Muncie Community Schools’ Algebra Readiness Initiative

$186,715.50

The Muncie Community Schools’ (MCS) Algebra Readiness Initiative is a three-year professional development program that seeks to improve the efficacy of upper elementary and secondary mathematics teachers with respect to the teaching of algebra and algebraic reasoning. The proposed program is the result of a professional partnership formed with university faculty from the Department of Mathematical Sciences at Ball State University. Through this partnership, algebraic reasoning is introduced to teachers as a process in which students generalize mathematical ideas from a set of particular instances, establish those generalizations through the discourse of argumentation, and express them in increasingly formal and age-appropriate ways. The MCS Algebra Readiness Initiative utilizes the Concerns Based Adoption Model (CBAM) to measure the disposition of teachers toward the teaching of algebra and algebraic reasoning as a classroom practice. Specifically, this grant proposal seeks to move teachers along a continuum of concerns about the teaching of algebra and algebraic reasoning, ranging from an awareness level (i.e., little concern about or involvement with the need to teach algebra and algebraic reasoning is indicated) to the highest level of concern known as refocusing (i.e., the focus is on exploration of more universal benefits from the teaching of algebra and algebraic reasoning). The MCS Algebra Readiness Initiative utilizes the content area expertise of university faculty and the technical resources of Ball State University to provide long-term, sustained professional development to develop a cadre of teachers who understand the complexity of algebraic reasoning and how to integrate it in viable ways.

