getting the most out of camsp: into, through and beyond elk grove unified school district

Getting the Most Out of Getting the Most Out of CaMSP: CaMSP:

Into, Through and BeyondInto, Through and Beyond

Elk Grove Unified School DistrictElk Grove Unified School DistrictFebruary 27, 2012February 27, 2012

Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Mark Freathy, Math Curriculum SpecialistMark Freathy, Math Curriculum Specialist

Ray Pietersen, Science Program SpecialistRay Pietersen, Science Program Specialist

Looking Back, Looking AheadLooking Back, Looking Ahead

• What were the program designs of the three CaMSP grants in the Elk Grove Unified School District?

• What has the impact been of those projects?

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Who Is in Our Audience Today?Who Is in Our Audience Today?

• Teachers?

• Program Directors?

• Professional Development Providers?

• Representatives from IHEs?

• Evaluators?

• District Administrators?

• Others?

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CaMSP HistoryCaMSP History

• The Elk Grove Unified School District has had the privilege of participating in California MSP cohorts 5, 8 and 9.

• Cohort 5’s area of focus was science in grades 3-5.• Cohort 8’s area of focus is math grades 6 - Algebra I.• Cohort 9’s focus will be science in grades 6-8.

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eSCI – Excellence in Science eSCI – Excellence in Science InstructionInstruction

Cohort 5Cohort 51. Improve science instruction by enhancing

teachers’ content knowledge and pedagogical repertoire.

2. Engage teachers in the lesson study process to reflect on practice, work collaboratively in teams, develop science lessons that are aligned with California Content Standards, and and apply formative student assessments.

3. Conduct a research study to verify the efficacy of the professional development model.

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eSCI – Excellence in Science eSCI – Excellence in Science InstructionInstruction

• What comes to mind when you think about high quality science professional development?

• What it looked like: – Professional Development Institutes

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Lesson StudyLesson Study

• Be an observer:– Observe the students and record the use of

academic language and 21st Century skills during this lesson.

– Enjoy the introductory song about rocks!

Link to video• What did you notice?

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Lesson StudyLesson Study

• What do the teachers think?Link to video

• What does it take to assist teachers in helping them makes changes to their instructional practice?

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Cohort 5Cohort 5

eSCI – Excellence in Science Instruction Results:

– Data from the research evaluator showed significant gains in teacher content knowledge.

– Data from fifth grade science CST showed significant gains over a three-year period and compared to the rest of the district.

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eSCI CST ResultseSCI CST Results

Year EGUSD

(Prof/Adv)

eSCI

(Prof/Adv)

2009 50% 59%

2010 58% 66%

2011 59% 72%

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Lessons Learned from eSCILessons Learned from eSCI

• Teacher content knowledge is a key component to improving student achievement.

• Research-based instructional practices lay a foundation for improving student achievement.

• Collaborative reflection on student outcomes and refining the pedagogy create student-centered, high achieving learning experiences for students.

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Lessons Learned from eSCILessons Learned from eSCI ( (eSCI After DarkeSCI After Dark) )

• Build support for control teachers

• Program Directors think about ways to minimize tedious or time-consuming elements of the program design.

• Consider differential compensation for participants

• Blue Slips-keeping participants happy

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Challenges to Consider Challenges to Consider

• Recruitment

• Lay-offs and involuntary transfers can complicate the program design

• Teacher team dynamics

• What are some of the challenges you have encountered or anticipate in a CaMSP program?

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Building CapacityBuilding Capacity• Partnerships

– Sacramento Area Science Project– Teacher’s Association– Administrators

• Teacher Teams– Trust– Collaboration– Support

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Sustainability and Maximizing Sustainability and Maximizing Instructional StrategiesInstructional Strategies

• Collaborative Communities created at the site, between sites, and by grade level.

• eSCI Saturday Institutes

• Science In the River City (SIRC) – eSCI based workshops.

• eSCI lesson database

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Making Math Meaningful (M3)Making Math Meaningful (M3)Cohort 8Cohort 8

Partnership between

• Elk Grove Unified School District

• California State- East Bay

• West Contra Costa Unified School District Mathematics Coaching Consortium (Phil Gonsalves & Drew Kravin)

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Program DesignProgram Design• Strengthen teachers’ mathematics content

knowledge through Summer Intensive Training Institute and Saturday Seminars.

