K-12 Mathematics in Rapid City

Longitudinal Findings from Project PRIME

Ben Sayler & Susie Roth

November 5, 2009

Project PRIME• Partnership of Rapid City Area Schools,

Black Hills State University, TIE, & Inverness Research

• Funded by National Science Foundation - Math and Science Partnership

• Cohort 1; Began fall 2002; Funded through summer 2010

Project Goals1. Improve student achievement for

all K-12 students in RCAS

2. Increase and sustain the quality of K-12 teachers of mathematics

Objectives1. Raise student achievement

2. Reduce achievement gap between American Indian and non-American Indian students

3. Reduce number of students taking non-college prep / Increase number taking upper-level math

4. Improve K-12 mathematics instruction

5. Improve teacher preparation at BHSU

PRIME's ApproachProfessional Development (100 hrs)

• Building-based Support– Elementary Teacher Leaders

– Secondary Math Coaches

• District-wide Classes– Deepening teacher content knowledge

– Understanding student thinking

– Instructional materials

Professional Development

Changes in teacher beliefs, content knowledge, and understanding of

student thinking

Changes in Classroom Practice

Improved Student Attitudes, Increased Achievement, Pursuit of

Higher-level Math Classes

Additional Components

Family Nights

Professional development for principals

Focus on data

Session Overview• Inverness Report

• Additional Data

• District Perspectives

Inverness Research Associates• National leader in the evaluation of

K-12 mathematics

• In-depth studies of hundreds of district improvement efforts nationwide

• Called to testify before Congress; author of authoritative reports for National Science Foundation and other national audiences

PRIME Leadership & Evaluation

Meeting

Inverness ResearchBecky Carroll

& Pam TambeAugust 17, 2009

Edited for Presentation to RCAS School BoardNovember 5, 2009

Meeting Overview Purposes1) To present a multi-year perspective on the

contributions of the PRIME Project and the capacities that remain

2) To consider implications for sustaining the accomplishments and future improvement efforts

Data Sources Spring 2009 Site Visit- 5 Elementary, 2 Middle, 2 High Schools- 34 Classroom Observations- Teacher Focus Groups- Administrator Interviews- Parent Meeting

Previous Site Visits back to 2003- Classroom observations- Student focus groups- Interviews

Mathematics Teaching and Learning: Elementary Level

2004 Characteristics: Range of instruction Mix and uneven use of

instructional materials Range of school contexts and

supports Less emphasis on student

thinking and conceptual development

Some engagement in meaningful work

Some opportunity for students to clarify and articulate their mathematical thinking

2009 Characteristics: Consistent, effective,

purposeful instruction Strong implementation of Investigations

Students actively engaged in content and problem solving

Students demonstrating conceptual understanding, number skill, fluency

Sophisticated problem solvers

Classroom Observation Protocol

Developed for evaluation of projects funded by National Science Foundation

Trained and calibrated researchers

Scale: 1 - Ineffective Instruction

5 - Exemplary Instruction

Mathematics Teaching and Learning: Elementary Classroom Observation Ratings

Elementary Ratings Comparisons 2004 to 2009

0%

10%

25%

10% 10%

45%

0%0%

14% 14%

0%

14%

29% 29%

0%5%

10%15%20%25%30%35%40%45%50%

1B 2 3L 3S 3H 4 5Capsule Ratings

2004 2009

Comparison Ratings RCAS Elementary Ratings Compared to

Inside the Classroom Study, 2003 (National Sample)

18%

27% 27%

10%

6%8%

4%

0%

14% 14%

0%

14%

29% 29%

0%

5%

10%

15%

20%

25%

30%

35%

40%

1 2 3L 3S 3H 4 5Capsule Rating

ITC Study 2009 RCAS

Mathematics Teaching and Learning: Secondary Level

2005 Characteristics: Range in lesson quality Some attempts at more

student centered classrooms

Mostly teacher-centered instruction and student worksheets as a central component of the lessons

