1. Establishing a Culture of Mathematics Learning in Urban Schools Syracuse City School District / Syracuse University Partnership Beyond Access to Math Achievement (BAMA) MSP 2004-07; MSP 2007-2010 MSP Regional Meeting, San Francisco, CA February, 2008

2. MSP projects 2004-2007: Beyond Access to Mathematics Achievement (BAMA) Mathematics Science Partnership Title IIB NYS/ USDE 2007- 2010: Mathematics Science Partnership Title IIB NYS/USDE

3. Partnership District Syracuse City School District —Syracuse City School District is a high-needs district as designated by New York State. The fifth largest district in the state, approx 22,000 students; Targeted schools have 68% to 99% living in poverty; 6% English Language Learners; 22% special needs. —21 Elementary (grades K-5, K-6; ages 5-11) —2 Bilingual Spanish- English (K-5, ages 5 - 10,11) —4 schools, combined elementary- middle (K-8, ages 5-13) —6 middle schools (6-8 or 7-8, ages 11-13) —1 facility for mandated secure detention, students aged 10-16 —4 high schools [included MSP 2007-2010]

4. Partnership Goals  Improve student achievement in mathematics  Close the achievement gap within classrooms, schools and the District  Establish a culture of mathematics learning for teachers and students district-wide

5. MSP Involvement BAMA Targets — teachers of mathematics, grades 3-8 (ages 8 - 13) — 70% of teachers in any specific building — 100 % teachers in schools under corrective action — the mathematics content knowledge of teachers — the mathematics pedagogical skills of teachers MSP Targets — all teachers in selected MSP buildings grades 1-12 — includes 100 % of schools under corrective action — the mathematics content knowledge of teachers — the mathematics pedagogical skills of teachers — the use of formative assessment in teaching and learning mathematics

6. P D Model Structural Characteristics  Prolonged contact - Use of Math Instructional Support Teachers (Math- IST’s) - One Math-IST for every 3 to 4 schools - University staff and consultants support Math-IST’s  Multi-type PD including -Workshops and short courses taught by Math-IST’s -30-hour courses through professional organizations and University -Observer/coaching by Math-IST and/or University staff -Co-teaching by Math-IST and/or University Staff  Site-based by building, grade level across buildings or interest  Follow-up and support on site  Continuous evaluation

7. PD Model Activity Characteristics Activity characteristics — Focus on mathematics content teachers need to know for teaching mathematics — Development of pedagogical skills specific to mathematics teaching — Development of formative assessment skills for teaching — Development of inclusive practice, differentiated instruction — Use of inquiry based learning — Use of technology to support the learning of mathematics — Use of collaborative groupings within building and district-wide by grade level — Development of a learning community at building level

8. PD requirements for MSP teachers 60 hours per year of professional development — Summer course work - 30 hours with focus on the mathematics content teachers need to know, mathematics pedagogy, and assessment skills —Academic year, embedded 15- 30 hours with focus on assessment of student learning - including analysis of student work on standardized and non-standardized tasks —Open choice from menu of 10 to 15-hour opportunities including workshops, on-site small group courses, and individual work which focus on topics including using technology to support mathematics learning, and differentiated instruction

9. Selected Findings 2004-07 Participation in BAMA PD had a notable and consistent impact on percent of students passing NY State exams. Teachers completing sixty-hour units of PD averaged 5 % more students passing State exams that those teachers who did not participate. Notable gains in percent passing also were found for students with disabilities, at-risk ethnic groups, and children who were economically disadvantaged.

10. Selected Findings 2004-07 A total of 561 educators completed a total of 42,554 hours of PD from 2004-07; 437 sixty-hour units were completed; Administrators perceived the most effective approach to PD to be District wide sessions followed by local and embedded support that focused on specific content and/or grade-levels; In general educators are prepared to teach mathematics at the grade level they are assigned. However, over one-third feel not prepared to work with struggling students or those with disabilities.

11. Accountability and Sustainability Analysis of PD impact uses a Quasi- Experimental Study of student achievement outcomes tied to the type and amount of professional development. Data is gathered to document whether skills and knowledge taught in PD is evident in classroom practices, student and teacher affect, and assessment outcomes.

12. Accountability Student data — School Report cards — Standardized testing, State, District — District Milestones assessment problems — Student attendance records & behavioral reports — Graduation and drop out reports — Use of NYS Sampler as pre-test each year of project. NY State matching test used as post test for each grade level — Student Survey- “How you feel about math, math class? And Math Learning Experience.” — Assessment grids for each unit taught- use of state test 1-4 rubric. — Student work for targeted students on specific tasks

13. Accountability Baseline survey for all MSP teachers —Educational background —Formal mathematics coursework —Course work in using adopted materials —Use of Instructional activities in teaching math —Practice of assessment in math —Instructional influences —Attitude toward mathematics and teaching math —How well am I prepared? for teaching (along continuum grade level and for all students) —What do I need next for my teaching practice?

14. Data from MSP teachers Analysis of MSP teacher data collected by individual teacher: - Self-reports in surveys; reflective journals; - Individual Professional Growth Plans (IPGP’s); - Participation in professional development activities coded by duration, activity type and content; - Teacher written record of diagnosis of student work and implementation of intervention plans for targeted students; - Teacher use of assessment grids for student work, and other project assessment tasks - Classroom observation using standardized protocol MSP teacher data by group: — use of Learning Mathematics for Teaching (LMT) instrument

15. Accountability and Sustainability Analysis of School and District data: - Site-based Professional Development Plans - School Improvement Plans - District Strategic and Operational Plans - Professional Development Implementation Team (PDIT) building level summaries - Interviews of school staff members Analysis of Professional Development sessions through pre and post surveys and observations.

16. Contacts Nancy Zarach, Co-PIDr. Dianna Newman Ph.D Mathematics CoordinatorProfessor and Director Syracuse City School DistrictEvaluation Consortium Syracuse, NY 13210University at Albany/SUNY Nzarach@scsd.usAlbany, New York dnewman@uamail.albany.edu Dr. Patricia Tinto, Co-PIDr. Jack E. Graver, Co-PI School of EducationDepartment of MathematicsSyracuse UniversitySyracuse, NY 13244 pptinto@syr.edupptinto@syr.edujegraver@syr.edu

17. Disclaimer The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education.