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K-8 Mathematics Update to Chicago Board of Education
 

K-8 Mathematics Update to Chicago Board of Education

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This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on ...

This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on video while I talked.

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    K-8 Mathematics Update to Chicago Board of Education K-8 Mathematics Update to Chicago Board of Education Presentation Transcript

    • K-8 Mathematics Performance Update October 25, 2006
    • Background
    • Dr. Eason-Watkins started the Chicago Math & Science Initiative in the fall of 2002. Existing Central Office Departments + =
    • Prior to 2002, over 87 different K-8 mathematics programs were used in CPS.
    • In 2002-03, CPS adopted 4 different mathematics programs. K-5: 6-8: Math Trailblazers Everyday Mathematics Connected Mathematics Math Thematics
    • High-quality instructional materials are one part of a comprehensive system of support for mathematics achievement.
        • High-quality teachers.
        • Workshop PD.
        • High fidelity enactment.
        • Strategic implementation.
        • In-school coaching.
        • Assessment data.
        • Leadership.
        • Grade-level and department conversations.
      +
    • CPS mathematics ISAT scores show steady improvement. Data is based on preliminary 2006 ISAT results. Results are subject to change pending final 2006 ISAT data from ISBE.
    • Tutorial
    • Statistical Significance
      • “ What’s the probability that this result could occur by pure chance?”
      • A 95% significance level is generally acceptable.
    • Effect Size
      • “How big a bang did you get?”
      • Reported in terms of standard deviations.
      • Roughly, a “medium effect” is between 0.5 and 0.8.
    • Scaled Scores and Categorical Scores Academic Warning Below Meets Exceeds Sample from ISAT Math Grade 5 Student A Student B 180 214 271 Same scale score increase of +5.0. Only student B changes score category. +5.0 +5.0
    • Curriculum Implementation
    • Data Sources Preliminary 2005-06 ISAT Results CMSI/Department of Program Evaluation reports CMSI Summer 2006 PD Survey CMSI PD Attendance Data Legacy SI CMSI University-Based Programs Participants
    • At the start of 2006, over 50% of CPS K-8 schools were using CMSI mathematics instructional materials. Data is based on preliminary 2006 ISAT results. Results are subject to change pending final 2006 ISAT data from ISBE.
    • At the K-5 level, schools using CMSI instructional materials show significant, medium to high effect size gains. Data is based on preliminary 2006 ISAT results. Results are subject to change pending final 2006 ISAT data from ISBE. Math Trailblazers Everyday Mathematics +4.0 +9.0 +9.1 +4.9 +6.2 +7.2 +6.7 0 1 2 3 4 5 6 7 8 9 10 0 years 226 schools 1 year 74 schools 2 years 80 schools 3 years 34 schools 1 year 18 schools 2 years 37 schools 3 years 26 schools ISAT Scaled Score Gain
    • At the 6-8 level, students using CMSI instructional materials show significant, low to medium effect size gains. Data is based on preliminary 2006 ISAT results. Results are subject to change pending final 2006 ISAT data from ISBE. +4.1 +6.1 +7.1 +4.1 +4.4 +6.1 +5.1 0 1 2 3 4 5 6 7 8 9 10 0 years 263 schools 1 year 65 schools 2 years 40 schools 3 years 30 schools 1 year 19 schools 2 years 53 schools 3 years 25 schools ISAT Scaled Score Gain Connected Mathematics Math Thematics
    • ISAT performance increases with professional development attendance on instructional materials. Relationship between CMSI Professional Development Attendance and Student 2005 ISAT Performance 0.4 0.1 -0.2 1.8 3.5 1.5 -2.0 0.1 -3.3 -4.0 -3.0 -2.0 -1.0 0.0 1.0 2.0 3.0 4.0 3rd Grade 5th Grade 8th Grade 1-year Change in the Percent of Students Meeting/Exceeding State Standards Low Moderate High
    • Attendees rate mathematics professional development as both high quality and useful.
    • Teacher Preparation
    • It’s hard to teach mathematics if you don’t know it well. Source: CMSI workforce analysis of 2005-06 K-8 teachers. What fraction of CPS K-8 teachers have state mathematics endorsements? Mathematics Endorsement 5%
    • What is a state “endorsement”?
      • In addition to a certification.
      • 6 university mathematics courses and 2 education courses
      • On average, 2 years of study.
    • Ten local universities have participated in CMSI University-based programs.
    • Over 590 CPS teachers have enrolled in 4100 university-based courses since 2001…
    • …increasing the capacity of our workforce.
      • 191 mathematics endorsements overall in 2003-05
      • 116 (61%) due to enrollment in CMSI university based programs.
      CMSI-sponsored endorsements
    • Moving Ahead
    • Much more work remains to be done.
      • Increase number of schools implementing.
      • Increase school-level capacity for curriculum implementation.
        • Mathematics leadership training for AIOs, principals, and coaches.
        • Benchmark assessments for schools.
        • Targeted focus on middle-grades, including additional support for mathematics endorsements.
      • Increase curricular supports.
        • Better experienced-user PD.
        • Pacing guides.
      • Additional data analysis.
    • A sample 8 th grade mathematics problem…
      • For answers, visit http://cmsi.cps.k12.il.us/ or email Michael Lach at [email_address] .