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March 20, 2007 Presented by Dr. David Pagni and Dr. Dianne DeMille taselm.fullerton

Effective Professional Development for Mathematics Leaders: Lessons Learned from Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M). March 20, 2007 Presented by Dr. David Pagni and Dr. Dianne DeMille http://taselm.fullerton.edu. Professional Learning Community (PLC).

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March 20, 2007 Presented by Dr. David Pagni and Dr. Dianne DeMille taselm.fullerton

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  1. Effective Professional Developmentfor Mathematics Leaders:Lessons Learned from Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) March 20, 2007 Presented by Dr. David Pagni and Dr. Dianne DeMille http://taselm.fullerton.edu

  2. Professional Learning Community (PLC) • On a scale of 4 to 1 • Where are you in your knowledge about Professional Learning Communities? 4 = I have implemented PLC’s and striving to help them work to their capacity 3 = I know what they are and am trying to implement PLC’s in my work 2 = I’ve heard of them - But haven’t been involved in developing them. 1 = No knowledge - What are they?

  3. Dialogue About PLC’s • What do you know about PLC’s? • What have you learned from your own experience that you can share with others in your group?

  4. AGENDA • What is TASEL-M? • Goals and Objectives of TASEL-M • Closing the Gap • CAHSEE • Enrollment in Upper Level Mathematics • Activities that Support Change • Collaboration • Increase Teacher Pedagogical Content Knowledge (PCK) • Lessons Learned Prepared by Orange County Department of Education - Dr. Dianne DeMille

  5. Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) • January 1, 2003 through June 30, 2008 • $6.5 million over 5 years National Science Foundation (NSF) Math Science Partnership (MSP) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  6. Referred to as TASEL-M Districts for this presentation. Partnership to Promote Student Learning • Work within 4 Orange County Districts • 2 Unified School Districts • 1 Elementary School District • 1 Union High School District • Full Mathematics Departments • 4 Specific High Schools • Their 7 Feeder Middle Schools • 3 Continuation High Schools • Mathematics Coaches • 4 Full Time Coaches • Mathematics Faculty from CSUF • 5 Mathematics Professors • Coordinators from OCDE • 1 Mathematics Coordinator • 1 EL Coordinator Prepared by Orange County Department of Education - Dr. Dianne DeMille

  7. TASEL-MPartners Orange County Department of Education (OCDE) • Buena Park Cluster • Buena Park High School • Buena Park Junior High School • LaVista High School • Los Amigos Cluster • Los Amigos High School • Fitz Intermediate School • Irvine Intermediate School • Hare High School • Orange Cluster • Orange High School • Portola Middle School • Yorba Middle School • Richland High School • Santiago Cluster • Santiago High School • Walton Intermediate School • Doig Intermediate School • Hare High School California State University, Fullerton Mathematics Department (CSUF) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  8. Who is the Target Audience? • 130 mathematics teachers • 9,787 high school students • 6,536 middle school/junior high school students • 67% Hispanic Students • 14% Asian • 10% White (not Hispanic) • 51% English Learners • 65% Free and Reduced Lunch Prepared by Orange County Department of Education - Dr. Dianne DeMille

  9. TASEL-M Goals/Objectives • Goals • To improve mathematics achievement through deep analysis of school data • To increase the mathematics achievement for all students on • California Standards Test (CST) • California High School Exit Exam (CAHSEE) • Entry Level Mathematics (ELM) for CSU • Objectives • Mathematics scores will close the gap to the state • average • 10th Grade (CAHSEE) for Hispanic and EL students passing • Increase enrollment for TASEL-M students taking • advanced mathematics classes (Algebra II and above) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  10. What Did You Notice About the TASEL-M Project From This Video?

  11. 10th Grade CAHSEEAll StudentsResults Over 4 Years for Students in TASEL-M Classrooms Since 7th Grade • Pass Rates for All Students • Closing the Gap to the districts with TASEL-M high schools and Orange County students • Surpassing the pass rates for California high schools Prepared by Orange County Department of Education - Dr. Dianne DeMille

  12. +15.9%age pts 85.6 7.1 %age pt gap 78.5 +23.1 %age pts 69.7 14.3 %age pt gap 55.4 TASEL-M high schools (TM) are closing the gap for all 10th grade Students passing the California High School Exit Exam (CAHSEE) to the districts that include TASEL-M high schools as well as additional high schools. They are also closing the gap to the passing rate for Orange County students. Additionally, the passing rate for TASEL-M high schools (TM) is higher than all California high schools for all students. CAHSEE - Grade 10 All Students Students in TASEL-M Classrooms Since 7th Grade

  13. 10th Grade CAHSEEHispanic StudentsResults Over 4 Years for Students in TASEL-M Classrooms Since 7th Grade • Pass Rates for Hispanic Students • Closing the Gap to the districts with TASEL-M high schools • Surpassing the pass rates for California and Orange County high schools Prepared by Orange County Department of Education - Dr. Dianne DeMille

  14. +33%age pts 74.9 +37.2 %age pts 74.5 41.9 37.3 TASEL-M high schools (TM) are closing the gap for all 10th grade Hispanic Students passing the California High School Exit Exam (CAHSEE) to the districts that include TASEL-M schools as well as additional high schools. They have also surpassed the passing rate for all Orange County and California high schools. CAHSEE - Grade 10 Hispanic Students Students in TASEL-M Classrooms Since 7th Grade

  15. CAHSEE - Grade 10 Hispanic Students in TASEL-M Classrooms Since 7th Grade TASEL-M high schools (TM) are closing the gap for all 10th grade Hispanic Students passing the California High School Exit Exam (CAHSEE) to the districts that include TASEL-M schools as well as additional high schools. They have also surpassed the passing rate for all Orange County and California high schools.