Timeline	Project Activity	Correlation to Goal
August 2006	Opening Day Professional Development Program – Teachers will receive an overview of the MCS Algebra Readiness Initiative. This initial session will include an overview of MCS math data and a presentation of the literature with respect to the topic of algebraic reasoning.	#1
November 2006	Stages of Concern Questionnaire Administration – During the opening weeks of school, evaluation consultants will administer and compile data from the SoCQ. This instrument will provide baseline data with respect to the teachers’ current level of concern toward the teaching of algebraic reasoning.	#1, #2, #3
November 2006 – May 2007	Building Level Technical Assistance – University content area specialists will meet with instructional leaders from each school, one time per month to discuss program objectives. Meetings will provide an opportunity for teachers to discuss scientifically-based math research with university specialists (i.e., teachers participate in short periods of professional development designed to increase their knowledge base of best practices).	#1, #2, #3
November 2006 –May 2007	Algebra Readiness Workshops – University content area specialists and MCS instructional leaders will host a series of workshops designed to increase teachers’ knowledge of algebra and algebraic reasoning. Teachers will: Understand patterns, relations, and functions. Represent and analyze mathematical situations and structures using algebraic symbols. Use mathematical models to represent and understand quantitative relationships. Analyze change in various contexts. Workshops will consist of 90 minutes sessions whereby the teacher is paid a stipend of $35.00 to attend.	#1
February 2007	Analysis of ISTEP+ data. University content area specialists will work with MCS faculty to disaggregate and analyze ISTEP+ data that is returned to the district. Small group meetings to discuss student performance will be held with teams and departments.	#3
April 2007	Identification of Teacher Leaders for Ball State University’s Algebra Readiness Institute – MCS instructional leaders, along with our BSU project partners, will work to identify one to two teachers from each school who would be willing to complete a six-credit hour program at Ball State University during the summer of 2007. The purpose of this Institute will be to empower a faculty member from each school to peer mentor other teachers during the 2007-2008 school year.	#1, #2, #3
May 2007	Evaluation Consultant Report of Year #1. An outside evaluation consultant will complete a report consisting of achievement data, demographic data, program data, and teacher perception data to reach conclusions about the success of the program’s first year. A post-SoCQ will be administered to teachers to determine the extent to which they have personally embraced the innovation of teaching algebra and algebraic reasoning.	#1, #2, #3
June 2007	Ball State University Algebra Readiness Institute – MCS will pay the tuition of teachers attending the Institute. Those attending will have agreed to serve as peer mentors for the 2007-2008 school year. The Institute will provide instructional leadership training to teachers and will empower these teachers to assist colleagues with diagnosing student learning difficulties with respect to algebraic reasoning and will improve their ability to apply appropriate interventions for struggling students.	#1, #2, #3
August 2007 – May 2008	Peer mentoring. Substitute teachers will be utilized to create monthly release time for the Teacher-Leaders who have successfully completed the BSU Algebra Readiness Institute. The purpose of this release time will be to allow Teacher-Leaders to peer mentor their colleagues in the classroom. Peer mentoring responsibilities will range from modeling scientifically-based research practices to encouraging and coaching positive instructional behaviors that elicit algebraic reasoning from students.	#3
August 2007 –May 2008	Algebra Readiness Workshops – University content area specialists and MCS instructional leaders will host a series of workshops designed to increase teachers’ knowledge of mathematics pedagogy for algebra. Teachers will: Examine instructional materials and resources for teaching algebra and developing algebraic reasoning. Explore ways to represent algebraic concepts and procedures. Examine instructional strategies and classroom organizational models for teaching algebra and developing algebraic reasoning. Select and develop worthwhile mathematical tasks that create opportunities for students to engage in problem solving and algebraic reasoning and to develop understanding of algebraic concepts and skills. Engage students in written and oral mathematical communication. Develop means for assessing students’ understanding of algebra. Workshops will consist of 90 minutes sessions whereby the teacher is paid a stipend of $35.00 to attend.	#2, #3
November 2007	Analysis of ISTEP+ data. University content area specialists will work with MCS faculty to disaggregate and analyze ISTEP+ data that is returned to the district. Small group meetings to discuss closing specific achievement gaps will be held with teams and departments. Special efforts will be made to discuss steps to be taken to reduce the percentage of non-proficiency among black students, free & reduced lunch, and special education students.	#3
February 2008	Identification of Teacher Leaders for Ball State University’s Algebra Readiness Institute – MCS instructional leaders, along with our BSU project partners, will work to identify one to two additional teachers from each school who would be willing to complete a six-credit hour program at Ball State University during the summer of 2008. The purpose of this Institute will be to empower a faculty member from each school to peer mentor other teachers during the 2008-2009 school year. This would be the second and final summer the BSU Institute is offered.	#1, #2, #3
May 2008	Evaluation Consultant Report of Year #2. An outside evaluation consultant will complete a report consisting of achievement data, demographic data, program data, and teacher perception data to reach conclusions about the success of the program’s second year. A post-SoCQ will be administered to teachers to determine the extent to which teachers have moved closer to a level of “refocusing” with respect to the teaching of algebra and algebraic reasoning.	#1, #2, #3
June 2008	Ball State University Algebra Readiness Institute – MCS will pay the tuition of teachers attending the Institute. Those attending will have agreed to serve as peer mentors for the 2008-2009 school year. The Institute will provide instructional leadership training to teachers and will empower these teachers to assist colleagues with diagnosing student learning difficulties with respect to algebraic reasoning and will improve their ability to apply appropriate interventions for struggling students.	#1, #2, #3
August 2008 – May 2009	Independent Online Learning Modules. For those teachers reaching the level of “refocusing” as measured by the SoCQ, an invitation will be extended to these teachers to complete an online course model through either the National Council of Teachers of Mathematics or the Association for Supervision and Curriculum Development. These modules will allow teachers to individualize their professional development and receive technical assistance on very specific aspects of teaching algebra and algebraic readiness.	#1, #2, #3
August 2008 – May 2009	Peer mentoring. Substitute teachers will be utilized to create monthly release time for the Teacher-Leaders who have successfully completed the BSU Algebra Readiness Institute. The purpose of this release time will be to allow Teacher-Leaders to peer mentor their colleagues in the classroom. Peer mentoring responsibilities will range from modeling scientifically-based research practices to encouraging and coaching positive instructional behaviors that elicit algebraic reasoning from students.	#3
August 2008 – May 2009	Algebra Readiness Workshops – University content area specialists and MCS instructional leaders will host a series of workshops designed to increase teachers’ knowledge of their students as learners of algebra. Teachers will: Analyze current theories of how students learn mathematics. Examine their students’ thinking about algebra. Establish expectations for all students to learn algebra. Foster students’ positive dispositions toward mathematics. Workshops will consist of 90 minutes sessions whereby the teacher is paid a stipend to attend.	#3
November 2008	Analysis of ISTEP+ data. University content area specialists will work with MCS faculty to disaggregate and analyze ISTEP+ data that is returned to the district. Small group meetings to discuss closing specific achievement gaps will be held with teams and departments. Special efforts will be made to discuss steps to be taken to reduce the percentage of non-proficiency among black students, free & reduced lunch, and special education students.	#3
June 2009	Evaluation Consultant Report of Year #3. An outside evaluation consultant will complete a report consisting of achievement data, demographic data, program data, and teacher perception data to reach conclusions about the success of the program’s third year. A post-SoCQ will be administered to teachers to determine the extent to which teachers have reached the “refocusing” level of concern toward the teaching of algebra and algebraic reasoning.	#1, #2, #3

Goal #1: Over the next three years, 100% of MCS teachers will exhibit improved knowledge of algebra and algebraic reasoning as measured by documented instructional practices.

Goal #2: Over the next three years, 100% of MCS teachers will demonstrate improved math pedagogy for algebra, including the ability to select appropriate supplemental materials that support academic standards.

