Riverpoint Partnership for Math and Science

 Who are we? A group of high school, college and university faculty from 7 school districts, 2 community colleges and 2 universities  What is our mission? We are committed to improving student success in college mathematics classes.  What do we do? Work in collaborative teams to research, plan, design, compare, analyze, reflect, discuss, debate and persevere. Riverpoint Advanced Math Partnership

 College mathematics course placement ◦ More than 20% of students entering college (including some who have taken upper level high school math classes) are placed into developmental math courses (no college credit). ◦ This number rises to almost 50% of students entering a two-year college.

 Success in developmental courses ◦ Only 30% of the students placed into developmental math classes successfully complete the courses, thus allowing them to move into the required credit bearing courses. ◦ This effectively bars them from completing a college education. The Issue

◦ Teams of high school and college math faculty ◦ College Readiness Standards (process strands, content strands and Student Attributes) ◦ Design CRS-based tasks, lessons and assessments ◦ Formative assessment of student work ◦ Analysis of assessment implications ◦ Implement change in classrooms. ◦ Reading, research and reflection

Learning Together

 Creation and comparison of standards-based “ramp” tasks across sectors.  Use of formative assessment to guide design of tasks/lessons to extend mathematical thinking.  Development, implementation and assessment of “gourmet” lessons. Outcomes – Tasks and Lessons

 All participants (high school, college and university) gave common tasks aligned to the College Readiness Standards (CRS).  Tasks were evaluated using a holistic, standards-based rubric.  Resulting understandings and misunderstandings were common across institutions and levels. Outcomes - Assessment

 Participants engaged, committed and enthusiastic about the work.  Participants increasingly willing to share reflections about their own practice including opening their classrooms to others.  Group inquiry into roots and solutions of surprisingly common problems. Outcomes - Engagement

 Received second HECB grant.  $848,740 over three years.  Applying for SAFECO grant to fund summer math camps. Current Funding

 Representatives from WSU, EWU, SCC, SFCC, Spokane Schools, Central Valley Schools, Mead Schools, Gonzaga Preparatory School, West Valley Schools, East Valley Schools, Cheney Schools and Chewelah Schools.  Two Cohorts: ◦ Continuing group: 32 participants ◦ New group: 30 participants  Administrators from each school  Connections to school goals and initiatives Current Work

 3-day summer institutes focused on mathematical content for teaching ◦ 2009 Algebra and Functions ◦ 2010 Geometric Thinking ◦ 2011 Probability and Statistics  4 workshops/year focused on pedagogy and student work  3 classroom observations/year  In-school team meetings  Online dialogue Teacher Plans

 Annual Overview Meeting  School and team goals  Familiarity with CRS and PEs  Identify high quality teaching practices and benchmarks to guide observations  Connect with other administrators  Connections to School Team and the RAMP Project throughout the year.  Ongoing support from RAMP facilitators  Development of RAMP administrator community Administrator Commitment

Deep Common Understanding of Advanced Mathematics Standards Thoughtful Instruction, Assessment and Re- engagement Cycles Professional Reflection and Growth in Partnership with Colleagues