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1 | When adding information please end your writing with your name and school so we can better coordinate our conversations | Follow Meetings | ||||||||||||||||||||||||

2 | Grade Level | School | Name | Subject | Roadblock | Possible Solutions | Specific Project | Persons Involved/Stakeholders | Materials and Supplies Needed | Sytem Changes/Recommendations | Next Steps | |||||||||||||||

3 | 13 | Oxnard College | Brett Black | math | Entry level students spend too much time in remedial math. This slows down their entire educational plan. | Weâ€™ve tried to address this roadblock with our remedial math course redesign (Transitional Math classes). | ||||||||||||||||||||

4 | 13 | Oxnard College | Brett Black | math | Entry level students assess 2 or more levels lower than their last H.S. math class. | Possible solutions would be evaluating our assessment tool (which is admittedly poor), and getting students to take their math placement test more seriously. | ||||||||||||||||||||

5 | P-16 | VC P-16 Coucil | Richard Duarte | Common Core | Implementation of Common Core will require the use of new/different strategies in the classroom | Professional developmentÂ for the implementation of Common Core Standards.Â A very useful link was shared by Brokers of Expertise http://myboe.org Â that utilizes learning modules on Common Core StandardsÂ http://myboe.org/go/groups/ccssplmsÂ | ||||||||||||||||||||

6 | 13 | Oxnard College | Cynthia Herrera | Transfer | Focus is on transfering students/certificate completion within 2-3 years | The implementation of Naviance will assist OUHSD studentsÂ with career exploration and ed plans beginning at ninth grade.Â Informing high school students/parents of the recent changes to financial aid and transfer (AAT/AST)Â may make an impact.Â Perhaps consider the possibility of implementing Naviance in the 6-7-8th grade. | ||||||||||||||||||||

7 | 13-16 | CSUCI | Ivona Grzegorczyk | math | 50% of students needing remediation at CI are not profficient with fractions. Courses affected: Chemistry, Physics, Accouting, College Algebra, Statistics and various science, math and business courses. | More problem solving and modeling with fractions in Middle Schools, including multi step problems. Graphical methods, scaling, precentages, decimals, mixed numbers proficiency and understanding. Mental math. | ||||||||||||||||||||

8 | 8 through 13 | CSUCI | Ivona Grzegorczyk | math | 50% of CI students requires algebra remediation. Courses affected: All math and stats courses, Chemistry, Physics, Accouting and various science and business courses. | More problem solving and algebraic modeling in High School Algebra, including multi step problems and graphing (by hand and using technology) | ||||||||||||||||||||

9 | K through 13 | CSUCI | Ivona Grzegorczyk | math | Students do not know how to express their mathematics verbally. | More student projects with presentations at all levels. | ||||||||||||||||||||

10 | K through 13 | CSUCI | Ivona Grzegorczyk | math | Students have not enough experience collaborating | More complex team projects that require modeling and connections. Team discussions and presentations. Applies to all levels. | ||||||||||||||||||||

11 | K through 13 | CSUCI | Ivona Grzegorczyk | math | Students need more experience with computational technology, especially graphing tools. | More graphing assignments and projects heavy on computations. | ||||||||||||||||||||

12 | K through 13 | CSUCI | Ivona Grzegorczyk | math | Students need more interactive learning leading to better comprehension. | Use of manipulatives, story telling, games and educational software as teaching tools. For example web site math.csuci.edu has several Jeopardy-type games posted for classroom use (focused mostly on pre-algebra and algebra). The math department has designed many learnig activities for various content and levels. | ||||||||||||||||||||

13 | Solution Group | Solution Group | Solution Group | Math | Not taking assessments seriously | Test taking practices for SAT/ACT articulating and explaining test taking strategies | ||||||||||||||||||||

14 | Solution Group | Solution Group | Solution Group | Math | Students are not interested in Math, don't see the relevance to their world | Introduce gamification and integrate into classroom activities and assignments, industry-led workshops, edcuational field trips | ||||||||||||||||||||

15 | Solution Group | Solution Group | Solution Group | Math | Students come without background knowledge and don't have the basic skills | Mastery-based learning | ||||||||||||||||||||

16 | Solution Group | Solution Group | Solution Group | Math | In College, students have weak computational skills which slows them down | Use google docs to share resources and support solution orientation to better prepare students k-12 for college. Mastery-based learning | ||||||||||||||||||||

17 | Solution Group | Solution Group | Solution Group | Math | Lack of articulation between grades/schools/math levels/classes along the K-16 pipeline | open lines of communication with articulation agreements that define mastery at each level | ||||||||||||||||||||

18 | Solution Group | Solution Group | Solution Group | Math | College Assessment Test: classes they took don't match the skills they have | Test Taking Practice Skills, re-visit test validity, mastery-based learning with articulation agreements | ||||||||||||||||||||

