K-12 Mathematics in Rapid City Longitudinal Findings from Project PRIME Ben Sayler & Susie Roth

1. K-12 Mathematics in Rapid City Longitudinal Findings from Project PRIME Ben Sayler & Susie Roth November 5, 2009

2. 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

3. Project Goals • Improve student achievement for all K-12 students in RCAS • Increase and sustain the quality of K-12 teachers of mathematics

4. Objectives • Raise student achievement • Reduce achievement gap between American Indian and non-American Indian students • Reduce number of students taking non-college prep / Increase number taking upper-level math • Improve K-12 mathematics instruction • Improve teacher preparation at BHSU

5. PRIME's Approach Professional Development (100 hrs) • Building-based Support • Elementary Teacher Leaders • Secondary Math Coaches • District-wide Classes • Deepening teacher content knowledge • Understanding student thinking • Instructional materials

6. 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

7. Additional Components Family Nights Professional development for principals Focus on data

8. Session Overview • Inverness Report • Additional Data • District Perspectives

9. 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

10. PRIME Leadership & Evaluation Meeting Inverness Research Becky Carroll & Pam Tambe August 17, 2009 Edited for Presentation to RCAS School Board November 5, 2009

11. Meeting Overview • Purposes 1) 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

12. 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

13. 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 Mathematics Teaching and Learning: Elementary Level

14. Classroom Observation Protocol Developed for evaluation of projects funded by National Science Foundation Trained and calibrated researchers Scale: 1 - Ineffective Instruction 5 - Exemplary Instruction

15. Mathematics Teaching and Learning: Elementary Classroom Observation Ratings

16. Comparison Ratings

17. 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 Level

18. Mathematics Teaching and Learning: Secondary Classroom Observation Ratings

19. Comparison Ratings

20. 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

21. 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.

22. Current District Capacity for Improving Mathematics Education • Vision • Leadership -Administrators -Math Coordinators -Teacher Leaders and Math Coaches • Instructional Materials & Assessments • Professional Development • Partnerships

23. 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

24. 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?

25. 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 Coordinators Teacher Leaders and Math Coaches

26. Key Elements to Sustainability andContinued Growth • Leadership Areas 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

27. Key Elements to Sustainability andContinued Growth (continued) • Instructional Materials & Assessments To 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)

28. Key Elements to Sustainability andContinued Growth (continued) • Professional Development To 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

29. Key Elements to Sustainability andContinued Growth (continued) • Professional Development Areas 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

30. Key Elements to Sustainability andContinued Growth (continued) • Partnerships To be sustained and built on: - expertise of TIE and BHSU in ways that support the vision and direction of K-12 mathematics

31. 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)

33. District Perspectives • The challenge of change • A road map for the future • Taking action • Striving for system improvement • Cause for optimism

34. Comments & Questions