effective models for designing and implementing standards-based reform of k-12 mathematics carol fry...
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Effective Models for Designing and Effective Models for Designing and Implementing Standards-based Implementing Standards-based Reform of K-12 MathematicsReform of K-12 Mathematics
Carol Fry BohlinCarol Fry Bohlin
Diane SpresserDiane Spresser
F. Joseph MerlinoF. Joseph Merlino
Lucy WestLucy West
Carol Fry BohlinCarol Fry BohlinCalifornia State University, FresnoCalifornia State University, Fresno
STEPSS (Visalia Unified School District)STEPSS (Visalia Unified School District)(([email protected])[email protected])
Session purpose/overviewSession purpose/overview Speaker introductionsSpeaker introductions Moderated question and answer periodModerated question and answer period
Diane M. SpresserDiane M. SpresserNational Science FoundationNational Science Foundation
Arlington, VirginiaArlington, Virginia ([email protected])([email protected])
Any opinions expressed are those of the Any opinions expressed are those of the presenter and do not necessarily reflect the presenter and do not necessarily reflect the
opinions of the National Science Foundation.opinions of the National Science Foundation.
National reports in mid-80’s through early National reports in mid-80’s through early 1990’s highlighted deficiencies in 1990’s highlighted deficiencies in mathematics education and called for mathematics education and called for curricular reforms “aimed at ensuring curricular reforms “aimed at ensuring allall students the opportunity to acquire a students the opportunity to acquire a dynamic form of mathematical literacy dynamic form of mathematical literacy which will enable them to participate as which will enable them to participate as informed citizens and productive workers informed citizens and productive workers in a rapidly changing technological in a rapidly changing technological society” (NSF, 1991).society” (NSF, 1991).
Systemic BackgroundSystemic Background
1991 NSF 91-1051991 NSF 91-105
Statewide Systemic Initiatives in Science,Statewide Systemic Initiatives in Science,
Mathematics, and Engineering Education Mathematics, and Engineering Education
1993 NSF 93-67 1993 NSF 93-67
Urban Systemic InitiativeUrban Systemic Initiative
1994 NSF 94-34 1994 NSF 94-34
Rural Systemic InitiativeRural Systemic Initiative
Local Systemic Change (LSC) Sequence
NSF 94-73 Special Solicitation Local Systemic Change through Teacher Enhancement, Grades K-8
NSF 95-145 Special Solicitation Local Systemic Change through Teacher Enhancement in Mathematics, Grades 7-12
Local Systemic Change (LSC) Local Systemic Change (LSC) Sequence (cont.)Sequence (cont.)
NSF 98-53NSF 98-53 Special Solicitation Special Solicitation Local SystemicLocal Systemic Change through Teacher Enhancement in Change through Teacher Enhancement in
Science, Grades 6-12Science, Grades 6-12
NSF 00-99 Elementary, Secondary, and NSF 00-99 Elementary, Secondary, and Informal Education - Program Informal Education - Program Announcement Announcement Student AchievementStudent Achievement Pilot LSC ProjectsPilot LSC Projects
GoalsGoals Reform S/M/T Education in the Context of Reform S/M/T Education in the Context of
Entire Schools and School SystemsEntire Schools and School Systems Empower Teachers to Bring About ChangeEmpower Teachers to Bring About Change Improve Instruction of Improve Instruction of allall Teachers at Teachers at
Grade LevelGrade Level Implement Exemplary Instructional Implement Exemplary Instructional
MaterialsMaterials Create Cost Effective StrategiesCreate Cost Effective Strategies
Components of all LSC ProjectsComponents of all LSC Projects
Shared comprehensive vision; active Shared comprehensive vision; active partnerships among stakeholderspartnerships among stakeholders
Long-term professional development-minimum Long-term professional development-minimum 100 hours-for 100 hours-for all teachers of science or all teachers of science or mathematics at targeted grade levelsmathematics at targeted grade levels, with , with emphasis on the enhancement of disciplinary emphasis on the enhancement of disciplinary knowledge and pedagogical skillsknowledge and pedagogical skills
Components of all LSC Projects Components of all LSC Projects (cont.)(cont.)
