District
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School
District: Frederick
County Public Schools
Contact and Title: Nelson
Palmer (nelson.palmer@fcps.org)
Contact's Phone: 301-644-5057
District Address: Frederick
County Public Schools 7630
Hayward Rd. Frederick, MD 21702
Title of Specialist Position: Mathematics
Teacher Specialist
Number of Specialists in
District: 10
Level(s): PreK-5
Number of Elementary Schools
Impacted: 36
Duties of Specialists:
- Mentoring
and Supporting Tenured and Nontenured teachers – 50%
- Co-planning & Co-teaching – 15%
- Overseeing
Data Discussions About Student Achievement – 10%
- Developing
Countywide Resources (Including Countywide PD) – 20%
- Working
with Community and Families – 5%
Approximate
Number of Students Impacted: 18,200
Summary of Program:
Each math teacher specialist is assigned to support 3 or
4 elementary schools. Professional development and support
is determined at the school level and varies year-to-year
based on the needs of the school. Schools which have been
identified as high-need receive an increased percentage of
the teacher specialists time.
In addition
to providing direct support to schools, each teacher specialist
works on and/or leads a wide range of systemwide committees
including differentiation, intervention, special education,
etc.
The teacher
specialists lead curriculum development workshops during
the summer and take responsibility for publishing resource
materials used in the FCPS.
Program Impact and Research:
Achievement Data
Over the last five years, individual schools have continually
shown improvement in their overall scores on the Maryland
School Assessments (MSA) for grades 3-5. Challenges still
exist with some student groups. We are continuing to focus
on the achievement of minority populations and our students
who receive free and reduced meals and special education
services.
During the 2008-09 school year, 34 of our 36 schools met
the AMO for mathematics. AYP for individual student groups
was met through the confidence interval at several schools.
We will continue to focus our efforts on these student groups.
Advanced scores on the MSA continue to rise but at a very
slow rate and gaps are not closing for sub-populations. Thus,
raising the rigor in all classes is an additional focus.
Teacher Data
Data that currently exists is anecdotal. As we implement Investigations
in Number, Data, and Space, teachers are demonstrating
increased levels of content knowledge and pedagogy, as well
as excitement for teaching mathematics.
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School
District: Howard
County Public Schools
Contact and Title: Kay B.
Sammons (kay_sammons@hcpss.org),
Coordinator of Elementary Mathematics
Contact's Phone: 410-313-6624
District Address: Howard
County Public Schools, 10910 Route 108,
Ellicott City, MD 21042
Title of Specialist Position: Math
Support Teacher
Number of Specialists in District: 16
Level(s): PreK-5
Number of Elementary Schools Impacted: 16
Duties of Specialists:
-
Mentoring
and Supporting Tenured and Non-tenured teachers – 50%
-
Co-teaching – 15%
-
Overseeing
Data Discussions about Student Achievement – 10%
-
Developing
Countywide Resources including Countywide PD – 15%
-
Working
with Community and Families – 5%
-
Assessing
Individual Students – 5%
Approximate
Number of Students Impacted: 4,750
Summary of Program: The
concept of providing math support teachers
in specific elementary schools evolved out
of the need to provide on site professional
development for teachers in mathematics content
and pedagogy. Their main role is work with
teachers to implement the best practices
for mathematics instruction.
Program Impact and Research:
Achievement Data
Over the last five years, individual schools have continually
shown improvement in their overall scores on the Maryland State
Assessments (MSA) for grades 3-5. Challenges still exist with
some student groups. We are continuing to focus on the achievement
of our students who receive free and reduced meals and special
education students. During
the 2008-09 school year, fourteen of the sixteen schools who
have Mathematics Support Teachers met the AMO for mathematics.
AYP for individual student groups was met through the confidence
interval at several schools. We will continue to focus our
efforts on these student groups.
Teacher Data
Teachers from the schools served by Mathematics Support Teachers
were surveyed at the end of the 2008-09 school year using a
pilot questionnaire. The majority of teachers surveyed felt
that the Mathematics Support Teacher provided them with professional
development and resources that helped them teach mathematics.
A deeper analysis of the survey data will be completed during
the 2009-2010 school year.
