Milwaukee Math Partnership Year 1 External Evaluation by k55qTC

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									Milwaukee Math Partnership
Year 1 External Evaluation

Lizanne DeStefano, Director
Dean Grosshandler, Project Coordinator

University of Illinois at Urbana-Champaign
          Evaluation Purpose

 Goal-oriented evaluation
 Complementary and iterative with
  internal evaluation
 Focusing on attainment of proximal
  goals in first year
  – Creation and functioning of the Learning
    Teams
  – Quality of the professional development
  – Infrastructure and leadership
    development
       Evaluation Questions
 Question 1: Is progress being made
  toward the stated goals of the MMP?

 Question 2: Are there significant
  unintended consequences resulting
  from the activities associated with the
  grant?

 Question 3: Are there areas of
  concern regarding the future
  implementation of the goals of the
  grant?
       Evaluation Approach

 Multi-method
 Multi-perspectival
  – Teachers
  – Local and central office
    administrators
  – University of Wisconsin Milwaukee
  – Milwaukee Area Technical College
  – Milwaukee Partnership Academy
 Formative and Summative
Research Methods and Data Sources

   Interviews and focus groups
    – Formal and Informal


   Observations

   Surveys

   Document Review
Research Methods and Data Sources

 Interviews and focus groups
  –   Milwaukee Partnership Academy
  –   University of Wisconsin Milwaukee
  –   Milwaukee Public Schools
  –   Milwaukee Area Technical College
  –   Teachers-In-Residence
  –   Math Teacher Leaders
  –   Math Specialists
Research Methods and Data Sources

 Observations
  – 9 visits, up to a week at a time, since
    January
  – Math Teaching Specialist and Math
    Teacher Leader training
  – Math and Literacy Showcase
  – Learning Teams at 3 elementary schools
  – Milwaukee Partnership Academy board
    meetings
  – Teacher-In-Residence work with UWM
    math faculty
  – Milwaukee Area Technical College course
  – Debriefings of MMP staff
 Research Methods and Data Sources

 Surveys
  – Access to surveys by Cindy Walker’s team
    and internal surveys by MMP staff at
    trainings/workshops
 Document Review
  – Milwaukee Partnership Academy and
    Learning Team minutes
  – Internal email among MMP participants
  – Videotaped Learning Teams discussion
Question 1: Is progress being made
toward the stated goals of the MMP?
 Goal 1:
  – “The Milwaukee Mathematics Partnership [will
    target] student mathematics achievement in the
    Milwaukee Public Schools and student transition to
    higher education through the existing Milwaukee
    Partnership Academy, a community-wide council of
    school, university, union, government, business,
    and community organizations.”

 Findings:
  – Milwaukee Partnership Academy role in the MMP has
    decreased slightly since its inception
  – Although more attention paid by Milwaukee
    Partnership Academy to reading and writing, MMP
    activities are recognized and encouraged by
    Milwaukee Partnership Academy members through
    alliance formation and commitment of resources
Question 1: Is progress being made
toward the stated goals of the MMP?
 Goal 2:
  – “These partners [will] establish and implement a
    common vision and assessment program utilizing a
    Comprehensive Mathematics Framework at each
    school through inclusion of a mathematics teacher
    leader in the school’s leadership.”

 Findings:
  – There is an articulate and consistent presentation of
    the Comprehensive Math Framework and promotion
    of a common assessment program in the MMP
    activities
  – Math Teacher Leaders are receiving effective training,
    Learning Teams are paying more attention to math,
    and the MPS system is expanding its implementation
    of the Comprehensive Math Framework
       Learning Team Creation
          and Functioning
 Learning Teams are in place in all
  schools
 Math Teacher Leaders serve on the teams
  and provide information and advocacy
  for implementing Comprehensive Math
  Framework
 Implementation and effectiveness are not
  uniform across district
 Learning teams appear to be an effective
  strategy for curriculum reform and large
  scale professional development
Common Learning Team characteristics
related to promotion and implementation of
Comprehensive Math Framework
• Principals advocated or implemented a strategy
  for sharing authority with team members
• The climate of the Learning Teams promoted
  sharing of ideas, offering criticism and concern,
  and soliciting feedback
• Math Teacher Leaders were systematic in their
  communication of what they learned in their MMP
  training to other members of their team
• Math Teacher Leader is viewed as a resource
• MMP activities are integrated into school reform
  plans
Question 1: Is progress being made
toward the stated goals of the MMP?
 Goal 3:
  – “Key courses in the preparation of teachers, both in
    mathematics and education, are re-designed or
    created, piloted, and revised by design teams of
    mathematicians, PK-12 master teachers, and
    mathematics educators from member institutions.”

 Findings:
  – UWM preservice math education courses
    aligned with Comprehensive Math Framework
  – Development process rigorous and sound
  – Teachers-In-Residence enthusiastic; initial
    implementation well-received
Question 2: Are there significant
unintended consequences resulting from
the activities associated with the grant?

 Increased collaboration between leaders of
  pre-existing MPS literacy program and the
  Math Teaching Specialists and Math
  Teacher Leaders
   – Collaboration already part of proposal
     framework
   – Success of MMP activities has led to greater
     acceptance by Literacy Specialists and mutual
     desire for more structured collaboration
Question 3: Are there areas of concern
regarding the future implementation of the
goals of the grant?

 Coping with inertia and resistance

 Problems with Math Teacher Leaders’ view
  of their students as “deficient”

 Scaling up Math Teacher Leader and
  Learning Team activities to all Milwaukee
  schools
   – Strategies for dealing with the most resistant
     schools
      Goals for Year 2 Evaluation
 Case studies of effective teams, Math
  Teacher Leaders, and classrooms
 Continued assessment of progress toward
  stated goals
 Continued monitoring of unintended
  outcomes
 Emphasis on changes in professional
  development, classroom practice, and
  student performance at district and school
  level
 Multi-level impact: UWM, Milwaukee Area
  Technical College, Milwaukee Partnership
  Academy

								
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