SD Math Partnership Project

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• SD Math Partnership Project
• An Overview

Marcia Torgrude and Karen Taylor
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• South Dakota Counts Grant
• A Federal MSP Grant awarded to SD DOE
• SD DOE distributed funds to 7 ESAs and the Sioux
  Falls School District.

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• Partners
• SD Department of Education
• CAMSE (Center for the Advancement of Mathematics
  and Science Education) - BHSU
• TIE
• Grant Awardees ESA 1 7, Sioux Falls
• Sub-Grantees participating school districts
• External Evaluator Inverness Research Associates

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Goals

• To build broad-based expertise and leadership for
  improving student achievement and conceptual
  understanding in elementary mathematics.
• To develop a statewide educational community to
  improve elementary mathematics instruction.

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• Project Objectives
• Increase student academic achievement as measured
  by the state mathematics standards.
• Increase conceptual understanding of elementary
  mathematics.
• Train and place one Mathematics Specialist in up
  to 8 different sites in SD.
• Provide training for one Mathematics Teacher
  Leader for potentially each elementary building
  in South Dakota.
• Support work in each participating district to
  train additional K-5 teachers.
• Provide training for building principals to
  support the work of the Teacher Leaders.

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• Professional Development and Support
• Math Specialists
• Teacher Leaders
• Participating Principals

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• Professional Development For Math Specialists
• Summer Institute (1 week each summer)
• Year-One Content CGI Number Sense and
  Operations
• Year-Two Content CGI Algebra
• Year-Three Content CGI Geometry
• Just in Time Training
• Three day workshops focused on CGI (Cognitively
  Guided Instruction)
• Other topics
• Best Practices
• Assessment

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Professional Development for Teacher Leaders

• Summer Institute (1 week each summer)
• Three workshops during the school year
• On-going coaching provided by the math
  specialists

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Professional Development for Principals

• Lenses on Learning
• Three Two Day Workshops over the course of 18
  months.

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Professional Development for All Teachers

• In Year-Two, Teacher Leaders, with the help of
  their math specialists, train all the teachers in
  their building in Cognitively Guided Instruction.

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• Math Specialist role
• Collaborate with SDDOE, CAMSE, and TIE to
  coordinate and deliver professional development
  components
• Collect data, data analysis, and reporting of
  data to SDDOE and Inverness
• Attend professional development centered on
  mathematics content, mathematics pedagogy,
  student mathematical thinking, and educational
  leadership.
• Support the work of the teacher leaders.

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• Math Teacher Leader role
• Attend professional development centered on
  mathematics content, mathematics pedagogy,
  student mathematical thinking, and educational
  leadership
• Utilize professional development content in
  mathematics instruction to impact student
  achievement
• Upon completion of one year of training, provide
  training for other K-5 teachers in building
• Create a model classroom as one component of the
  training for other teachers in building

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• Elementary Principals role
• Participate in professional development designed
  to help administrator, as instructional leaders
  in their schools, to understand and support
  effective mathematics instruction.
• Support participating staff in the implementation
  of grant activities.
• Collaborate with math specialist and teacher
  leader to develop implementation plans for their
  school.

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Whats going on in the classroom?

• Wonderment
• Confidence
• Ability to solve, communicate and defend
  solutions
• Student answers being valued
• Understanding concepts and applying them in other
  areas
• Excitement
• Collaboration
• Representation of solution strategies

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ESA 7 SD Counts

• Focus Cognitively Guided Instruction
• 23 Math Teacher Leaders
• 20 Principals
• 13 School Districts

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ESA 7 SD Counts

• Year 2 Math Teacher Leaders
• Provide Professional Development for teachers in
  their buildings train the trainer model
• Small districts Mini-Foundations during summer
• Large districts Inservice in district in August
• Shadowed by other teachers
• Model for other teachers

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ESA 7 SD Counts

• Principals
• Year Two
• Completed Lenses on Learning
• Observe teacher leaders
• Collaborate with teacher leader and math
  specialist
• Support the professional development provided in
  the elementary buildings