1. Urban Mathematics Initiative Our Partners: Saint Louis Public School District Maryville University Non-Publics:  Archdioceses & Tower Grove Christian School University of Missouri-St. Louis  Evaluator Today’s Presenters: Mia Carpenter, Mascheal Schappe Angela Sanders-Stewart, Leann Cervantes Sharhonda Blount

2. The Purpose of the Project To improve student achievement in mathematics as measured by standardized testing (MAP – Pearson) by:  Increasing teacher content knowledge in mathematics  Increasing teacher skills in mathematics pedagogy  Deepen student understanding by increasing the use of technology and literature

3. Structure Overview 48 3 rd – 5 th grade teacher participants 10 days of professional development in the summer 4 days of professional development on Saturdays throughout the school year 9 monthly coaching visits in individual classrooms throughout the school year

4. Professional Development Implementation All professional development implemented consisted of three components: 1.Mathematical Content designed to increase teacher mathematical content knowledge (25%) 2.Pedagogy Skills designed to increase student learning and understanding (60%) 3.Technology that enhances/deepens student learning (15%)

5. Professional Development: Mathematical Content Assessments were designed with mathematical content from CCSS standards for grades 8 th – 10 th Assessments drive the Mathematical Content Professional Development Pre-Test – Prior to Summer PD Post-Test – The End of Summer PD Post Post-Test – The end of the School Year Mathematical Content  Year 1 – Algebraic Thinking & Number Sense  Year 2 – Fractions & Measurement  Year 3 – Geometry & Algebraic Thinking Provided by Professors from Maryville University

6. Professional Development: Pedagogy Goals 1.Mathematical Discourse 2.Mathematical Problem Solving 3.Mathematical Sense-Making 4.Questioning Strategies 5.Contextualize and Decontextualize 6.Differentiated Instruction 7.Inquiry-Based Strategies Modeled & Discussed consistently throughout the PD Provided by Math Solutions & Maryville Professors

7. Professional Development: Technology Learning Tools Teacher Participants each received: An iPad & Cover with a Keyboard A document Camera & Projector A SWIVL Professional development on these learning tools was provided by Apple & Maryville Professors In addition, the use of these tools was modeled by Math Solutions and Maryville Professors

8. Challenges & Solutions Challenge #1 Lack of Common Vocabulary and Definitions Among Participants to Describe Pedagogical Skills - Solution: Developed, Posted and Utilized Common Definitions for the Seven Pedagogy Goals of the Grant: Mathematical Discourse Mathematical Problem Solving Mathematical Sense-Making Questioning Strategies Contextualize and Decontextualize Differentiated Instruction Inquiry-Based Strategies Also utilized these in checklist assessments conducted by the professors conducting monthly visits, by the participants when conducting peer reviews video assessments and all those delivering professional development.

9. Challenges & Solutions Challenge #2 Wide Range of Mathematics Ability Among Participants - Solutions: 1.Utilize hands on problem solving that readily lends itself to easier and more difficult versions 2.Model inquiry pedagogical techniques that lend themselves to discoveries by all 3.Differentiate the professional development to meet participant needs Challenge #3 Participant Turnover - Solutions: 1.Differentiate Professional Development to bring new participants up to speed on pedagogical skills and language being used throughout the grant (number talks, talk moves, etc.) 2.Revisit first year topics in the third year

10. Lessons Learned Application to join grant activities needs to include, not only what teachers can expect from participation in the grant, but also what the expectations are for the participants and their principals as well. Monthly coaching visits are a must for keeping the learning going all year long and are the most conducive when expectations for each visit are outlined for both the coach and the participant. Clusters of teachers in each building increase the ability to implement, sustain and spread the professional development in buildings. It is easier to determine if the participants truly understand good mathematical teaching and inquire into their own and one another’s teaching practices if you ask them to evaluate the video of a stranger rather than peers in their building. Our website not only helped in developing a chronological handbook of our activities it truly streamlined the evaluation process and saved the day when building technology had glitches.

11. Outcomes