Implementation of exemplary, Implementation of exemplary, comprehensive SMT instructional comprehensive SMT instructional materials for use in all classroomsmaterials for use in all classrooms to to impact impact allall students at the targeted grade students at the targeted grade levelslevels
AlignmentAlignment ofof professional development, professional development, instructional materials, instructional materials, and school policy and school policy and practice and practice
Components of all LSC Projects Components of all LSC Projects (cont.)(cont.)
Framework for data collection Framework for data collection provided by NSFprovided by NSF
Required cost share/commitmentRequired cost share/commitment of resources on of resources on behalf of districtsbehalf of districts
Maximum request for award determined by total Maximum request for award determined by total
number of teachers participating in 100/130 number of teachers participating in 100/130 hours of professional development hours of professional development
LSC Program LogicLSC Program LogicSupportive Context Supportive Context for Teachingfor TeachingAppropriate Appropriate curriculum, curriculum, assessment, materials assessment, materials managementmanagementTime for teachers to Time for teachers to plan, collaborateplan, collaborateSupport from Support from administratorsadministratorsSupport from parents Support from parents and communityand community
High Quality High Quality Professional Professional DevelopmentDevelopment
Empowered TeachersEmpowered Teachers
Improved InstructionImproved Instruction
Improved Student Improved Student Knowledge, Knowledge,
Attitudes, and SkillsAttitudes, and Skills
Sustainable Sustainable Professional Professional Development Development SystemSystem
CapacityCapacity
StructuresStructures
ResourcesResources
LSC Projects by CohortLSC Projects by CohortCOHORTCOHORT AWARDSAWARDS SCISCI MATHMATH K-8K-8 6-126-12
11 77 77 77
22 1616 1414 66 1616
33 2020 55 1515 1111 1212
44 1212 66 66 99 33
55 1313 77 66 77 77
66 99 66 44 88 11
77 77 33 55 66 33
Core Evaluation SystemCore Evaluation System LSC DesignLSC Design
1.1. Identify program goalsIdentify program goals2.2. List core evaluation questionsList core evaluation questions3.3. Create data collection matrixCreate data collection matrix4.4. Develop instruments/proceduresDevelop instruments/procedures5.5. Pilot and revise instruments/proceduresPilot and revise instruments/procedures6.6. Projects collect data and incorporate into Projects collect data and incorporate into
their reportstheir reports7.7. HRI prepares cross-site technical reportHRI prepares cross-site technical report
Core Evaluation - Key QuestionsCore Evaluation - Key Questions What is the overall quality of the LSC What is the overall quality of the LSC
professional development activities?professional development activities? What is the extent of school and teacher What is the extent of school and teacher
involvement in LSC activities?involvement in LSC activities? What is the impact of the LSC What is the impact of the LSC
professional development on teacher professional development on teacher preparedness, attitudes, and beliefs about preparedness, attitudes, and beliefs about mathematics and science teaching and mathematics and science teaching and learning?learning?
Core EvaluationCore EvaluationKey Questions (cont.)Key Questions (cont.)
What is the impact of the LSC professional What is the impact of the LSC professional development on classroom practices in development on classroom practices in mathematics and science?mathematics and science?
To what extent are the district and school contexts To what extent are the district and school contexts becoming more supportive of the LSC vision for becoming more supportive of the LSC vision for exemplary mathematics and science education?exemplary mathematics and science education?
What is the extent of institutionalization of high What is the extent of institutionalization of high quality professional development systems in the quality professional development systems in the LSC districts?LSC districts?