2009 Characteristics: Range in lesson quality

More instances of students working in groups and focus on student thinking

Increased use of Standards-based instructional materials

Mathematics Teaching and Learning: Secondary Classroom Observation Ratings

Secondary Ratings Comparisons2005 to 2009

0%

60%

10% 10%

0%

20%

0%

14%7% 7%

29%29%

7%7%

0%

10%

20%

30%

40%

50%

60%

70%

1 2 3L 3S 3H 4 5

2005 2009

Comparison RatingsRCAS Secondary Ratings Compared to Inside

the Classroom Study

39%

30%

17%

6%3% 5%

14%

29% 29%

7% 7% 7% 7%

0%5%

10%15%20%25%30%35%40%45%

1 2 3L 3S 3H 4 5Capsule Ratings

ITC HS 2009

Multi-year PerspectiveK-12 Mathematics Teaching Summary At the elementary level

-consistent, steady progress towards a coherent K-5 program with effective and accomplished mathematics teaching and learning-focus now on sustainability

At the secondary level-some progress has been made-there are pockets of effective, constructivist teaching-reaching a critical juncture

The Relationship between Lesson Quality and District Capacity

a clear vision for elementary mathematics teaching and learning consistent with national standards and research,

a direct and explicit message from top district administrators about the nature and direction of elementary mathematics,

the adoption and implementation of high-quality, research-based curriculum materials,

professional development for classroom teachers and on-going classroom support from teacher leaders around mathematics content, pedagogy, and the specific instructional materials,

ongoing professional development and support for teacher leaders led by the elementary math coordinator, and

principals knowledgeable about and supportive of math improvement efforts.

Current District Capacity for Improving Mathematics Education

Vision Leadership

-Administrators -Math Coordinators-Teacher Leaders and Math Coaches

Instructional Materials & Assessments Professional Development Partnerships

Summary PRIME has resulted in critical capacities at all levels of

the system that can be sustained and capitalized on.

Much progress has been made

Still work to be done to build a coherent K-12 mathematics program

Opportune time for the district

Implications How do we sustain and build on the work

of PRIME?

How does the PRIME effort transition from an outside-funded project to an ongoing program infrastructure supporting the improvement of K-12 mathematics?

Key Elements to Sustainability andContinued Growth Vision

- a clear, coherent message about the direction and qualities of K-12 mathematics teaching and learning

Leadership- To be sustained and built on:Administrators Math CoordinatorsTeacher Leaders and Math Coaches

Key Elements to Sustainability andContinued Growth LeadershipAreas for potential future investment:

- same level of investment and focus on building level support at secondary - additional support for building-level administrators on instructional leadership for mathematics

Key Elements to Sustainability andContinued Growth (continued) Instructional Materials & AssessmentsTo be sustained and built on:

- Investigations at elementary- refine the elementary report card

Areas for potential future investment:- clear direction for materials at secondary(adoption in two years – critical time)

Key Elements to Sustainability andContinued Growth (continued) Professional DevelopmentTo be sustained and built on:

- classes that help teachers learn how to teach with specific curricular materials- classes that help teachers continue to develop their own knowledge of mathematics and how students learn mathematics

Key Elements to Sustainability andContinued Growth (continued) Professional DevelopmentAreas for potential future investment:

- classes that help teachers best serve Native American students in mathematics- supports for continued professional development for teacher leaders and coaches, and for new hires

Key Elements to Sustainability andContinued Growth (continued) PartnershipsTo be sustained and built on:

- expertise of TIE and BHSU in ways that support the vision and direction of K-12 mathematics

Growth in Teacher Content & Pedagogical Content

-1.5

-1

-0.5

0

0.5

1

1.5

2

Pre-test (2004) Post-test (2006)Tota

l Sca

le S

core

(0 =

Nat

'l Av

erag

e)

Pre Post

Sample of 46 teachers having completed 80 hours of PRIME coursework, on average, between pre and post-tests. Cohen's effect size = 1.0 (0.2 is small, 0.5 medium, 0.8 large)

Rapid City Area Schools Dakota STEP - Mathematics

All Grades

0%

10%

20%

30%

40%

50%

60%

70%

80%

2003 2009

% P

rofic

ient American

Indian

All Students

District PerspectivesThe challenge of changeA road map for the futureTaking actionStriving for system improvementCause for optimism

Comments & Questions