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

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

Project Goals 1. Improve student achievement for all K-12 students in RCAS 2. Increase and sustain the quality of K-12 teachers of mathematics

Objectives 1. Raise student achievement 2. Reduce achievement gap between American Indian and non-American Indian students 3. Reduce number of students taking non-college prep / Increase number taking upper-level math 4. Improve K-12 mathematics instruction 5. Improve teacher preparation at BHSU

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

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

Additional Components Family Nights Professional development for principals Focus on data

Session Overview Inverness Report Additional Data District Perspectives

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

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

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

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 Classroom observations - Student focus groups - Interviews

Mathematics Teaching and Learning: Elementary Level 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

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

Mathematics Teaching and Learning: Elementary Classroom Observation Ratings

Comparison Ratings

Mathematics Teaching and Learning: Secondary Level 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 Classroom Observation Ratings

Comparison Ratings

Multi-year Perspective K-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

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.

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

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

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?

Key Elements to Sustainability and Continued 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

Key Elements to Sustainability and Continued 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

Key Elements to Sustainability and Continued 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)

Key Elements to Sustainability and Continued 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

Key Elements to Sustainability and Continued 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

Key Elements to Sustainability and Continued 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

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)

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

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