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Beyond the MSP: Project ALPHA’s Strategies for Institutional Change

Beyond the MSP: Project ALPHA’s Strategies for Institutional Change. CAMSP Learning Network Meeting April 4, 2011. Project ALPHA Staff. Dawn Esqueda and Lorena Ponciano, Math Coaches Tor Ormseth, Project Director Susanna Smith, Assistant Superintendent (PI) El Rancho USD

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Beyond the MSP: Project ALPHA’s Strategies for Institutional Change

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  1. Beyond the MSP:Project ALPHA’s Strategies for Institutional Change CAMSP Learning Network Meeting April 4, 2011 Algebra Preparedness for Higher Achievement

  2. Project ALPHA Staff Dawn Esqueda and Lorena Ponciano, Math Coaches Tor Ormseth, Project Director Susanna Smith, Assistant Superintendent (PI)El Rancho USD David Pagni (Co-PI) and Harris Shultz, IHE PartnersCSU Fullerton Heejeong Lim, Mark Ellis, Natalie TranResearch Team, CSU Fullerton Algebra Preparedness for Higher Achievement

  3. Overview • Background information • Student and teacher outcomes • Strategies for institutional change: • Curriculum and instruction • Assessment • Professional Development: Collaboration • Administration • Parent Partnerships Algebra Preparedness for Higher Achievement

  4. Project ALPHA & El Rancho USD • Cohort 1 (04-07) & Research Cohort (08-11) • El Rancho Unified School District: • Approximately 10,500 students • 8 elementary, 3 middle, 2 high schools • 98% Latino, 30% EL, 68% Free/reduced lunch • Cal State Fullerton Mathematics Department • Gr. 3-Algebra I Teachers (N=41) • 80-hour summer intensive • 24-hour follow-up (classroom coaching & “Math Study” meetings) Algebra Preparedness for Higher Achievement

  5. Algebra Preparedness for Higher Achievement

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  10. Institutional Change • What we mean by it… • Evolution of policies and practices to support implementation of project goals at site and district level • Why it’s important… • Bridge from small group of project teachers to entire school staff • Changes in school and district culture to support ongoing improvement and innovation Algebra Preparedness for Higher Achievement

  11. Curriculum and Instruction • Key Change: • Standards-driven • Balanced approach to teaching • Focus on broadening math opportunities • Strategies: • Templates (planning, problem-solving) • Project participants as models and facilitators • Leveraging high-level implementers Algebra Preparedness for Higher Achievement

  12. Assessment • Key Changes: • Alignment with standards • Written response items • Data analysis to inform instruction • Strategies: • Project participants & coaches  MCC  Design, implementation and analysis of benchmark exams Algebra Preparedness for Higher Achievement

  13. PD: Collaborative Model • Key Changes: • Specific grade-level math content • “Backward mapping” • Long-term commitment • Facilitated by teachers for teachers • Strategies: • Coordination with principals • Develop leadership network • Classroom coaching as model Algebra Preparedness for Higher Achievement

  14. Administration • Key Changes: • Understanding of instructional goals • Commitment to collaborative model • Strategies: • Buy-in at district level • Presentations, in-service for principals • On-going communication • Classroom observation guidelines (proposed) Algebra Preparedness for Higher Achievement

  15. Parent Partnership • Key Changes: • Content focus for parent involvement • Parents join teachers as facilitators of student understanding • Strategies: • Project participants develop and implement Parent Math Nights as part of follow-up hours Algebra Preparedness for Higher Achievement

  16. 3-Year Institutional Change Strategy • Summer Institute Leadership Strand: • Year 1: Teachers learn • Year 2: Teachers learn about sharing • Year 3: Teachers share • Organizational Strategies: • Mathematics Curriculum Council • Coordination with administrators • Communication: Website and newsletter Algebra Preparedness for Higher Achievement

  17. Discussion Algebra Preparedness for Higher Achievement

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