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School
District: Lodge
Grass & Pryor
Contact and Title: David
Stringfield (dvdstrngfld@aol.com)
Contact's Phone: 406-223-9824
District Address: Lodge
Grass Public Schools Lodge
Grass, Montana 59057
Title of Specialist
Position: Instructional
Coach
Number of Specialists
in District: 1
Level(s): K-12
Number of Elementary
Schools Impacted: 5
Duties of Specialists:
- Leading
Curriculum Teams - 30%
- Modeling
Lessons - 10%
- Coaching
Teachers - 30%
- Assessing
Students - 10%
- Evaluating
Program - 20%
Approximate
Number of Students Impacted: 120
Summary of Program: Implement
individual teachers' professional
growth plans, teacher collaboration,
curriculum alignment projects,
increasing student engagement
and meeting improvement plan
goals.
Program Impact and Research:
Achievement Data
Mathematics - All students proficient and advanced, May
2009, 40%.
Teacher Data
Not available (Teacher data being compiled)
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School
District: Riverside
Local Schools
Contact and Title: Karen
LeScoezec (pa_lescoezec@lgca.org)
Contact's Phone: 440-639-5234
District Address: Riverside
Local Schools, 845 Madison
Avenue Elementary Painesville,
Ohio 44077
Title of Specialist Position: Mathematics
Coordinator
Number of Specialists in
District: 3
Level(s): K-5
Number of Elementary Schools
Impacted: 6
Duties of Specialists:
-
Offering
inservices & sharing of best practices 45%
-
Modeling
lessons in classrooms 5%
-
Making
new intervention programs (BOOST for kindergarteners
and Extreme Team for 4th and 5th graders) 20%
-
Informing
and working with parents through newsletters, Family
Math Nights, and websites 15%
-
Coordinating
district assessments and analyzing data 15%
Approximate
Number of Students Impacted: 1,100
Summary of Program: Within
our 6 elementary schools, we are coordinating
our efforts. Karen obtained her Masters
as a math specialist and has taught 10th-7th
grade as a classroom teacher. She developed
and ran an intervention program at the
high school before taking this position
10 years ago.
Program Impact and Research:
Achievement Data
93% of the kindergarteners who were identified at the beginning
of the year as being below benchmark, were at benchmark by
the end of the year. Common math district assessments are given
at 3rd, 4th, and 5th grades and curriculum map is completed
for all grades to build coherency.
Teacher Data
Students enjoy lessons prepared and delivered by [the school's
Mathematics Coordinator]. She is called the "mathlady".
Teachers are having students take more responsiblility for
their learning by her suggestion of incorporating "I Can" statements.
Attendance at Family Math/Science Nights continues to grow.
It now is housed at the campus.
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-
Collaboratively
planning with teachers - 40%
-
Model
lessons - 30%
-
Co-teaching
- 10%
-
Presenting
teacher workshops - 10%
-
Presenting
at family math workshops - 5%
-
Attending
specialist meetings - 5%
Approximate
Number of Students Impacted: 14,000
Summary of Program: The
purpose of establishing a mathematics
specialist cadre in Spotsylvania
County Schools is to provide on site
professional development for teachers
in mathematics content and pedagogy.
There is a strong need for this embedded
PD due to the amount of mathematics
content filtering down to the elementary
school. The mathematics specialist
primary responsiblity is to work
with teachers to implement the best
practices for mathematics instruction.
They serve as a coach, as a data
analyzer, as a workshop presenter,
as a co-teacher, and as a viable
member of the school leadership team.
Our specialists typically service
2 schools but this year, four of
them also support 3 schools. Our
specialists have all taken the required
coursework establish through various
grants in the state of Virginia.
We have taken part in UVA, VCU, and
UMD research on mathematics specialists.
We first implemented this program (with 3 specialists) in
school year 2004-05.
Program Impact and Research:
Achievement Data
Over the last five years, individual schools have continually
shown improvement in their overall scores on the Virginia
Standards of Learning State Assessments (SOL tests) for grades
3-5 and grade 8. Challenges still exist with some student
groups and especially with grades 6 and 7. We are continuing
to focus on the achievement of our students who receive free
and reduced meals and special education students (SWD and
ECD).
During the 2008-09 school year, fifteen of the seventeen
elementary schools who have Mathematics Specialists met the
AMO for mathematics and four out of our seven middle schools
made the AMO. We will continue to focus our efforts on these
student groups of SWD and ECD.
The
UMD and VCU has produced research related to the mathematics
specialist program in the state of Virginia over the
past 5 years.
Teacher Data
Teachers from the schools served by Mathematics Specialists
were surveyed at the end of the second year of implementation
using a survey administered by our Program Evaluation department
(See link to survey
results). The majority of teachers surveyed felt that
the Mathematics Specialist program is effective and needed,
and that the specialists provided them with professional
development and resources that helped them teach mathematics.
A deeper analysis of the survey data will be completed in
the near future.
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