Kirby School District 140Everyday Mathematics (EM) and Science Program

Research and Evaluation of Mathematics and Science

Implementation

CEMSE BackgroundWho is CEMSE?• The Center for Elementary Mathematics and Science Education

(CEMSE) at the University of Chicago

What is CEMSE’s Research About?• Supports high quality mathematics and science instruction and

learning for all students.

• Committed to generating useful and practical information for educators and developing evidence-based understandings that can advance the field.

What is the REMSI project?• The Research and Evaluation of Mathematics and Science

Implementation (REMSI) project coordinates three funded projects into a single effort to accomplish the following goals:

– Measure the implementation of EM and science programs and share findings with schools and districts

– Identify the factors that affect EM and science program implementation and sustainability

– Create reliable, valid instruments for measuring the use of Everyday Mathematics (EM) and science curricula

REMSI Project Overview

Data Collection will occur from Fall 2011 – Spring 2014 (3 years) in several sites, including the following:

• Champaign, IL• Evanston, IL• Seattle, WA • Tinley Park, IL• Stamford, CT• Chicago, IL

This year (2011-12) is Project Year 1.

What are we measuring?We measure program implementation based on the following:

1. Critical components – the essential elements of the EM and Science programs

2. Factors/Attitudes – the elements other than the EM or science program itself that affect implementation

Note: Our philosophy is that there is not one “correct” way to use a program. Our goal is to understand how a program is being used and why.

What are we measuring?1. Critical components - the essential elements of the EM and

science programs

REMSI’s framework distinguishes between two broad types of Critical ComponentsInteractional Critical ComponentsExamples: teacher facilitating discussion, teacher use of assessment to informinstruction, students demonstrate autonomy, students take risks

http://everydaymath.uchicago.edu/

Structural Critical ComponentsExamples: order of the lessons, presence of materials, inclusion of all lesson parts, content backgroundinformation, national standard benchmarks information

http://sitemaker.umich.edu/stebbinskristin/

• Elements of the environment – Inside the organization (e.g., communication, collaboration, resource allocation)– Outside the organization (e.g., political external climate, networks)

• Individual and organizational characteristics (e.g., motivation, leadership, innovativeness)

• Opportunities for learning and their utility

• Fit between the program and with current practice, values, and needs

• Perceptions about the program (e.g., visibility, adaptability, ease of use)

What are we measuring?2. Factors/Attitudes – the elements other than the EM or science

program itself that affect implementation

Data Collection Overview

• Online Questionnaires: All teachers, principals, and students (grades 3-5) in all 5 elementary schools will be invited to participate in online questionnaires.

• On-Site Data Collection:

All schools will also participate in on-site data collection (observations, interviews, focus groups). Not all teachers and students will necessarily participate in all activities.

Year 1: Online Questionnaires

In Year 1:• All teachers will complete the following:

• Teacher EM Instruction Questionnaire (winter and spring)• Spring date TBD

• Teacher EM Attitude Questionnaire (winter and spring)

In winter and spring, teachers who complete the questionnaires are eligible for a cash drawing:

• 2 prizes: $100 • 1 prize: $250• 1 prize: $500

Year 1: On-Site Data Collection

Year 1 (April 30-May 8): • 6 teachers per school (1 per grade) will participate in:

• 1 EM observation • 4 EM instruction logs• 1 EM interview

• 6 teachers per school (1 per grade) will participate in • 1 EM focus group

• School principals will be interviewed• Students (grades 3-5) will participate in focus groups

Teachers will be compensated:• $50 for completing 4 logs • $25 for participating in a focus group • $50 for completing an interview

Spring 2012 Schedule

• Monday, April 30: Christa McAuliffe Elementary • Tuesday, May 1: Helen Keller Elementary• Wednesday, May 2: Fernway Park Elementary• Thursday, May 3: (make-up day)

• Monday, May 7: John A. Bannes Elementary• Tuesday, May 8: Millennium Elementary• Wednesday, May 9: (make-up day)

Data Collection: Years 2 and 3

Year 2: Same as Year 1, with Additional Data Collection• All teachers will take one science instruction

questionnaire• More teachers will participate in observations and

complete logs (EM and science)• Students (grades 3-5) will complete two online

questionnaires – Student EM Questionnaire– Student Science Questionnaire

Year 3: Same as Year 1

Questions?

Amy Cassata Email: acassata@uchicago.edu

Sarah RandEmail: srand@uchicago.edu

Access this presentation at the CEMSE - Researchers Without Borders Website:www.researcherswithoutborders.org/kirby