and PASS 2 COURSE DETAILS 2.1 Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Aims and Relationship to Other Courses 2.5 Presumed Knowledge 2.6 Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 3.2.1 Lectures 3.2.2 3.2.3 3.2.4 4 Tutorials Computing component Out-of-Class Study ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Tutorial Participation 4.4 Online Quizzes 4.5 In-tutorial Tests 4.6 Final Exam Format 4.7 Quality Assurance 5 6 7 COURSE EVALUATION AND DEVELOPMENT COURSE RESOURCES COURSE SCHEDULE 7.1 Lecture Schedule 7.2 Tutorial Schedule 1 STAFF CONTACT DETAILS Lecturer-in-charge: Dr Arpita Chatterjee Room: ASB 430C Phone: No: 9385 4314 Email: arpita.chatterjee@unsw.edu.au Consultation Times: Tuesday 2 – 5 pm Lecturer: Dr April Cai Room 432, ASB Building Ph 9385...
Words: 5473 - Pages: 22
...Using Student Self-Reflections to Improve Student Study Habits in the Mathematics Classroom A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics Nancy Daly Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2011 ii This capstone project was submitted by Nancy Daly Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Cheryl Nilsen Dr. Rebecca Anhorn Dean of Graduate School Dr. Linda Cresap Date of defense: Month day, year iii Abstract Type the abstract here. Do not indent. It should be one block paragraph. The abstract is a summary of your paper. iv Acknowledgements Type your acknowledgements here. Indent each paragraph 0.5 inch. You can thank whomever you choose. v Table of Contents Page Abstract .................................................................................................................. iii Acknowledgements ................................................................................................ iv List of Tables ....................................................................................................... viii List of Figures ........................................................................................................ ix Chapter One: Introduction ................................................................
Words: 7903 - Pages: 32
...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
Words: 26387 - Pages: 106
...[pic]DE LA SALLE UNIVERSITY Taft Avenue, Manila In Partial Fulfillment of a Requirement in Instructional Leadership Brother Andrew Gonzales College of Education For the Degree in Master of Education Major in Educational Leadership and Management By: Imelda P. Tabian I.D. # 11293853 Dr. Eric Olivares Professor ONE YEAR DEVELOPMENT PLAN OF PITOGO HIGH SCHOOL S.Y. 2014-2015 I. Introduction and Background Information 1. Historical Development of the School Pitogo High School or otherwise known as PHS has its origins from the vision of the Local Government of Makati City of providing quality education for each of its students. Through the initiative of the city officials headed by then former Mayor Jejomar C. Binay now Vice-President and in collaboration with the Department of Education, both sector worked hand in hand in fulfilling its mission of providing access to education through technologically driven formal, non-formal and other alternative delivery system. The creation of a localized school was initiated by Mayor Binay and it was intended to benefit the citizens of Barangay Pitogo along with its co-barangay catchment areas of South Cembo, Pinagkaisahan, Cembo and Guadalupe Nuevo. Its first year of operation started 2004-2005 with Mrs. Luzviminda L. Bannag as its first administrator in her capacity as Officer-in-Charge. The number of students of PHS on its maiden operation...
Words: 4127 - Pages: 17
