challenging courses and curricula - implementing research
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Challenging Courses and Curricula - Implementing Research. North State Math Partnership Red Bluff Elementary School District, LEA Lisa Sandberg, Director. North State Math Partnership. Cohort 2 then Research Grant Red Bluff Elementary Union School District, LEA Partners: - PowerPoint PPT PresentationTRANSCRIPT
Challenging Courses and Curricula - Implementing Research
North State Math PartnershipRed Bluff Elementary School
District, LEALisa Sandberg, Director
North State Math Partnership
Cohort 2 then Research Grant Red Bluff Elementary Union School District, LEA Partners:
•Shasta, Siskiyou, and Tehama County Offices of Education (Region 2)
•45+ School Districts •California State University, Chico (Mathematics Project)
•Center for Evaluation and Research
Primary Purposes of NSMP
Improve teachers’ subject matter knowledge.
Expose teachers directly to challenging curriculum.
Enhance the ability of the teachers to understand and enable their students to meet the California academic content standards for mathematics.
Provide instruction and practice in the effective use of content specific pedagogical strategies.
Use data and assessments to inform and monitor classroom practice.
30+ hour summer content week5 Saturday sessions during the school year
40 hour SB472 Mathematics Professional Development Institute focusing on newly adopted textbook
24 hours of face-to-face content coaching
North State Math Partnership
Challenging Courses and Curricula
Where did we start? Where are we now? 2005:
9 instructors (along with University Professor)
3 groups of teachers 3 different areas of study within number sense
2006 and currently: 4-5 instructors (along with University Professor)
1 group of teachers Content Coaches are the Content Instructors
Challenging Courses and Curricula
Where did we start? Where are we now? Chico Math Project Philosophy: offer support for high quality professional development to ensure that every student has a highly qualified teacher.
Through professional development opportunities, teachers develop balanced mathematics programs that include basic computation skills, conceptual understanding, and problem solving.
Students become empowered mathematically through developing mathematical reasoning as they gather data, analyze evidence, and build arguments to support hypotheses.
Challenging Courses and Curricula
Where did we start? Where are we now? The mission of the California Mathematics Project (CMP) is to develop and enhance K-12 teachers' content knowledge and instructional strategies aligned with the California State Board of Education adopted California Mathematics Content Standards and Framework.
Experiences in the CMP provide a rich environment for teachers to increase their understanding of the subject matter that they teach and enhance their instructional strategies in order to improve student learning.
These goals have become the mantra of NSMP instructors and form an integral part of the NSMP experience.
Challenging Courses and Curricula
Where are we now? Teachers experience an inquiry-approach with challenging curriculum.
The instruction and investigations provide them with content-specific pedagogical strategies as they sharpen their own thinking and develop problem-solving skills.
They actually experience the joy of discovery and “aha” moments.
“The connection! Between [the] Pythagorean Theorem and rational numbers!”
‘The number System WOW!! I really benefited from this information. I think this is the first time in my experience that I understood the relationship between numbers of every kind. .”
Challenging Courses and Curricula
Where are we now: Curriculum Focus in 3-year Cycles
Year 1 - Number Sense: It provides meaning to the number system Highlights the importance of multiple representations
Offers interesting problem-solving opportunities involving whole numbers and fractions.
Tasks were set up so teachers could interact with the mathematics, using their own ideas and strategies as they developed understanding through this student-centered approach.
Challenging Courses and Curricula
Where are we now: Curriculum Focus in 3-year Cycles
Year 2 - Proportional Reasoning (Susan Lamon)
Year 3 - , Algebraic Thinking and Questioning Strategies (Mark Driscoll)
Measuring Teacher Growth
University of Michigan, Content Knowledge for Teaching Mathematics (CKTM) - Learning Mathematics for Teaching (LMT) The measure looks specifically at number concepts and operations (NCOP), patterns, functions and algebra (PFA), and geometry (GEO).
Measures the changes in teachers’ ability to understand mathematic content and procedures by comparing pretest and posttest standard scores.
Measuring Teacher Growth
LMT Results for NSMP Control and Treatment Teachers
The data used in this analysis are from the LMT tests administered in August 2008 and July 2009 to treatment and control teachers of the NSMP Phase II Research Cohort
This is a matched-pairs analysis
Treatment Group, Elementary School TeachersMean Pre-Test and Post-Test IRT Scores
Note: Elementary School teachers were administered the 2004 LMT test version for Geometry and NCOP, and the 2006 LMT test version for PFA.
