1. SD Math Partnership Project An Overview Marcia Torgrude and Karen Taylor

2. South Dakota Counts Grant  A Federal MSP Grant awarded to SD DOE  SD DOE distributed funds to 7 ESAs and the Sioux Falls School District.

3. Partners SD Department of Education CAMSE (Center for the Advancement of Mathematics and Science Education) - BHSU TIE Grant Awardees – ESA 1 – 7, Sioux Falls Sub-Grantees – participating school districts External Evaluator – Inverness Research Associates

4. Goals:  To build broad-based expertise and leadership for improving student achievement and conceptual understanding in elementary mathematics.  To develop a statewide educational community to improve elementary mathematics instruction.

5. Project Objectives:  Increase student academic achievement as measured by the state mathematics standards.  Increase conceptual understanding of elementary mathematics.  Train and place one Mathematics Specialist in up to 8 different sites in SD.  Provide training for one Mathematics Teacher Leader for potentially each elementary building in South Dakota.  Support work in each participating district to train additional K-5 teachers.  Provide training for building principals to support the work of the Teacher Leaders.

6. Professional Development and Support:  Math Specialists  Teacher Leaders  Participating Principals

7. Professional Development For Math Specialists  Summer Institute (1 week each summer)  Year-One Content: CGI Number Sense and Operations  Year-Two Content: CGI Algebra  Year-Three Content: CGI Geometry  Just in Time Training  Three day workshops focused on CGI (Cognitively Guided Instruction)  Other topics  Best Practices  Assessment

8. Professional Development for Teacher Leaders  Summer Institute (1 week each summer)  Three workshops during the school year  On-going coaching provided by the math specialists

9. Professional Development for Principals Lenses on Learning  Three – Two Day Workshops over the course of 18 months.

10. Professional Development for All Teachers  In Year-Two, Teacher Leaders, with the help of their math specialists, train all the teachers in their building in Cognitively Guided Instruction.

11. Math Specialist role: Collaborate with SDDOE, CAMSE, and TIE to coordinate and deliver professional development components Collect data, data analysis, and reporting of data to SDDOE and Inverness Attend professional development centered on mathematics content, mathematics pedagogy, student mathematical thinking, and educational leadership. Support the work of the teacher leaders.

12. Math Teacher Leader role: Attend professional development centered on mathematics content, mathematics pedagogy, student mathematical thinking, and educational leadership Utilize professional development content in mathematics instruction to impact student achievement Upon completion of one year of training, provide training for other K-5 teachers in building Create a model classroom as one component of the training for other teachers in building

13. Elementary Principals role: Participate in professional development designed to help administrator, as instructional leaders in their schools, to understand and support effective mathematics instruction. Support participating staff in the implementation of grant activities. Collaborate with math specialist and teacher leader to develop implementation plans for their school.

14. What’s going on in the classroom? Wonderment Confidence Ability to solve, communicate and defend solutions Student answers being valued Understanding concepts and applying them in other areas Excitement Collaboration Representation of solution strategies

15. ESA 7 SD Counts Focus – Cognitively Guided Instruction 23 Math Teacher Leaders 20 Principals 13 School Districts

16. ESA 7 SD Counts Year 2 Math Teacher Leaders: Provide Professional Development for teachers in their buildings – train the trainer model Small districts – Mini-Foundations during summer Large districts – Inservice in district in August Shadowed by other teachers Model for other teachers

17. ESA 7 SD Counts Principals: Year Two: Completed Lenses on Learning Observe teacher leaders Collaborate with teacher leader and math specialist Support the professional development provided in the elementary buildings