Goal #3: Over the next three years, 100% of MCS teachers will exhibit classroom practices that support the development of students’ ability to reason algebraically as demonstrated through direct instructional observation.

Muncie Community Schools – MCS is serving as the fiscal agent for the grant. Additionally, the school district has formed an Algebra Readiness Advisory Council made up of teachers, administrators, and representatives from the BSU Mathematical Sciences Department to discuss the content and format of all workshop modules associated with the grant. This advisory council also is examining SoCQ data to monitor teacher readiness levels with respect to the teaching of algebra. The district provides classroom space for the workshop modules and, through the grant, a stipend is paid for teacher participation and resource materials.

Ball State University - The Department of Mathematical Sciences has partnered with MCS to provide a 3 hour course release to Dr. Sheryl Stump, Associate Professor, to serve as the official Project Partner to this grant. Other faculty members from the Mathematical Sciences Department that have assisted in facilitating course modules include Dr. Fred Jenkins, Dr. Bev Harter, and Dr. Kaye Roebuck. These university content specialists provide the district with a solid research-base for the content professional development activities associated with the project. They are also helping MCS to create an Institute for Math Leadership, whereby 28 MCS teachers will receive advanced training on the teaching of Algebra by examining content, pedagogy, and teacher leadership.

In Fall 2006 Muncie Community Schools (MCS) contracted with Indiana Youth Institute (IYI) to conduct a study a three year study on a professional development program that seeks to improve the efficacy of upper elementary and secondary mathematics teachers with respect to the teaching of algebra and algebraic reasoning. The following information is an update on evaluation activities to date.

In October and November 2006 tools were modified and developed.

Stages of Concern Questionnaire (SoCQ): This tool was developed and validated by the Southwest Educational Development Laboratory and is specific to teacher professional development. IYI acquired and studied the SoCQ handbook for use. IYI developed a print version of the tool for use by MCS, as well as a data entry template. In addition an ID system was created to help track teacher progression while maintaining anonymity.
Workshop Survey: This tool was developed to gain insight into particular facets of impact and delivery of the professional development sessions. It provides feedback to the MCS trainers for improvement of workshop sessions. IYI developed a print version of the tool for use by MCS, as well as a data entry template.

In November and December 2006 data was entered by MCS for both the SoCQ and the workshop survey

SoCQ Baseline Results:
The following data are the results of the baseline SoCQ test. There were 46 teachers who completed the SoCQ in Fall 2006.

Ideally, through the professional development process, the teacher group will move toward stage 6. Figure 1 depicts current intensity levels for each stage of the group of teachers involved.

Figure 1.

Stage 0 – The higher the stage 0 score, the more the respondent is indicating that there are a number of other initiatives, tasks, and activities that are of concern to him or her.

Stage 1 – A high score in stage 1 indicates the respondent would like to know more about the innovation (algebraic readiness in this case).

Stage 2 – A high stage 2 score indicates respondents are most concerned about status, rewards, and what effects the innovation might have on them.

Stage 3 – A high stage 3 score indicates intense concern about management, time, and logistical aspects of the innovation.

Stage 4 – A high stage 4 score indicates concerns about the consequences of use (impact) of the innovation for students.

Stage 5 – A high stage 5 score suggests concerns about working with others in relation to use of the innovation and a desire to collaborate.

Stage 6 – A high stage 6 score indicates a refocusing on finding ways to reap even more benefits from the innovation.

This graph is typical of interested, unconcerned, positively disposed non-users of the innovation. This profile indicates users who are not fully aware of the innovation and are more concerned about other things. Since stages 1 and 2 are also high, it can be inferred this group would like to learn more about the innovation. Stages 3, 4, and 5 are not of high concern at this time, and the group is not able to see further application of the innovation yet.

Workshop Survey Results:
The following are highlights from the workshop surveys.

41 surveys have been completed and analyzed here.
82% of respondents indicated they felt they gained practical knowledge they can use in their day-to-day work with students
85% of respondents indicated the information and skills they gained will make them more effective in their work.
The following reflect ratings of “good” or “excellent” for each workshop aspect

Format – 98%
Relevance – 85%
Amount of Information – 83%
Pace – 85%
Length – 96%
Presenter – 92%

The following positive comments were noted:

Keep giving us ideas to take back and use with our students!
I was excited about this and the books really help.
Great ideas. I will use tomorrow!! I needed help with multiplication.
Would recommend the workshop.
Lots of ideas!

“I definitely think this Program has influenced and helped my math curriculum that I am teaching. It has reinforced my belief in hands-on learning. Most of my children enjoyed math and learned in the process.” - Michelle Harris, MCS Teacher