Riverpoint Advanced Mathematics Partnership - Algebra (RAMP-A): Collaborating to improve learning in Algebra 1

Model Goals Year 1 Findings PD Activities 1) Increase Algebra 1 teachers’ content knowledge in Evaluation Design Teachers within PLCs: • Quasi-experimental design with control group. • Use student thinking to teach CCSS-M with algebra and functions in the Common Core State • Diagnostic Teacher Assessments in coherence: e.g. create learning trajectories, Standards in Mathematics, Mathematics and Science (Middle grades design and use formative assessment, create 2) Improve teachers’ instructional strategies in Algebra 1, Algebraic Ideas). task dialogues. 3) Improve teachers’ understanding of and ability to • Adaptation of Horizon Research’s 2005-06 • Solve rich tasks and unpack Standards for teach the Standards for Mathematical Practice, Local Systemic Change Classroom Mathematical Practices. Observation Protocol. • Design tasks for higher cognitive complexity. 4) Use the Teacher and Principal Evaluation system to • Student achievement using the state Algebra 1 Administrators: increase principals’/assistant principals’ knowledge of End of Course exam. • Meet with their PLCs to understand effective and ability to support improved mathematics • Student Survey adapted from TIMSS teaching and learning. instruction, and instrument. • Meet together to discuss ways to support • Qualitative data collection. effective instruction. 5) Improve student achievement and interest in math. Theoretical Framework • Learning Trajectory Based Instruction (Szatjn et al., 2012) • Understand the algebra and functions of the Common Core State Standards – Mathematics, specifically: • Coherence of mathematics and of student learning • Use of the Standards for Mathematical Practices • Teachers’ learning through teaching (Leikin & Zazkis,

2010) Kennedy (2013) • Mindfulness, noticing, awareness (Langer, 2000) Participants Results • Principles of Effective Professional Development • 65 Algebra 1 teachers in 14 PLCs: 17 middle • Statistically and practically significant changes school teachers, 2 middle school coaches, 42 (Elmore, 2002) in teaching practices, especially measures of high school teachers, and 4 high school peer Classroom Culture. teachers affecting approximately 1500 students • Significant improvement in Mathematical per year. Knowledge for Teaching of participants. • 19 Administrators attended PD, most often • Some increase in Pedagogical Content joining the PLCs from their buildings, but Knowledge, but room for improvement. sometimes meeting among themselves. • No increase in student motivation to learn Context mathematics. • 6 full-day school-year workshops each year. Lessons Learned • 3-day summer workshop each year. Partners • Teachers need time to work together. • PLC meetings in their buildings, sometimes • Leaders must attend to and support Eastern Washington University Dept. of Mathematics, Washington with administrators. professional norms and PLC development. • Observations by project leaders. State University College of Education, Education Service District • Administrators want and need PD for the 101, Republic School District, Spokane Public Schools, Mead Professional Learning Communities CCSS and TPEP, but struggle with finding the School District, West Valley School District, Central Valley School • Work in school-based groups of 2-4 teachers. time. They seek opportunities to talk with District, Cheney School District, Gonzaga Preparatory School • Meet in their buildings to look at student work and each other.

data together, sometimes joined by • Leadership team must collaborate more to administrators. develop a shared understanding of project • Collaboratively plan lessons, create tasks. goals and concepts.

Jacqueline Coomes, PhD Janet Frost, PhD Hyung Sook Lee, PhD Kristine Lindeblad, MA This project was funded by grants authorized by the No Child Left Behind Act and Project Leaders: Eastern Washington University, Washington State University – Spokane Eastern Washington University Washington State University – Spokane administered by the U.S. Department of Education and Washington Student Mathematics Department College of Education Mathematics Department College of Education Achievement Council and Office of Superintendent of Public Instruction. [email protected]