  16. 10th Grade CAHSEEEnglish LearnersResults Over 4 Years for Students in TASEL-M Classrooms Since 7th Grade • Pass Rates for English Learners • Closing the Gap to the districts with TASEL-M high schools • Surpassing the pass rates for California and Orange County high schools Prepared by Orange County Department of Education - Dr. Dianne DeMille

  17. +29.9 %age pts 63.1 +28 %age pts 59.4 35.1 29.5 TASEL-M high schools (TM) are closing the gap for all 10th grade English Learners Students passing the California High School Exit Exam (CAHSEE) to the districts that include TASEL-M schools as well as additional high schools. They have also surpassed the passing rate for all Orange County and California high schools. CAHSEE - Grade 10 EL Students in TASEL-M Classrooms Since 7th Grade

  18. CAHSEE - Grade 10 EL Students in TASEL-M Classrooms Since 7th Grade TASEL-M high schools (TM) are closing the gap for all 10th grade English Learners Students passing the California High School Exit Exam (CAHSEE) to the districts that include TASEL-M schools as well as additional high schools. They have also surpassed the passing rate for all Orange County and California high schools.

  19. TASEL-M Goal/Objective • Goal • To increase numbers of students enrolled in upper level mathematics classes. • Objective • The number of students taking advanced mathematics classes (Algebra II and above) will increase by 39.5%. Prepared by Orange County Department of Education - Dr. Dianne DeMille

  20. An increase of 39.6% 24.3 20.3 17.4 16.1 TASEL-M schools are showing increasing enrollment in higher-level mathematics courses, especially in comparison to the districts they are in, the county, and the state. Our goal is to increase enrollment by 39.5%. At year 4, TASEL-M schools have increased enrollment in these classes by 39.6%. Upper Level Courses Hispanic Students

  21. TASEL-M Goals/Objectives • Goals • To engage teachers to work collaboratively to • identify essential concepts and prerequisite understanding • identify skills in the STANDARDS • To encourage • cultural change in mathematics teaching environment • teachers to focus on student learning • To establish an ongoing mathematics education partnership • Objectives • Teachers will collaborate on a regular basis to review data for • program and instruction decisions. • Teachers’ instruction will reflect increased pedagogical • content knowledge. Prepared by Orange County Department of Education - Dr. Dianne DeMille

  22. What Do You See?

  23. Collaboration • Building Professional Learning Communities with a Commitment to a Common Vision from All Members of the Department • Annual Collaboration • Ongoing Collaboration • Monitor Student Progress • Develop Lesson Design that Encourages Student Engagement • Full administrative support (both site and district) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  24. Portola Middle SchoolCollaboration is the Key to Our Growth From 3% proficient CST Mathematics to 33% Common Agreements and Assessments Mathematics Department Members are Leaders of the School

  25. Lesson Design that Encourages Student Engagement • Strategies • Identifying and putting a face to the learner • Pedagogy • Pedagogical Content Knowledge • Practice/Instruction • Cohesive planning that addresses specific needs of individual students

  26. Annually Teachers Collaborate • Analyze CST, CAHSEE, and CELDT data • Create a school action plan and a personal action plan • Develop a calendar of meetings and events • Create and analyze Benchmark assessments • Use Motivation survey results for richer lesson design Prepared by Orange County Department of Education - Dr. Dianne DeMille

  27. Monitor Student Progress • Teachers meet regularly in course-alike teams • Analyze assessment data (benchmark and unit) to inform their lesson design • CELDT data is used to follow individual students • Common agreements among all department members • Teachers follow two students from the BASIC group on the CST (at least one EL student) to inform their discussion and focus lesson design. Prepared by Orange County Department of Education - Dr. Dianne DeMille

  28. Reflect on The Video and What We Shared on Collaboration. What Could You Do at Your Site to Provide Collaboration Time For Teachers? Prepared by Orange County Department of Education - Dr. Dianne DeMille

  29. TASEL-M Goal/Objective • Goal • To improve teachers’ mathematics knowledge and skills to deepen student understanding and retention of mathematics • Objective • Teachers’ instruction will reflect increased • pedagogical content knowledge.

  30. Pedagogical Content Knowledge Which graph best represents the solution to this system of inequalities? 2xy– 1 2x– 5y 10

  31. Build Leadership Capacity • Build leadership capacity for all grade level and course-alike teams • Involve leaders from each site in planning and implementating all meetings • Support each PLC as a self-sustaining group • Increase leadership and facilitation skills to sustain the work as a high-functioning PLC • Orange County Mathematics Leadership Initiative (MLI) • Coaches and Principals provide and support leadership situations to individual teachers

  32. Lessons Learned • All Stakeholders must be included from the beginning • A commitment to a collaborative focus • Involvement of all Principals is a key element for success • Articulation for cohesive planning • Include Special Ed and EL teachers in all activities Prepared by Orange County Department of Education - Dr. Dianne DeMille

  33. Dr. David Pagni dpagni@fullerton.edu Dr. Dianne DeMille ddemille@ocde.us http://taselm.fullerton.edu

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