Milwaukee Math Partnership Year 1 External Evaluation Lizanne DeStefano, Director Dean Grosshandler, Project Coordinator University of Illinois at Urbana-Champaign

Evaluation Purpose Goal-oriented evaluation Complementary and iterative with internal evaluation Focusing on attainment of proximal goals in first year –Creation and functioning of the Learning Teams –Quality of the professional development –Infrastructure and leadership development

Evaluation Questions Question 1: Is progress being made toward the stated goals of the MMP? Question 2: Are there significant unintended consequences resulting from the activities associated with the grant? Question 3: Are there areas of concern regarding the future implementation of the goals of the grant?

Evaluation Approach Multi-method Multi-perspectival –Teachers –Local and central office administrators –University of Wisconsin Milwaukee –Milwaukee Area Technical College –Milwaukee Partnership Academy Formative and Summative

Research Methods and Data Sources Interviews and focus groups –Formal and Informal Observations Surveys Document Review

Research Methods and Data Sources Interviews and focus groups –Milwaukee Partnership Academy –University of Wisconsin Milwaukee –Milwaukee Public Schools –Milwaukee Area Technical College –Teachers-In-Residence –Math Teacher Leaders –Math Specialists

Research Methods and Data Sources Observations –9 visits, up to a week at a time, since January –Math Teaching Specialist and Math Teacher Leader training –Math and Literacy Showcase –Learning Teams at 3 elementary schools –Milwaukee Partnership Academy board meetings –Teacher-In-Residence work with UWM math faculty –Milwaukee Area Technical College course –Debriefings of MMP staff

Research Methods and Data Sources Surveys –Access to surveys by Cindy Walker’s team and internal surveys by MMP staff at trainings/workshops Document Review –Milwaukee Partnership Academy and Learning Team minutes –Internal among MMP participants –Videotaped Learning Teams discussion

Question 1: Is progress being made toward the stated goals of the MMP? Goal 1: –“The Milwaukee Mathematics Partnership [will target] student mathematics achievement in the Milwaukee Public Schools and student transition to higher education through the existing Milwaukee Partnership Academy, a community-wide council of school, university, union, government, business, and community organizations.” Findings: –Milwaukee Partnership Academy role in the MMP has decreased slightly since its inception –Although more attention paid by Milwaukee Partnership Academy to reading and writing, MMP activities are recognized and encouraged by Milwaukee Partnership Academy members through alliance formation and commitment of resources

Question 1: Is progress being made toward the stated goals of the MMP? Goal 2: –“These partners [will] establish and implement a common vision and assessment program utilizing a Comprehensive Mathematics Framework at each school through inclusion of a mathematics teacher leader in the school’s leadership.” Findings: –There is an articulate and consistent presentation of the Comprehensive Math Framework and promotion of a common assessment program in the MMP activities –Math Teacher Leaders are receiving effective training, Learning Teams are paying more attention to math, and the MPS system is expanding its implementation of the Comprehensive Math Framework

Learning Team Creation and Functioning Learning Teams are in place in all schools Math Teacher Leaders serve on the teams and provide information and advocacy for implementing Comprehensive Math Framework Implementation and effectiveness are not uniform across district Learning teams appear to be an effective strategy for curriculum reform and large scale professional development

Common Learning Team characteristics related to promotion and implementation of Comprehensive Math Framework Principals advocated or implemented a strategy for sharing authority with team members The climate of the Learning Teams promoted sharing of ideas, offering criticism and concern, and soliciting feedback Math Teacher Leaders were systematic in their communication of what they learned in their MMP training to other members of their team Math Teacher Leader is viewed as a resource MMP activities are integrated into school reform plans

Question 1: Is progress being made toward the stated goals of the MMP? Goal 3: –“Key courses in the preparation of teachers, both in mathematics and education, are re-designed or created, piloted, and revised by design teams of mathematicians, PK-12 master teachers, and mathematics educators from member institutions.” Findings: –UWM preservice math education courses aligned with Comprehensive Math Framework –Development process rigorous and sound –Teachers-In-Residence enthusiastic; initial implementation well-received

Question 2: Are there significant unintended consequences resulting from the activities associated with the grant? Increased collaboration between leaders of pre-existing MPS literacy program and the Math Teaching Specialists and Math Teacher Leaders –Collaboration already part of proposal framework –Success of MMP activities has led to greater acceptance by Literacy Specialists and mutual desire for more structured collaboration

Question 3: Are there areas of concern regarding the future implementation of the goals of the grant? Coping with inertia and resistance Problems with Math Teacher Leaders’ view of their students as “deficient” Scaling up Math Teacher Leader and Learning Team activities to all Milwaukee schools –Strategies for dealing with the most resistant schools

Goals for Year 2 Evaluation Case studies of effective teams, Math Teacher Leaders, and classrooms Continued assessment of progress toward stated goals Continued monitoring of unintended outcomes Emphasis on changes in professional development, classroom practice, and student performance at district and school level Multi-level impact: UWM, Milwaukee Area Technical College, Milwaukee Partnership Academy