• CaMSP Partnership Profile – Pittsburg Unified School District

    Mathematics Partnership – Improving Mathematics Through Pittsburg’s Active Collaboration (IMPACT)


    Pittsburg Unified School District, Christian Center School, Contra Costa County Office of Education, Los Medanos College Mathematics Department, California State University East Bay

    Contact Information

    Toni Torres
    Project Director

    Target Population

    Thirty-five mathematics teachers from grades 3rd –Algebra I will participate in the grant which will impact 1,230 students

    Project Goals/Outcomes
    1. Strengthening teachers understanding of algebra by highlighting its connection to number sense and articulating algebra concepts from the K- Algebra I standards.
    2. Analysis of formative assessment data to determine student progress toward mastery of the standards and mathematics literacy
    3. Delivery of instruction through lesson planning, observation, and coaching of the three phase model of instruction, outlined in the California Mathematics Framework

    IMPACT teachers will participate in a 60 hours of intensive professional development each year and 24 hours of follow-up. The three components of the professional development are: strengthening teachers’ math subject matter knowledge by understanding algebra as “generalized arithmetic”, supporting teachers’ use of classroom assessments, and refining teachers’ pedagogical strategies. Faculty will review recent CST and local data to refine the professional development program and support teachers’ use of classroom assessments (teachers will administer district assessments and conduct SBE-adopted content standards item analysis).

    Teachers will work with the coach to: analyze student results; develop differentiated lessons; refining teachers’ pedagogical strategies (teachers, project staff, and partners to plan and enact various model of instruction); support on-going cycle of inquiry into classroom practices with continual tailoring for all students; use of formative assessment and leveled instruction; and student practice.

    Pedagogical strategies will be improved through professional development, classroom coaching, and follow-up meetings. The follow-up meetings will consist of six 2 hour coaching sessions and additional two 6 hour release days. Teachers will meet to strengthen classroom instruction and set goals related to new practices through discussions of professional articles and the California Framework, problem solving, and analyzing student work for errors and re-teaching opportunities.

    Evaluation Plan

    PUSD will match participating teachers to control teachers by grade level taught, school , credential, and number of years teaching. PUSD will establish data collection procedures for local and CST assessments data for both participating and control students by ethnicity, gender, EL status, socioeconomic status, and disability.

    The primary student data collection instruments will be 3rd-8th grade Math STAR California Standards Test (CST) and the Algebra I CST. Summative assessment data will include the PUSD local assessments, administered by all participating and comparison teachers including the 6-8thgrade Christian Center school participants.

    Teachers will be assessed through the University of Louisville’s Diagnostic Mathematics Assessments for Teachers (DMAT), to measure the effects of professional development on teachers’ knowledge, teaching practice, and student performance. Participating teachers will take a local assessment closely aligned with the intensive professional development content, to assess participating teachers’ content growth on specific topics to be administered each spring prior to the summer institute.

    Teachers from the participating and control groups will be administered the Teacher Pedagogical and Collegial Practices and Questionnaire (TPCPQ) developed by Horizon Research. The questions will address use of SBE adopted materials, district assessments, open-ended student problem solving tasks, and engagement strategies, collaboration frequency, and other attributes of professional learning communities.

    Formative student data will include standards- aligned data to measure student mastery of content standards and used to inform professional development topics. Formative teacher measures will include the teacher records of professional development hours, participant evaluations professional development sessions, coaching logs, a mid- year pedagogical survey, and semi-annual classroom observations.