Treatment Group, Elementary School TeachersMean IRT Change (Std. Deviation)
0.25 to 0.30 = noteworthy 0.30 to 0.50 = often significant0.50 to 0.75 = almost always significant0.75+ = substantial and large
Treatment Group, Middle School TeachersMean Pre-Test and Post-Test IRT Scores
Note: Middle School teachers were administered the 2005 LMT test version for Geometry, and the 2007 LMT test version for PFA and NCOP.
Treatment Group, Middle School TeachersMean IRT Change (Std. Deviation)
0.25 to 0.30 = noteworthy 0.30 to 0.50 = often significant0.50 to 0.75 = almost always significant0.75+ = substantial and large
Compare Groups (Elementary School Teachers)Mean IRT Change (Std. Deviation)
0.25 to 0.30 = noteworthy 0.30 to 0.50 = often significant0.50 to 0.75 = almost always significant0.75+ = substantial and large
Compare Groups (Middle School Teachers)Mean IRT Change (Std. Deviation)
0.25 to 0.30 = noteworthy 0.30 to 0.50 = often significant0.50 to 0.75 = almost always significant0.75+ = substantial and large
Measuring Teacher Growth
A keyword analysis showed that specifically detailed implementation of newly-acquired pedagogy and content knowledge was included in: 91% of the 180 observations completed by 5 coaches
89% of the 335 reflections completed by 54 teachers
Coaching Observations and Teacher Reflections:
Measuring Teacher Growth
A keyword analysis showed the use of the following terms:
•Question: 378•Pattern: 314•Thinking: 232•Use of individual white-boards: 220
•Manipulative: 176•Questioning Strategies: 141
Coaching Observations and Teacher Reflections:
Measuring Teacher Growth
“My depth of understanding has really increased.”
“This [professional development] challenges you to figure out a way to make math come to life. Math can be the subject of the day that's easy to plan. The PD days challenge you to kind of break out and try some different things. It gives you hands-on, right-away, where you can go back to the classroom and use it.”
Teacher Focus Groups:
Measuring Teacher Growth
“[Coach] has taught me how to question the students to elicit critical thinking and there’s been a shift in my questioning.”
“Coaching was most valuable. I love [Coach]. She is involved. She feels what I'm feeling. She literally helped me find ways to get out of a frustrating situation (I felt like I was on stage being laughed at), and supported me and helped me do the lesson so it wasn't a total failure. And the meetings beforehand, to think about what you want to get across to the students, I think that's one of the most valuable pieces of this.”
Teacher Focus Groups:
Measuring Teacher Growth
“Other teachers show up in my class when they know the coach will be there. The coach has been helpful in sharing strategies and tips with these other teachers, too, and they've really found it beneficial!”
“It [coaching]was the reason I chose to enter this project. Without a coach, your learning doesn't increase. The coach can give you feedback that's critical without being evaluative, and over time whatever we learn here gets put into place.”
Teacher Focus Groups:
Measuring Teacher Growth
“I found [EMA Data] real helpful. In fact, I sat down with my coach and pinpointed those areas that were weaker and those that were stronger. The test results helped direct my teaching when we got closer to testing for State Standards.”
“Looking at [EMA Data] I went, "Wow, my kids all did poorly on this portion. I missed this, or I need to either find it or we haven't gotten to it." It definitely drove my teaching after the test results.”
Teacher Focus Groups
Measuring Student Growth
A locally developed benchmark assessment, Three trimester versions (Forms A, B, and C).
The final version of the assessment contains all of the information covered at that grade level for the entire year.
There is a close correlation to the CST results.
Coaching staff used these classroom profiles to help teachers to identify skills and concepts that teachers should use to meet the individual needs of their students.
Enterprise Math Assessments
Measuring Student Growth
Sample EMA Classroom Profile
Measuring Student Growth
2009 CST Proficiency Level Comparison
0%
25%
50%
75%
100%
Far Below Basic Below Basic Basic Proficient Advanced
TreatmentN=1548
ControlN=2515
Measuring Student Growth
2009 CST Proficiency Level Comparison
32.1%45.1%
68.0%54.9%
0%
25%
50%
75%
100%
TreatmentN=1548
ControlN=2515
Basic and below Proficient and above
Contact Information
Lisa Sandberg, NSMP DirectorTehama County Department of Education1135 Lincoln Street, Red Bluff, CA
96080530.528.7388