Core Evaluation ActivitiesCore Evaluation Activities
Professional Development Observations Professional Development Observations (5-8 per year)(5-8 per year)
Teacher Questionnaires (300 if one Teacher Questionnaires (300 if one subject; 450 if two subjects)subject; 450 if two subjects)
Principal Questionnaires (population)Principal Questionnaires (population) Classroom Observations (10 per subject)Classroom Observations (10 per subject) Individual Teacher Interviews (10; not Individual Teacher Interviews (10; not
conducted baseline data collection year)conducted baseline data collection year)
Lessons Likely to Have a Positive Impact on Lessons Likely to Have a Positive Impact on Students, by Teacher Participation in LSC Students, by Teacher Participation in LSC
Professional DevelopmentProfessional Development
30 29
40
47
6559
4649
63 63
40 41
0
25
50
75
Viewmath/scienceas dynamic
Understandmath/science
concepts
Capacity to doown inquiries
Ability toapply
learning
Self-confidence inmath/science
Interest inmath/science
Percent of Lessons
Lessons Using LSC-Designated Lessons Using LSC-Designated Instructional MaterialsInstructional Materials
32
60
0
25
50
75
Untreated Teachers Treated Teachers
Percent of Lessons
Highly-Rated Lessons, by Highly-Rated Lessons, by Adherence to LSC-Designated Adherence to LSC-Designated
MaterialsMaterials
19
52
61
0
25
50
75
Low Medium High
Percent of Lessons
Highly-Rated Lessons, by Use of Highly-Rated Lessons, by Use of LSC-Designated Materials and LSC-Designated Materials and
TreatmentTreatment
21
41
30
50
0
25
50
75
Not Using LSC Materials Using LSC Materials
Percent of Lessons
F. Joseph MerlinoF. Joseph MerlinoThe Greater Philadelphia Secondary The Greater Philadelphia Secondary
Mathematics ProjectMathematics Projecthttp://www.gphillymath.orghttp://www.gphillymath.org
([email protected])([email protected])
The Phases of Systemic ChangeThe Phases of Systemic Change
Phases of Systemic ChangePhases of Systemic ChangeWithin School DistrictsWithin School Districts
InitiatingInitiating 6-18 months6-18 months ImplementingImplementing 3-5 years3-5 years EnhancingEnhancing 2-3 years2-3 years SustainingSustaining ? ?
Larger System IssuesLarger System Issues
Initiating ChangeInitiating Change Initiating change is essentially an act of persuasion.Initiating change is essentially an act of persuasion. The process starts with central office administrators and The process starts with central office administrators and
continues with district mathematics supervisors, department continues with district mathematics supervisors, department heads, and principals.heads, and principals.
Various options are discussed with accompanying cost Various options are discussed with accompanying cost implications.implications.
A decision to commit to change must be made by the A decision to commit to change must be made by the administration before approaching teachers or school board administration before approaching teachers or school board members.members.
Teachers and school board members are engaged on Teachers and school board members are engaged on parallel tracks.parallel tracks.
Initiating Change (cont.)Initiating Change (cont.) The teacher change process begins with a six-hour The teacher change process begins with a six-hour
protocol where teachers identify (a) learning goals for protocol where teachers identify (a) learning goals for their students, (b) current student progress vis-à-vis their students, (b) current student progress vis-à-vis these learning goals, and (c) obstacles to attaining these learning goals, and (c) obstacles to attaining their goals. their goals.
Selected obstacles (e.g., student motivation) are then Selected obstacles (e.g., student motivation) are then deconstructed. deconstructed.
One-two mini-lessons are conducted with the One-two mini-lessons are conducted with the teachers.teachers.
Teachers assent to try a replacement unit.Teachers assent to try a replacement unit.
