Jonathan Supovitz Consortium for policy research in education

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Presentation transcript:

implementing ogap mathematics in the school district of Philadelphia, an emerging partnership Jonathan Supovitz Consortium for policy research in education University of Pennsylvania March 3, 2016 This presentation is based on work supported by the National Science Foundation under Grant No. DRK-12 1316527.

What is OGAP? A formative assessment system Supplements existing curriculum Ongoing professional development & Support Summer PD Trained Teacher Leaders Regular PLCs

Formative Assessment Cycle Teacher Assessment Learner Goal Learning Progression

OGAP: Analysis of Student Work One tricycle has three wheels. How many wheels do 29 tricycles have? Non- Multiplicative Additive Transitional Multiplicative Sam’s Response Samir’s Response Ava’s Response

OGAP: Classification of Student Work Samir’s Response Non-Multiplicative Strategies Additive Strategies Transitional Strategies Multiplicative Strategies Ava’s Response Sam’s Response

Completing an NSF Funded two-year RCT and implementation study of a mathematics formative assessment initiative in two Philadelphia-area districts. 60 schools 600 teachers 14,000 students

Summary of First Year Results Impacts on: Teacher knowledge of formative assessment practices Student outcomes on OGAP-aligned assessment But: Variable teacher and school implementation Light effects on students

School Variation of TASK Performance TASK SCORE School

Posttest Score Distribution: 4th Grade Multiplication Solution Sophistication Percent of Students Non- Multiplicative Early Additive Additive Early Transitional Transitional (Models) Multiplicative

Phase II How to deepen implementation? Bring program inside the district Integrate Align

Phase II

Implementation Development Curve Degree of Design Adjustments Intervention Development Young Mature

implementing ogap mathematics in the school district of Philadelphia, an emerging partnership Jonathan Supovitz Consortium for policy research in education University of Pennsylvania This presentation is based on work supported by the National Science Foundation under Grant No. DRK-12 1316527.