19 | Solution Group | Solution Group | Solution Group | Math | College: Students are not used to asking why something is true or why a technique works | Gamification/Mastery Based Learning, Integrate language arts into math, project-based learning, common core | ||||||||||||||||||||

20 | Solution Group | Solution Group | Solution Group | Math | Tendancy to memorize and not understand | Project based learning - new common core standards change the expecation and learning | ||||||||||||||||||||

21 | Solution Group | Solution Group | Solution Group | Math | Economic Barriers And Family Obligations | Family Project Nights/Events (Integrated learning and problem solving in a fun creative environment | ||||||||||||||||||||

22 | Solution Group | Solution Group | Solution Group | Math | Math Anxiety, Automatic negative thoughts re: math | Introduce gamification, professional development for teachers, integrate technology | ||||||||||||||||||||

23 | Solution Group | Solution Group | Solution Group | Math | Time management challenges: students lack discipline and focus | focus on "soft-skill" development, integrate concepts into project-based learning and linked learning | ||||||||||||||||||||

24 | Solution Group | Solution Group | Solution Group | Math | Negative messages about math and who can do it (relavent to students and teachers) | Group Work and sharing resources, professional development | ||||||||||||||||||||

25 | Solution Group | Solution Group | Solution Group | Math | Students (6-12) do not have appropriate summer math programs | Sharing resources and communicating between faculty of every level, grant funded projects, integration of reading and writing into math | ||||||||||||||||||||

26 | Solution Group | Solution Group | Solution Group | Math | Need professional development re: hands-on learning and teaching | Countywide professional development across the pipeline, Math Summit grades 3-16 for sharing, common core model, high impact practices, series of workshops that focus on new standards and implementation | ||||||||||||||||||||

27 | Solution Group | Solution Group | Solution Group | Math | Lack career awareness and connection of education to future | Integrate industry professionals into the classroom | ||||||||||||||||||||

28 | Solution Group | Solution Group | Solution Group | English | Lab/Technical writing skills - non-narrative | Implementing common core with fidelity | ||||||||||||||||||||

29 | Solution Group | Solution Group | Solution Group | English | Utilizing proper English during online learning & discussions | |||||||||||||||||||||

30 | Solution Group | Solution Group | Solution Group | English | Students hit "roadblock" during college application process at the writing requirement | |||||||||||||||||||||

31 | Solution Group | Solution Group | Solution Group | English | Writing reserach papers - Lack of ability to form strong thesis statements with clear supporting evidence | Implementing common core with fidelity | ||||||||||||||||||||

32 | Solution Group | Solution Group | Solution Group | English | Student lack necessary computer skills to utilize available technology | Use consistent or similiar Learning Management Systems across levels | ||||||||||||||||||||

33 | Solution Group | Solution Group | Solution Group | English | Accelerate learning for accelerated classes | Professional Development for teachers on how to accelerate learning | ||||||||||||||||||||

34 | Solution Group | Solution Group | Solution Group | English | College prep courses not preparing for college | Professional Development for teachers on how to accelerate learning | ||||||||||||||||||||

35 | Solution Group | Solution Group | Solution Group | English | Lack of basic writing skills & ability to communicate effectively both written and verbally | |||||||||||||||||||||

36 | Solution Group | Solution Group | Solution Group | English | Research Skills - Lack of ability to find and critically examine information | Implementing common core with fidelity | ||||||||||||||||||||

37 | Solution Group | Solution Group | Solution Group | English | Lack of cultivation of imagination, sensibility & sensitivity | Mastery based learning/ Gamification | ||||||||||||||||||||

38 | Solution Group | Solution Group | Solution Group | English | Students lack understanding of the connection between English and careers | Integrate industry professionals into the classroom | ||||||||||||||||||||

39 | Solution Group | Solution Group | Solution Group | English | How do we get entire pk-16 pipeline involved in process | Set County-wide set of expectations of behavior, culture & quality | ||||||||||||||||||||

40 | Solution Group | Solution Group | Solution Group | English | How can we get information to more parents and garner more parent participation | Capitalize on transition points for students (K, 8, etc.) to engage parents | ||||||||||||||||||||

41 | Solution Group | Solution Group | Solution Group | English | Not proficient, but moving up to the next level | Expected Schoolwide Learning Results are ingrained in the school culture and aligned with expectations at other levels | ||||||||||||||||||||

42 | Solution Group | Solution Group | Solution Group | English | Home languages other than English | |||||||||||||||||||||

43 | Solution Group | Solution Group | Solution Group | English | Students enter collegeand assess below college-level English - even some of those who have taken college-level English | |||||||||||||||||||||

44 | Solution Group | Solution Group | Solution Group | English | Graduation expectations clearly defined for students | |||||||||||||||||||||

45 | Solution Group | Solution Group | Solution Group | English | Students cannot read effectively and efficiently which affects comprehension as well as writing skills | Promote literacy across the curriculum | ||||||||||||||||||||

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