Lucy WestLucy West Community School District 2 Community School District 2
New York CityNew York City([email protected])([email protected])
Reconceptualizing Reconceptualizing
Professional DevelopmentProfessional Development
Demographics of Community Demographics of Community School District 2School District 2
23,076 students23,076 students 1,200 teachers1,200 teachers 84 school based administrators (Principals 84 school based administrators (Principals
and Assistant Principals)and Assistant Principals) 16 mathematics coaches 16 mathematics coaches 52 teacher leaders 52 teacher leaders
Demographics of Community Demographics of Community School District 2School District 2
42 schools:42 schools:» 23 Pre K- 523 Pre K- 5thth Grade Grade
» 5 Pre K-85 Pre K-8thth Grade Grade
» 9 Middle Schools 9 Middle Schools 66thth –8 –8thth Grades Grades
» 4 High Schools 4 High Schools 66thth- 12- 12thth Grades Grades
» 1 High School 1 High School 99thth-12-12thth Grades Grades
School size varies (range: 250-1500 School size varies (range: 250-1500 students)students)
Demographics of Community Demographics of Community School District 2School District 2
Ethnic make-upEthnic make-up» 0.3% American Indian or Alaskan Native 33.7% 0.3% American Indian or Alaskan Native 33.7%
Asian (most speak Mandarin or Cantonese)Asian (most speak Mandarin or Cantonese)
» 20.1% Hispanic 20.1% Hispanic
» 12.7% Black/African American12.7% Black/African American
» 33% White33% White
» 0.2%0.2% Unknown Unknown
Demographics of Community Demographics of Community School District 2School District 2
Languages/dialects spoken by students: Languages/dialects spoken by students: more than 100 more than 100
Students qualifying for free or reduced Students qualifying for free or reduced lunch: 60%lunch: 60%
8% overall budget on professional 8% overall budget on professional development in literacy, mathematics and development in literacy, mathematics and science education.science education.
Professional Development MenuProfessional Development Menu
On-site, in classroom, coaching (On-site, in classroom, coaching (Content Focused Content Focused Coaching)Coaching)
Curricula specific workshops (3 per year per grade)Curricula specific workshops (3 per year per grade) Theme based workshops (e.g. fractions through the Theme based workshops (e.g. fractions through the
grades)grades) Technology workshops Technology workshops Lesson StudyLesson Study Inter-visitations within and among schools Inter-visitations within and among schools
(Collaboration Sites)(Collaboration Sites)
Professional Development MenuProfessional Development Menu Accredited Mathematics CoursesAccredited Mathematics Courses Accredited Mathematics Methods CoursesAccredited Mathematics Methods Courses Study groups and planning clustersStudy groups and planning clusters Professional ConferencesProfessional Conferences Principals’ Meetings (monthly-focus on tchg/lrng)Principals’ Meetings (monthly-focus on tchg/lrng) On-site, all staff meetings (monthly-focus tchg/lrng)On-site, all staff meetings (monthly-focus tchg/lrng) Grade level or department meetings--math focusGrade level or department meetings--math focus Institutes on classroom observation (Institutes on classroom observation (Lenses on Learning)Lenses on Learning) Institutes focused on analyzing students’ mathematical Institutes focused on analyzing students’ mathematical
thinking (thinking (DMIDMI))
New Teachers
New to Curriculum Committed
New to Curriculum Compliant
Experienced with
Curriculum
Experienced using different
Curriculum
Teacher Leader
Staff Developer
Content
Phobic FlexiblePedagogy
Teacher Directed
Child CenteredPedagogical Content Knowledge
One Way
Researched Based Math
Specific
Differentiated Professional Development
WorkshopsUnit SpecificTopic Based
CC P K
KLesson StudyElem.MiddleHigh
CCC P
PP
KKK
Collaboration SitesElem.Middle
CC
PP
CoursesSummer Inst.Conferences
CC P
On SiteCFC in ClassroomGrade LevelsAll Staff
CCC
PPP
KK
Administrators
Professional Development On Site Collaboration
•Principal’s Conferences•Content•Standards•Testing•Lesson Planning•Observation
•Lenses on Learning•Content•Observation / Evaluation•Teacher Support
•Goals and Objectives•Scheduling for PD