• Improve instructional practices in the classroom through best practices lesson design and teacher/coach collaborative model.

• Increase student learning and achievement in mathematics through the development of common pacing guides and assessments.

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What We Are SeeingWhat We Are Seeing

• Higher teacher motivation

• More instructionally focused teacher collaboration

• Higher level of rigor

• Specific changes in instructional practices

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M3 teacher poses a question:

“If 30% of a number is 45, what is 80% of that number?”

Immediately, the students began drawing a bar model on their whiteboards, dividing it into 10 equal boxes. They quickly found that 10% was 15, and they went from there. They tackled this problem like it was no big deal…really amazing!

2020

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“If 30% of a number is 45, what is 80% of that number?”

45

15

30%

15 15 15 15 15 15 15 15 15

80%

100% = 150

= 120

15 15 15 15 15

District-wide Implementation, District-wide Implementation, Infiltration & SustainabilityInfiltration & Sustainability

M3 influence on our District Math Plan

Instructional Focus Strategies

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• Multiple Representations/Side by Side Instructional model

• Fractional Thinking (including decimals and percents)

• Number Sense: mathematical intuition and flexibility.

• Academic Language

1. Decomposition

2. Bar Modeling3. Number line

District-wide implementation, District-wide implementation, infiltration & sustainabilityinfiltration & sustainability

How this supports our District Plan for Transitioning to the Common Core

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• Kindergarten – 2nd grade: new CCSS aligned curriculum

• 3rd – high school: focus on implementing Eight Mathematical Practices

EGUSD Common Core Blog: http://blogs.egusd.net/ccss/

eSCI+ – Excellence in Science eSCI+ – Excellence in Science InstructionInstruction + +

Cohort 9Cohort 9Continuing a successful model. Targets gr. 6 - 8.

Goals:•Improve science instruction by enhancing teachers’ content knowledge and pedagogical repertoire.•Engage teachers in the lesson study process to reflect on practice, work collaboratively in teams, develop science lessons that are aligned with California Content Standards, and and apply formative student assessments.

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eSCI+ eSCI+ DifferencesDifferences

Grade level span is grades 6-8. Content knowledge will focus on strands or

clusters within each grade level content area based on data that identified areas of greatest need.

Science instruction model focused on the recently released Framework for K-12 Science Education (National Research Council, (NRC) 2011).

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eSCI+ eSCI+ DifferencesDifferences

Many of the essential elements of the Science Framework by the NRC address the outcomes of the Science Standards outlined in the ELA section of the California Common Core State Standards.

Lesson Study Facilitation transferred to teacher teams in Year 3.

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As we look back and look ahead to at our As we look back and look ahead to at our MSP Programs, the power of partnerships, MSP Programs, the power of partnerships, high quality professional development and high quality professional development and dedicated teachers show great promise in dedicated teachers show great promise in supporting students’ ability to reach their supporting students’ ability to reach their greatest potential in math and science.greatest potential in math and science.

Elk Grove Unified School DistrictElk Grove Unified School District

Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Anne Zeman, Ed.D, Director of Curriculum and Professional Learning

Mark Freathy, Math Curriculum SpecialistMark Freathy, Math Curriculum Specialist

Ray Pietersen, Science Program SpecialistRay Pietersen, Science Program Specialist

Final ThoughtFinal Thought

Lesson Study ActivityLesson Study Activity

Academic language

Learning and Innovation Skills

Critical Thinking Collaboration Communication

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Getting the Most Out of Getting the Most Out of CaMSP: CaMSP:

Into, Through and BeyondInto, Through and Beyond

Elk Grove Unified School DistrictElk Grove Unified School DistrictFebruary 27, 2012February 27, 2012

Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Anne Zeman, Ed.D, Director of Curriculum and Professional Learning Mark Freathy, Math Curriculum SpecialistMark Freathy, Math Curriculum Specialist

Ray Pietersen, Science Program SpecialistRay Pietersen, Science Program Specialist