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Carol Fry Bohlin California State University, Fresno STEPSS (Visalia Unified School District) (carolb@csufresno.edu). Session purpose/overviewSpeaker introductionsModerated question and answer period. Diane M. Spresser National Science Foundation Arlington, Virginia (dspresse@nsf.gov) . Any o
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1. Effective Models for Designing and Implementing Standards-based Reform of K-12 Mathematics Carol Fry Bohlin
Diane Spresser
F. Joseph Merlino
Lucy West
2. Carol Fry BohlinCalifornia State University, FresnoSTEPSS (Visalia Unified School District)(carolb@csufresno.edu) Session purpose/overview
Speaker introductions
Moderated question and answer period
3. Diane M. SpresserNational Science FoundationArlington, Virginia (dspresse@nsf.gov) Any opinions expressed are those of the presenter and do not necessarily reflect the opinions of the National Science Foundation.
4.
National reports in mid-80’s through early 1990’s highlighted deficiencies in mathematics education and called for curricular reforms “aimed at ensuring all students the opportunity to acquire a dynamic form of mathematical literacy which will enable them to participate as informed citizens and productive workers in a rapidly changing technological society” (NSF, 1991).
5. Systemic Background 1991 NSF 91-105
Statewide Systemic Initiatives in Science,
Mathematics, and Engineering Education
1993 NSF 93-67
Urban Systemic Initiative
1994 NSF 94-34
Rural Systemic Initiative
7. Local Systemic Change (LSC) Sequence (cont.) NSF 98-53
Special Solicitation Local Systemic
Change through Teacher Enhancement in Science, Grades 6-12
NSF 00-99 Elementary, Secondary, and Informal Education - Program Announcement
Student Achievement
Pilot LSC Projects
9. Components of all LSC Projects Shared comprehensive vision; active partnerships among stakeholders
Long-term professional development-minimum 100 hours-for all teachers of science or mathematics at targeted grade levels, with emphasis on the enhancement of disciplinary knowledge and pedagogical skills
10. Components of all LSC Projects (cont.) Implementation of exemplary, comprehensive SMT instructional materials for use in all classrooms to impact all students at the targeted grade levels
Alignment of professional development, instructional materials, and school policy and practice
11. Components of all LSC Projects (cont.) Framework for data collection provided by NSF
Required cost share/commitment of resources on behalf of districts
Maximum request for award determined by total number of teachers participating in 100/130 hours of professional development
12. LSC Program Logic
13. LSC Projects by Cohort
14. Core Evaluation System LSC Design Identify program goals
List core evaluation questions
Create data collection matrix
Develop instruments/procedures
Pilot and revise instruments/procedures
Projects collect data and incorporate into their reports
HRI prepares cross-site technical report
15. Core Evaluation - Key Questions What is the overall quality of the LSC professional development activities?
What is the extent of school and teacher involvement in LSC activities?
What is the impact of the LSC professional development on teacher preparedness, attitudes, and beliefs about mathematics and science teaching and learning?
16. Core EvaluationKey Questions (cont.) What is the impact of the LSC professional development on classroom practices in mathematics and science?
To what extent are the district and school contexts becoming more supportive of the LSC vision for exemplary mathematics and science education?
What is the extent of institutionalization of high quality professional development systems in the LSC districts?
17. Core Evaluation Activities Professional Development Observations (5-8 per year)
Teacher Questionnaires (300 if one subject; 450 if two subjects)
Principal Questionnaires (population)
Classroom Observations (10 per subject)
Individual Teacher Interviews (10; not conducted baseline data collection year)
18. Lessons Likely to Have a Positive Impact on Students, by Teacher Participation in LSC Professional Development
20. Highly-Rated Lessons, by Adherence to LSC-Designated Materials
21. Highly-Rated Lessons, by Use of LSC-Designated Materials and Treatment
22. F. Joseph MerlinoThe Greater Philadelphia Secondary Mathematics Projecthttp://www.gphillymath.org(merlino@lasalle.edu) The Phases of Systemic Change
23. Phases of Systemic ChangeWithin School Districts Initiating 6-18 months
Implementing 3-5 years
Enhancing 2-3 years
Sustaining ?