•Individual•Grade-level•All Staff
•Site Specific Workshops•Co-observation•Parent Events
District Trend: Current Grade 5District Trend: Current Grade 5
District Trend:Current Grade 5
7.5%
25.2%
37.4%
29.9%
3.6%
18.3%
41.2%
36.9%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
Level 1 Level 2 Level 3 Level 4
2000
2001
Percent of Students Scoring At or Above Standards Percent of Students Scoring At or Above Standards in Grade 4in Grade 4
Percent of Students Scoring in Levels 3 and 4Grade 4
78.1%
51.8%
75.9%75.8%
46.2%49.7%
65.0%66.7%69.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
1999 2000 2001
District 2
New York City
New York State
Grade 4: Students Not Approaching Standards Grade 4: Students Not Approaching Standards (Level 1)(Level 1)
Grade 4: Students Not Approaching Standard (Level 1)
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
6.0%
7.0%
8.0%
1999 2000 2001
Grade 4
Percent of Students Scoring in Levels 3 & 4: Grade 8Percent of Students Scoring in Levels 3 & 4: Grade 8
Percent of Students Scoring in Levels 3 & 4 Grade 8
22.8%
53.2%52.4%
49.8%
53.9%
60.1%
55.7%
22.6%22.8%
37.9% 40.4% 39.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
1999 2000 2001
District 2
District 26
New York City
New York State
District Trend: Students Meeting Standards by GradeDistrict Trend: Students Meeting Standards by Grade
District Trend: Students Meeting Standards
By Grade
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
1999
2000
2001
Third Grade Addition FactsThird Grade Addition Facts
Third Grade Addition Facts
67%
9% 6% 5% 5% 5% 2% 1% 0% 0%0%10%20%30%40%50%60%70%80%90%100%
Percent Correct
Fourth Grade Addition FactsFourth Grade Addition Facts
Fourth Grade Addition Facts
92%
6% 0% 1% 0% 0% 0% 0% 0% 0%0%10%20%30%40%50%60%70%80%90%100%
Percent Correct
Fifth Grade Multiplication FactsFifth Grade Multiplication Facts
Fifth Grade Multiplication
65%
11% 10% 7% 5% 1% 1% 0% 0% 0%0%
10%
20%
30%40%
50%
60%
70%
Percent Correct
Professional ImprovementsProfessional Improvements
Alignment between curriculum, assessment Alignment between curriculum, assessment and pedagogyand pedagogy
Common curriculum across schools and Common curriculum across schools and gradesgrades
Curriculum builds from year to year--less Curriculum builds from year to year--less need for repetitionneed for repetition
Professional ImprovementsProfessional Improvements
Large majority of teachers using adopted Large majority of teachers using adopted materials (Investigations, CMP, MMOW)materials (Investigations, CMP, MMOW)
Planning now focuses on content and on Planning now focuses on content and on student prior knowledgestudent prior knowledge
Planning now focuses on student Planning now focuses on student understanding--partial knowledge, understanding--partial knowledge, confusions, misconceptionsconfusions, misconceptions
Collaborative planning happens regularlyCollaborative planning happens regularly
Professional ImprovementsProfessional Improvements
Lesson study is a common format in short Lesson study is a common format in short and long term among teacher leadersand long term among teacher leaders
Inter-visitations among teachers within and Inter-visitations among teachers within and across schools common occurrenceacross schools common occurrence
Skill level in observation of lessons improved Skill level in observation of lessons improved with use of lenses on learningwith use of lenses on learning
Principals and staff developers collaborate on Principals and staff developers collaborate on long and short term planning for capacitylong and short term planning for capacity
Professional ImprovementsProfessional Improvements
Literacy and science staff developers Literacy and science staff developers beginning to use content focused coaching beginning to use content focused coaching
Common language and tools across the Common language and tools across the district leading to more coherence in district leading to more coherence in student experiencesstudent experiences
Classroom discourse includes student-to-Classroom discourse includes student-to-student discussion of important student discussion of important mathematical ideasmathematical ideas