closing the achievement gap through professional development partnerships
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Closing the Achievement Gap through Professional Development Partnerships. Jane Gawronski, Steve Klass, & Nadine Bezuk NCSM 2008 Conference. Overview of Today’s Session. Welcome and introductions Overview of our work Description of our partnerships - PowerPoint PPT PresentationTRANSCRIPT
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Closing the Achievement Closing the Achievement Gap through Professional Gap through Professional Development PartnershipsDevelopment Partnerships
Jane Gawronski, Steve Klass, & Nadine Bezuk
NCSM 2008 Conference
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Overview of Today’s Session Welcome and
introductions Overview of our work Description of our
partnerships Factors in developing
successful partnerships Impact of our work on
student achievement and teacher practice
Questions and discussion
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Overview of Our Work Improving Student Achievement in
Mathematics (ISAM) is funded by a gift to SDSU from Qualcomm Inc since 2000.
ISAM’s goal is to improve students’ mathematics achievement by providing professional development to K-12 teachers.
We provide professional development through partnerships with local school districts and by offering the Mathematics Specialist Certificate Program.
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Characteristics of Our Professional Development Blends content and pedagogy Accountable for teacher growth and
increased student achievement Links to classroom practice Embeds equity Sustained over time
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Forming Partnerships What are the district’s needs related to
mathematics? Collaboratively plan:
Goals Nature of the PD Delivery model Calendar Teacher participation
Memorandum of Understanding
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Examine the District’s Needs Improve student achievement (as measured
by state-wide standardized tests) Improve student success in algebra Increase student participation in higher-level
mathematics courses Increase teacher effectiveness Help teachers meet NCLB requirements Establish a culture of mathematics Enhance math vocabulary, basic facts
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To improve students’ understanding of and achievement in algebra in order for students to pass the CAHSEE and successfully complete algebra requirements for graduation, with special populations experiencing similar success.
Mission of the SUHSD/SDSU Math Professional Development Partnership
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ISAM PartnershipsDistrict Began Focus
San Diego 2000 Math Specialist Certificate Program, K - 6
City Heights 2004 Math Specialist Certificate Program, K - 6
Ramona 2005 Developing math specialists, gr. 4 - 6
Lemon Grove 2005 All K-5 teachers, starting with K-2
Sweetwater 2005 Algebra I success (middle and HS)
Grossmont 2007 Alternative education math program
Cajon Valley 2007 Grades 6 - 8 algebra success
Oceanside 2007 Grades K - 5, CGI & CGI Leaders
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Number of Teachers and Students Served
Teachers Served
Students Served (est.)
Number of Partnerships
First year
(2000 - 01)32 2,880 1
Current year (2007 - 08)
706 39,700 8
Since inception
(2000 - 08)
2,261 204,400 8
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Challenges How to maximize teacher participation
Year-round calendars result in short summer breaks for teachers
Money--for stipends, subs, materials Communication
Between university, school district, principals, teachers
Melding professional development and coursework/earning university credit for professional development
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How We Measure Impact Teacher growth: Content and pedagogy
Quantitative and anecdotal data Student achievement
Gains on CST Matched-pairs analysis
Students of participating teachers vs. non-participating teachers
Success on High School Exit Exam
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Partnership Results San Diego Unified School District
Upper-elementary students taught mathematics by a teacher who completed our program scored significantly higher on the California Standards Test (CST) than students whose teachers did not participate in our program.
Students in lower API schools were impacted greater than students in higher API schools
Focus Schools’ gains greater than district gains
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Gains in SDUSD Focus Schools’ Achievement
9%
8%
5%
3% 3% 3%
1% 1%
2%
4%
2% 2%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
Grade 4 Grade 5 Grade 6
Focus Schools
SD City Schools
County
State
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Partnership Results Sweetwater Union High School District
More tenth-graders passed the mathematics portion of the California High School Exit Exam (CAHSEE) than ever before in the district.
The passing rate for Sweetwater Hispanic/Latino students was 74% as compared to 66% statewide
Passing Rates
2004-05 2005-06 2006-07
Sweetwater 61% 57% 78%
State 63% 59% 76%
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Partnership Results Ramona Unified School District
Students’ scores on the CST increased.
Anecdotal data, district reported: Incoming seventh-graders were better prepared for algebra.
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Partnership Results
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Other Effects of Our Work
Balboa Elementary School was named as the 2007 Intel School of Distinction in Elementary School Mathematics, the only elementary school in the nation to receive this recognition.
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Comments from Participants“Our . . . partnership has been extraordinary. The administration and professors have provided on-target leadership, adjusted program details according to our needs, and provided excellent professional development--exactly in the manner in which we co-designed it. Early evidence indicates that our teachers are becoming more effective in their math instruction and that kids are experiencing greater mathematical success.” --Bob Graeff, Asst. Superintendent, Ramona USD
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Contact InformationJane [email protected] Klass [email protected] Bezuk [email protected]
Slides available:http://pdc.sdsu.edu