1. The NMP: An Introduction Amy Getz Washington State Community College Mathematics Conference May 10, 2013 Amy Getz Washington State Community College Mathematics Conference May 10, 2013 an initiative of the Charles A. Dana Center and the Texas Association of Community Colleges

2. Who?  Charles A. Dana Center at the University of Texas at Austin  Over 20 years of state and national leadership in mathematics education  Led development of original Statway and Quantway curricula in partnership with the Carnegie Foundation  Staff comprises math educators, policy experts, student success experts  Texas Association of Community Colleges  Represents all 50 community college systems in Texas  Represents the interests of community colleges in state policymaking and budgeting 2

3. What am I doing at a conference in Washington? 3

4. 1.Response to interest and questions about the project and materials 4

5. What am I doing at a conference in Washington? 1.Response to interest and questions about the project and materials 2.Share some of our “lessons learned” about reform at scale 5

6. What am I doing at a conference in Washington? 1.Response to interest and questions about the project and materials 2.Share some of our “lessons learned” about reform at scale 3.Looking for an excuse to get out of Texas and see some mountains? 6

7. What? A systemic approach to improving student success and completion by reforming developmental and gateway mathematics based on four fundamental principles: 1.Multiple pathways with relevant and challenging mathematics content aligned to specific fields of study 2.Acceleration that allows students to complete a college- level math course more quickly than in the traditional developmental math sequence. 3.Intentional use of strategies to help students develop skills as learners 4.Curriculum design and pedagogy based on proven practice 7

8. Lesson #1 Reform of this magnitude and scale requires collective action across institutions and systems. 8

9. Dana Center’s Role: State Level Broadly support reform based on the four principles:  Work with TACC, state agencies, and two- and four-year institutions to address policy obstacles  Leverage resources and build support through collaboration with partners:  Other reform initiatives  Professional organizations 9

10. Lesson #2 Colleges need support to plan and implement systemic reform: especially in working across the system. 10

11. Dana Center’s Role: Institutional Level Build tools and services that help colleges implement systemic reform  Detailed implementation guide  Data templates  Tools and strategies to help train advisors and plan for student recruitment  Services that support planning:  Data-Based Mobilization Workshop 11

12. Dana Center’s Role: Faculty & Classroom Level Develop materials and services to support on-the-ground implementation  Course materials  Professional learning opportunities – general and specific to the Dana Center’s course materials  Online modules, workshops, institutes, and written support materials The development process is based on input from and engagement with community college faculty and staff. 12

13. Lesson #3 Build for scale from the beginning: everyone has a role. 13

14. Working with Colleges  Codevelopment partners: Participate in original development of materials and services; first to implement; take a leadership role in supporting other colleges  Active Learning Sites: Implement one to two years later; prepare for implementation through a mentoring relationship with codevelopment partners  Capacity Building Sites: Implement three to four years later; focused on informing faculty and building buy-in 14

15. Lesson #4 Build structures that work within existing systems as much as possible. 15

16. The NMP Courses 16

17. Key Characteristics of NMP Courses  Common entry point: Students create a completion plan and, through a structured process in the student success course, select the appropriate math pathway.  Pathways designed to create a coherent and consistent experience for students and reinforce retention across terms.  Student success strategies are embedded in math courses to apply and reinforce concepts from the student success course. 17

18. Key Characteristics of NMP Courses  Strong embedded support for instructors is provided.  College-level content is integrated into developmental course so that students are challenged and engaged  Courses are designed to support the development of strong reasoning and problem-solving skills. 18

19. Lesson #5 For scaling across large systems, materials need to be easy to access, easy to use and sustained over time. 19

20. Delivery and Costs of Curricular Materials  Materials will be developed in an online platform.  Similar to an e-textbook except that lesson activities will be supported through the platform  Online homework and gradebook system  Students pay a fee for access to the materials in lieu of a textbook.  Fees are TBD, but we anticipate they will be lower than the price of standard textbooks 20

21. Timeline for Development and Implementation *A PDF version of the Frameworks course will be published for open use. 21 CoursesFirst Implementation in Texas Publically Available Frameworks for Mathematics and Collegiate Learning* Spring 2013Fall 2013 Foundations of Mathematical ReasoningFall 2013Fall 2014 Statistical ReasoningSpring 2014Spring 2015 Quantitative ReasoningSpring 2015Spring 2016 STEM-Prep and bridge courseSpring 2016Spring 2017

22. Sample Lesson Materials: Please Note  These are drafts!  The lessons are broken into 25-minute blocks:  Research shows students learn better in 20 – 25-minute sessions with brief “reset” transitions  Allows faculty to group blocks to fit different class lengths  As of Spring 2014, materials will be in an online platform 22

23. Opportunities for Involvement  Individual faculty members  Sign up for monthly updates to hear about activities  Individual colleges  Curricular materials available on timeline shown previously  Selected tools and services will become available in the next year to support implementation in fall 2014  Groups of colleges  The Dana Center is most effective when working on a regional scale  Opportunities to leverage and maximize resources and support 23

24. Contact Information  General information about the Dana Center: www.utdanacenter.org  Higher Education work: www.utdanacenter.org/higher-education/  To receive monthly updates about the NMP, contact us at: mathways@austin.utexas.edu 24

25. Staff Contacts  Amy Getz (general project issues): getz_a@austin.utexas.edu  Connie Richardson (math course development): cjrichardson@austin.utexas.edu  Nancy Stano (student success course development): nk.stano@austin.utexas.edu  Tom Connolly (professional learning opportunities): tjconn@austin.utexas.edu  Erica Moreno (website, materials, information about events): ericamoreno@austin.utexas.edu 25

26. About the Dana Center 26 The Charles A. Dana Center at The University of Texas at Austin works with our nation’s education systems to ensure that every student leaves school prepared for success in postsecondary education and the contemporary workplace. Our work, based on research and two decades of experience, focuses on K–16 mathematics and science education with an emphasis on strategies for improving student engagement, motivation, persistence, and achievement. We develop innovative curricula, tools, protocols, and instructional supports and deliver powerful instructional and leadership development.