Transcript Pat’s powerpoint

Establishing a Culture of Mathematics
Learning in Urban Schools
Syracuse City School District /
Syracuse University Partnership
Beyond Access to Math Achievement (BAMA)
MSP 2004-07; MSP 2007-2010
MSP Regional Meeting, San Francisco, CA
February, 2008
MSP projects
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2004-2007: Beyond Access to Mathematics Achievement
(BAMA) Mathematics Science Partnership Title IIB NYS/
USDE
2007- 2010: Mathematics Science Partnership Title IIB
NYS/USDE
Partnership District
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Syracuse City School District
— Syracuse City School District is a high-needs district as designated by
New York State. The fifth largest district in the state, approx 22,000
students; Targeted schools have 68% to 99% living in poverty; 6%
English Language Learners; 22% special needs.
— 21 Elementary (grades K-5, K-6; ages 5-11)
— 2 Bilingual Spanish- English (K-5, ages 5 - 10,11)
— 4 schools, combined elementary- middle (K-8, ages 5-13)
— 6 middle schools (6-8 or 7-8, ages 11-13)
— 1 facility for mandated secure detention, students aged 10-16
— 4 high schools [included MSP 2007-2010]
Partnership Goals
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Improve student achievement in mathematics
Close the achievement gap within classrooms,
schools and the District
Establish a culture of mathematics learning for teachers
and students district-wide
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MSP Involvement
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BAMA Targets
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teachers of mathematics, grades 3-8 (ages 8 - 13)
70% of teachers in any specific building
100 % teachers in schools under corrective action
the mathematics content knowledge of teachers
the mathematics pedagogical skills of teachers
MSP Targets
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all teachers in selected MSP buildings grades 1-12
includes 100 % of schools under corrective action
the mathematics content knowledge of teachers
the mathematics pedagogical skills of teachers
the use of formative assessment in teaching and learning
mathematics
P D Model Structural Characteristics
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Prolonged contact
- Use of Math Instructional Support Teachers (Math- IST’s)
- One Math-IST for every 3 to 4 schools
- University staff and consultants support Math-IST’s
Multi-type PD including
- Workshops and short courses taught by Math-IST’s
- 30-hour courses through professional organizations and
University
- Observer/coaching by Math-IST and/or University staff
- Co-teaching by Math-IST and/or University Staff
Site-based by building, grade level across buildings or interest
Follow-up and support on site
Continuous evaluation
PD Model Activity Characteristics
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Activity characteristics
— Focus on mathematics content teachers need to know for
teaching mathematics
— Development of pedagogical skills specific to mathematics
teaching
— Development of formative assessment skills for teaching
— Development of inclusive practice, differentiated instruction
— Use of inquiry based learning
— Use of technology to support the learning of mathematics
— Use of collaborative groupings within building and district-wide
by grade level
— Development of a learning community at building level
PD requirements for MSP teachers
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60 hours per year of professional development
— Summer course work - 30 hours with focus on the
mathematics content teachers need to know, mathematics
pedagogy, and assessment skills
— Academic year, embedded 15- 30 hours with focus on
assessment of student learning - including analysis of
student work on standardized and non-standardized tasks
— Open choice from menu of 10 to 15-hour opportunities
including workshops, on-site small group courses, and
individual work which focus on topics including using
technology to support mathematics learning, and
differentiated instruction
Selected Findings 2004-07
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Participation in BAMA PD had a notable and
consistent impact on percent of students passing NY
State exams. Teachers completing sixty-hour units of
PD averaged 5 % more students passing State exams
that those teachers who did not participate. Notable
gains in percent passing also were found for students
with disabilities, at-risk ethnic groups, and children
who were economically disadvantaged.
Selected Findings 2004-07
• A total of 561 educators completed a total of 42,554
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hours of PD from 2004-07; 437 sixty-hour units were
completed;
Administrators perceived the most effective approach
to PD to be District wide sessions followed by local
and embedded support that focused on specific
content and/or grade-levels;
In general educators are prepared to teach
mathematics at the grade level they are assigned.
However, over one-third feel not prepared to work with
struggling students or those with disabilities.
Accountability and Sustainability
Analysis of PD impact uses a QuasiExperimental Study of student achievement
outcomes tied to the type and amount of
professional development. Data is gathered
to document whether skills and knowledge
taught in PD is evident in classroom
practices, student and teacher affect, and
assessment outcomes.
Accountability
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Student data
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School Report cards
Standardized testing, State, District
District Milestones assessment problems
Student attendance records & behavioral reports
Graduation and drop out reports
Use of NYS Sampler as pre-test each year of project. NY State
matching test used as post test for each grade level
Student Survey- “How you feel about math, math class? And
Math Learning Experience.”
Assessment grids for each unit taught- use of state test 1-4
rubric.
Student work for targeted students on specific tasks
Accountability
• Baseline survey for all MSP teachers
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Educational background
Formal mathematics coursework
Course work in using adopted materials
Use of Instructional activities in teaching math
Practice of assessment in math
Instructional influences
Attitude toward mathematics and teaching math
How well am I prepared? for teaching (along continuum
grade level and for all students)
— What do I need next for my teaching practice?
Data from MSP teachers
• Analysis of MSP teacher data collected by individual teacher:
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- Self-reports in surveys; reflective journals;
- Individual Professional Growth Plans (IPGP’s);
- Participation in professional development activities coded by
duration, activity type and content;
- Teacher written record of diagnosis of student work and
implementation of intervention plans for targeted students;
- Teacher use of assessment grids for student work, and other
project assessment tasks
- Classroom observation using standardized protocol
MSP teacher data by group:
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use of Learning Mathematics for Teaching (LMT) instrument
Accountability and Sustainability
Analysis of School and District data:
Site-based Professional Development Plans
School Improvement Plans
District Strategic and Operational Plans
Professional Development Implementation Team
(PDIT) building level summaries
Interviews of school staff members
Analysis of Professional Development sessions through pre
and post surveys and observations.
Contacts
Nancy Zarach, Co-PI
Mathematics Coordinator
Syracuse City School District
Syracuse, NY 13210
[email protected]
Dr. Dianna Newman Ph.D
Professor and Director
Evaluation Consortium
University at Albany/SUNY
Albany, New York
[email protected]
Dr. Patricia Tinto, Co-PI
School of Education
Syracuse University
Syracuse, NY 13244
[email protected]
Dr. Jack E. Graver, Co-PI
Department of Mathematics
Syracuse University
Syracuse, NY 13244
[email protected]
Disclaimer
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The instructional practices and assessments
discussed or shown in this presentation are not
intended as an endorsement by the U.S.
Department of Education.