Improving Teacher Knowledge and Student Performance through Synergistic Partnering Karen Cerwin K-12 Alliance/WestEd kce

1. Welcome Improving Teacher Knowledge and Student Performance through Synergistic Partnering Karen Cerwin K-12 Alliance/WestEd kcerwin@wested.org Kevin Erickson Project Director Terry Vendlinski, UCLA CREST Evaluation Team vendlins@ucla.edu K-12 Alliance/WestEd ‘11

2. Success in Understanding Math (CAMSP) Partners • Coachella Valley Unified School District • College of the Desert Community College • California State University, San Bernardino • WestEd/K-12 Alliance • Technical Assistance Terry Vindlinski K-12 Alliance/WestEd ‘11

3. DISTRICT CONTEXT • 92 % ESL • 87% Free and Reduced Lunch • 60 grades 3-Algebra Treatment teachers (4 math majors) • Comparison teachers completed LMT as part of end of year check-out K-12 Alliance/WestEd ‘11

4. Anecdotal Observations of Secondary Context • Teacher self-selection included majority of teachers with less than 4 years of experience (secondary) • Teaching assignment practices place newer teachers in highest need classes. • Students were randomly assigned treatment or control. • During year two of the project algebra was reduced from two periods to one K-12 Alliance/WestEd ‘11

5. Theory of Action • Summer Institute (8 days) Content and Pedagogy • School Year Institute 4 Days Lesson Study 3 Afterschool Meetings • One Cohort for three years K-12 Alliance/WestEd ‘11

6. Foundational Tenets of Program • Summer institute models high quality instruction focused on understanding mathematics • Lesson Studies focus on identifying learning goals, designing explorations of concept (s), analyzing student work, and redesigning instruction. K-12 Alliance/WestEd ‘11

7. Sustainability • Teacher Leaders/Facilitators trained to continue lesson study program • Teacher Leader /Facilitators supported by multi-year statewide trainings (9 days per year) K-12 Alliance/WestEd ‘11

8. Teacher Changes • There were no significant treatment / control teacher differences on NCO LMT pre-measures • Grade 3 – 6 Control teachers showed no significant differences after two years. • Grade 3 – 6 teachers showed significant NCO gains • Grade 7 – 9 teachers probably had significant NCO / gains (~ .4 SD). K-12 Alliance/WestEd ‘11

9. Student Results - District Benchmarks • In grades 3 – 6, only grade 4 students showed significant pre to post gains (relative to control) on benchmark. All other trends, except Gr. 3, positive. • Grade 7 pre-algebra, and Grade 8 algebra treatment students performed significantly better on final benchmark than control. K-12 Alliance/WestEd ‘11

10. Student Results - CSTs • In grades 3 – 6, only grade 4 students showed significantly higher CST scores (relative to control). All other trends, except Gr. 3, positive. • In grade 4, 64.3% of treatment students scored proficient or above, while 52.3% in control score at these levels.

11. Student Results - CSTs • Treatment students in 7th grade math and 8th grade Algebra significantly outperformed their peers in the control classes. • 73% of treatment 7th grade math and 69% of 8th grade algebra students scored at or above proficient; only 38% and 25% in the respective control conditions scored at or above proficient

12. YEAR THREE PROGRAM ALTERATIONS • GRADE THREE CONTENT DISCUSSIONS ON NUMBER SENSE • USE OF STUDENT WORK PROTOCOLS TO SUSTAIN ANALYSIS OF STUDENT WORK