CaMSP Partnership Profile – Coachella Valley Unified School District
Math Partnership- Success in Understanding Math (SUM)
Coachella Valley Unified School District; College of the Desert Community College; California
State University, San Bernardino; WestEd/K-12 Alliance
Kevin Erickson (760) 399-5137 ext 408 email@example.com
Teacher on Special Assignment Math Content Specialist
Sixty mathematics teachers grades 3- Algebra I will participate in the program, which will
impact 2,500 students.
1. Increase teacher content knowledge
2. Enhance teacher pedagogical skill (to include ELL Strategies)
3. Increase student understanding and achievement
4. Build district capacity through leadership
5. Sustain the synergy of the partnership for future collaboration
Success in Understanding Math (SUM) teachers will participate in 72 hours of intensive and 40
hours of classroom follow-up. The three components that SUM will focus on are: 1) Summer
Content Institute, which will cover mathematical issues, pedagogy, standards, instructional
materials, lesson design, assessment, best practices, conceptual flow, student notebooks, and
English Language Learners strategies; 2) Teaching Learning Collaborative (TLC) lesson study
sessions, where a lesson is co-designed, co –taught, debriefed using student work, and the
redesigned, co-taught, and reflected on for effectiveness of student learning; and 3) formative
assessment sessions analyzing student work and benchmark data to design targeted interventions
for individuals and groups of students.
The Summer Content Institute models effective classroom instruction and is designed to: 1)
develop skills for teaching mathematics to English Language Learners (Haycock 1998, Payne
2000); 2) build teacher’s content expertise (i.e., standards and concepts in adopted instructional
materials Ball 1999); 3) increase knowledge of best practices using data and assessment driven
instruction (Love et al., 2007); 4) increase pedagogical skills to support the foundations of
learning – accessing prior- knowledge, presenting material in a conceptually linked flow, and
providing ample opportunity for metacognitive reflection (Bransford, et al., 1999).
Six classroom teachers and two full time math coaches will facilitate the TLC Lesson Study
Sessions. The design content targets for lessons are selected based on formative assessment data
provided by pre/post assessments and student work. Teachers will use backwards mapping to
develop a lesson that anticipates and responds to student questions and possible misconceptions.
Each year there will also be four additional school year follow-ups targeting collaborative
analysis of formative assessments.
External evaluators will evaluate specific evidenced-based professional development by
producing its intended effects in targeted population and the efficacy of the partnership. Two
forms of evaluation will be conducted: formative and summative. The formative process will be
designed to monitor and adjust the activities that support each goal: increasing teacher content
knowledge, pedagogy, and increasing student achievement. The summative evaluation will
report the outcome data of the project in reaching its goals.
The project will focus on these research questions:
1. To what extent do participating (treatment) teachers increase their mathematics content
Treatment and control teachers will complete a pre/post Diagnostic Mathematics
Assessment for Elementary and Middle School Teachers. Classroom observations will be
conducted in order to track the progress of content understanding.
2. To what extent do participating (treatment) teachers increase their pedagogical content
knowledge and implement the critical components of the TLC model in their lesson
designs and classroom teaching practices?
Teachers will self-report of implementation of critical TLC model components and
proficiency in math instruction. Evaluator’s will conduct classroom observations and on
site interviews. To document progress randomly selected treatment teachers will be
videotaped. TLC facilitators will complete reflection sheets and a journal regarding
evidence of teacher learning and implementation.
3. To what extents do students in the participating treatment teachers’ classrooms increase
their grade-level appropriate, students based mathematics content knowledge?
Teachers will administer curriculum based 6-8 week benchmark assessments, the
collection of CST scores for grade3 – Algebra of treatment and control teachers and
students, and the enrollment in the advanced courses.
4. To what extent does the project improve the teaching and learning of mathematics
through collaborating partners’ programs, structures and policies?
Evaluators will conduct focus groups of the partners; will collect TLC facilitators and
teachers’ perspectives, and surveys of collaborative partners.