Getting the Most Out of CaMSP: Into, Through and Beyond Elk Grove Unified School District

1. Getting the Most Out of CaMSP: Into, Through and BeyondElk Grove Unified School District February 27, 2012 Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Mark Freathy, Math Curriculum Specialist Ray Pietersen, Science Program Specialist

2. Looking Back, Looking Ahead • What were the program designs of the three CaMSP grants in the Elk Grove Unified School District? • What has the impact been of those projects?

3. Who Is in Our Audience Today? • Teachers? • Program Directors? • Professional Development Providers? • Representatives from IHEs? • Evaluators? • District Administrators? • Others?

4. CaMSP History • The Elk Grove Unified School District has had the privilege of participating in California MSP cohorts 5, 8 and 9. • Cohort 5’s area of focus was science in grades 3-5. • Cohort 8’s area of focus is math grades 6 - Algebra I. • Cohort 9’s focus will be science in grades 6-8.

5. eSCI – Excellence in Science InstructionCohort 5 • Improve science instruction by enhancing teachers’ content knowledge and pedagogical repertoire. • Engage teachers in the lesson study process to reflect on practice, work collaboratively in teams, develop science lessons that are aligned with California Content Standards, and and apply formative student assessments. • Conduct a research study to verify the efficacy of the professional development model.

6. eSCI – Excellence in Science Instruction • What comes to mind when you think about high quality science professional development? • What it looked like: • Professional Development Institutes

7. What Happens at Our Summer and Winter Institutes ? 7 7

8. Lesson Study • Be an observer: • Observe the students and record the use of academic language and 21st Century skills during this lesson. • Enjoy the introductory song about rocks! Link to video • What did you notice?

9. Lesson Study • What do the teachers think? Link to video • What does it take to assist teachers in helping them makes changes to their instructional practice?

10. Cohort 5 eSCI – Excellence in Science Instruction Results: • Data from the research evaluator showed significant gains in teacher content knowledge. • Data from fifth grade science CST showed significant gains over a three-year period and compared to the rest of the district.

11. eSCI CST Results

12. Lessons Learned from eSCI • Teacher content knowledge is a key component to improving student achievement. • Research-based instructional practices lay a foundation for improving student achievement. • Collaborative reflection on student outcomes and refining the pedagogy create student-centered, high achieving learning experiences for students.

13. Lessons Learned from eSCI (eSCI After Dark) • Build support for control teachers • Program Directors think about ways to minimize tedious or time-consuming elements of the program design. • Consider differential compensation for participants • Blue Slips-keeping participants happy

14. Challenges to Consider • Recruitment • Lay-offs and involuntary transfers can complicate the program design • Teacher team dynamics • What are some of the challenges you have encountered or anticipate in a CaMSP program?

15. Building Capacity • Partnerships • Sacramento Area Science Project • Teacher’s Association • Administrators • Teacher Teams • Trust • Collaboration • Support

16. Sustainability and Maximizing Instructional Strategies • Collaborative Communities created at the site, between sites, and by grade level. • eSCI Saturday Institutes • Science In the River City (SIRC) – eSCI based workshops. • eSCI lesson database

17. Making Math Meaningful (M3)Cohort 8 Partnership between • Elk Grove Unified School District • California State- East Bay • West Contra Costa Unified School District Mathematics Coaching Consortium (Phil Gonsalves & Drew Kravin)

18. Program Design • Strengthen teachers’ mathematics content knowledge through Summer Intensive Training Institute and Saturday Seminars. • Improve instructional practices in the classroom through best practices lesson design and teacher/coach collaborative model. • Increase student learning and achievement in mathematics through the development of common pacing guides and assessments.

19. What We Are Seeing • Higher teacher motivation • More instructionally focused teacher collaboration • Higher level of rigor • Specific changes in instructional practices

20. M3 teacher poses a question: “If 30% of a number is 45, what is 80% of that number?” Immediately, the students began drawing a bar model on their whiteboards, dividing it into 10 equal boxes. They quickly found that 10% was 15, and they went from there. They tackled this problem like it was no big deal…really amazing!

21. “If 30% of a number is 45, what is 80% of that number?” 45 30% 100% = 150 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 80% = 120

22. District-wide Implementation, Infiltration & Sustainability M3 influence on our District Math Plan Instructional FocusStrategies • Multiple Representations/Side by Side Instructional model • Fractional Thinking (including decimals and percents) • Number Sense: mathematical intuition and flexibility. • Academic Language 1. Decomposition 2. Bar Modeling 3. Number line

23. District-wide implementation, infiltration & sustainability How this supports our District Plan for Transitioning to the Common Core • Kindergarten – 2nd grade: new CCSS aligned curriculum • 3rd – high school: focus on implementing Eight Mathematical Practices EGUSD Common Core Blog: http://blogs.egusd.net/ccss/

24. eSCI+ – Excellence in Science Instruction + Cohort 9 Continuing a successful model. Targets gr. 6 - 8. Goals: • Improve science instruction by enhancing teachers’ content knowledge and pedagogical repertoire. • Engage teachers in the lesson study process to reflect on practice, work collaboratively in teams, develop science lessons that are aligned with California Content Standards, and and apply formative student assessments.

25. eSCI+ Differences Grade level span is grades 6-8. Content knowledge will focus on strands or clusters within each grade level content area based on data that identified areas of greatest need. Science instruction model focused on the recently released Framework for K-12 Science Education (National Research Council, (NRC) 2011).

26. eSCI+ Differences Many of the essential elements of the Science Framework by the NRC address the outcomes of the Science Standards outlined in the ELA section of the California Common Core State Standards. Lesson Study Facilitation transferred to teacher teams in Year 3.

27. Final Thought As we look back and look ahead to at our MSP Programs, the power of partnerships, high quality professional development and dedicated teachers show great promise in supporting students’ ability to reach their greatest potential in math and science. Elk Grove Unified School District Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Mark Freathy, Math Curriculum Specialist Ray Pietersen, Science Program Specialist

28. Lesson Study Activity

29. Getting the Most Out of CaMSP: Into, Through and BeyondElk Grove Unified School District February 27, 2012 Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Mark Freathy, Math Curriculum Specialist Ray Pietersen, Science Program Specialist