Larger System Issues
24. Initiating Change Initiating change is essentially an act of persuasion.
The process starts with central office administrators and continues with district mathematics supervisors, department heads, and principals.
Various options are discussed with accompanying cost implications.
A decision to commit to change must be made by the administration before approaching teachers or school board members.
Teachers and school board members are engaged on parallel tracks.
25. Initiating Change (cont.) The teacher change process begins with a six-hour protocol where teachers identify (a) learning goals for their students, (b) current student progress vis-ŕ-vis these learning goals, and (c) obstacles to attaining their goals.
Selected obstacles (e.g., student motivation) are then deconstructed.
One-two mini-lessons are conducted with the teachers.
Teachers assent to try a replacement unit.
26. Lucy West Community School District 2 New York City(Lucywest18a@aol.com) Reconceptualizing
Professional Development
27. Demographics of Community School District 2 23,076 students
1,200 teachers
84 school based administrators (Principals and Assistant Principals)
16 mathematics coaches
52 teacher leaders
28. Demographics of Community School District 2 42 schools:
23 Pre K- 5th Grade
5 Pre K-8th Grade
9 Middle Schools 6th –8th Grades
4 High Schools 6th- 12th Grades
1 High School 9th-12th Grades
School size varies (range: 250-1500 students)
29. Demographics of Community School District 2 Ethnic make-up
0.3% American Indian or Alaskan Native 33.7% Asian (most speak Mandarin or Cantonese)
20.1% Hispanic
12.7% Black/African American
33% White
0.2% Unknown
30. Demographics of Community School District 2 Languages/dialects spoken by students: more than 100
Students qualifying for free or reduced lunch: 60%
8% overall budget on professional development in literacy, mathematics and science education.
31. Professional Development Menu On-site, in classroom, coaching (Content Focused Coaching)
Curricula specific workshops (3 per year per grade)
Theme based workshops (e.g. fractions through the grades)
Technology workshops
Lesson Study
Inter-visitations within and among schools (Collaboration Sites)
32. Professional Development Menu Accredited Mathematics Courses
Accredited Mathematics Methods Courses
Study groups and planning clusters
Professional Conferences
Principals’ Meetings (monthly-focus on tchg/lrng)
On-site, all staff meetings (monthly-focus tchg/lrng)
Grade level or department meetings--math focus
Institutes on classroom observation (Lenses on Learning)
Institutes focused on analyzing students’ mathematical thinking (DMI)
35. District Trend: Current Grade 5
36. Percent of Students Scoring At or Above Standards in Grade 4
37. Grade 4: Students Not Approaching Standards (Level 1)
38. Percent of Students Scoring in Levels 3 & 4: Grade 8
39. District Trend: Students Meeting Standards by Grade
40. Third Grade Addition Facts
41. Fourth Grade Addition Facts
42. Fifth Grade Multiplication Facts
43. Professional Improvements Alignment between curriculum, assessment and pedagogy
Common curriculum across schools and grades
Curriculum builds from year to year--less need for repetition
44. Professional Improvements Large majority of teachers using adopted materials (Investigations, CMP, MMOW)
Planning now focuses on content and on student prior knowledge
Planning now focuses on student understanding--partial knowledge, confusions, misconceptions
Collaborative planning happens regularly
45. Professional Improvements Lesson study is a common format in short and long term among teacher leaders
Inter-visitations among teachers within and across schools common occurrence
Skill level in observation of lessons improved with use of lenses on learning
Principals and staff developers collaborate on long and short term planning for capacity
46. Professional Improvements Literacy and science staff developers beginning to use content focused coaching
Common language and tools across the district leading to more coherence in student experiences
Classroom discourse includes student-to-student discussion of important mathematical ideas