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	Date and Author:	Jan 25, 2010 2:23 pm by mtorgrude
	Comment:	none
	Actions:	turn on change highlighting · hide wikitext code

[[image:SDCountssm.jpg width="215" height="104" align="center"]]
|| **ESA 6 - Lucy Atwood** || || || **ESA 7 - Marcia Torgrude** || **Rapid City - Kim Clark** ||
|| [[mailto:latwood@tie.net|latwood@tie.net]] || || || [[mailto:mtorgrude@tie.net|mtorgrude@tie.net]] || [[mailto:kclark@tie.net|kclark@tie.net]] ||
|| cell phone - 208-6306 || || || work phone - 394-1876 || work phone - 394-1876 ||
|| work phone - 224-6287 || || || cell phone -580-1375 || cell phone - 431-8353 ||
|| [[image:LA-05Wiki.jpg]] || || || [[image:mtorgrude.jpg align="center"]] || [[image:kimclark.JPG width="106" height="103"]] ||
=== ===
==**About SD Counts Phase II**==
====South Dakota Counts is a focused statewide professional development program designed to build broad-based expertise and leadership for improving elementary mathematics instruction. South Dakota Counts will leave the statewide educational community with a cadre of very skilled professionals to serve as resources and trainers in the ongoing effort to improve mathematics instruction. The first 3-year phase has just ended and Phase II is continuing the work for another 3 years.====
==OUTCOME==

During the next three years, South Dakota Counts will:

# Provide training for new Mathematics Teacher Leaders.
# Provide training for continuing mathematics teacher leaders. 
# Support work in each participating district to train additional teachers.
# Conduct training for building principals to support the work of the math teacher leaders.
 
==RATIONALE==
The research is clear that a skilled teacher is the most important factor in improving student learning. South Dakota Counts is designed to deepen and broaden teachers’ knowledge base about mathematics content, mathematics pedagogy, and student mathematical thinking. South Dakota Counts will provide teachers an opportunity to experience “best practices” in teaching mathematics. This will include constructivist instructional practices that promote mathematical reasoning, discourse, and conceptual understanding for all students.
== ==
==PROGRAM SPECIFICS==
==Math Specialist in each ESA: ==
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· has received university level classroom work equal to 18 credits and is now has a K-12 Math Specialist Endorsement 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·will support the work of the Math Teacher Leaders at the district level by: 
 
* Providing professional development focused on the pedagogy of teaching and learning math 
* Coaching/mentoring and modeling for the classroom teacher consisting of a pre-conference, classroom work, and post-conference on a monthly basis 
* Communicating with building principals about progress. 
* Providing support for the school professional development 

==New Elementary Math Teacher Leaders in each school district:==
 
====New Math Teacher Leaders in Phase II will receive university level classroom work equal to 12 credits over the three years of the project. The content of the training will be centered on mathematics content (during the summer), mathematics pedagogy, student mathematical thinking, and educational leadership. Once their training is complete, they will have most of the credits necessary to qualify for the new math specialist degree approved by the board of regents. All training, coaching, credits, summer institute costs, and $800 worth of materials are provided to the math teacher leaders over the 3 years. ====

Each Math Teacher Leader will be expected to attend all summer institutes and training embedded throughout the school year, practice the new pedagogy and understanding of math in the classroom with their students, and meet with the principal and math specialist to discuss progress.
**Summer Training:**
* Year 1 – July 13-18, 2009 - completed - Foundations, BHSU 
* 3 more summer sessions each July through 2012

**Embedded Training:**
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Will take place in large group – Three 1 ½ day trainings throughout the year in large group
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Costs of materials and credits are covered
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Meet with the math specialist monthly through in-class coaching sessions 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Occasional evening or early afternoon meetings – face to face or via Eluminate for updates 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Share information and new ideas with principals
**Years 2 and 3:** 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Continue the same processes as in year one 
<span style="color: black; font-family: Symbol; font-size: 13pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Provide a demonstration classroom for other teachers in district
<span style="color: black; font-family: Symbol; font-size: 13pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Provide building-based training to additional classroom teachers in their district over the three years of the project.
There are a total of 4 summer sessions – Year 1, Year 2, Year 3 (July, 2011 and June, 2012) 
==Continuing Teacher Leaders==
* Complete all courses necessary to receive the K-12 Math Specialist Certification - during the summer and school year
* Continue coursework to build their coaching expertise
* Coach other teachers in their buildings to use CGI and the inquiry approach to teaching mathematics
* Provide professional development for other teachers in their buildings

===Role and Expectations of the Elementary Principals:===
Elementary Principals will attend 45 hours of //Lenses on Learning// training over a 2 year period beginning in year 2 of phase II. //Lenses on Learning// training is a professional development program developed by The Education Development Center to help administrators, as instructional leaders in their schools, to understand and support effective mathematics instruction. 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Attend Lenses on Learning 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Support the math teacher leader 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Support the sustainability of the grant 
 
===The participating school district will: ===

<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·Provide support to all staff participating in the project. 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Create and sustain a partnership with the grant awardee. 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Provide information and data to the grant awardee, external evaluator or state entity upon request for purposes of evaluating, documenting implementation of the grant, and reporting. 
<span style="color: black; font-family: Symbol; font-size: 12pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Assure good faith commitment and support of the administration and the school board in the development and implementation of proposed activities.

=== ===
==**EVALUATION**==
The evaluation will be conducted both by an internal evaluation team within our region and an external evaluation firm. The local evaluation will consist of teacher content knowledge, student achievement in mathematics and any additional elements of interest to the project partners. The external evaluation will focus on two specific outcomes for the project. First the evaluation will judge how well the leadership structure of regional math specialists and district teacher leaders works to improve math instruction. Second, the evaluation will assess changes in classroom practice. 

==Year 1 Work:==
**New teachers** attended Foundations Institute at BHSU this summer and will continue with a follow-up 2 credit course in //Children’s Mathematics// – student thinking in number and operations - throughout the school year. Math Specialists will visit classrooms to coach teachers throughout the year through observation, modeling, and co-teaching. Additionally, new teachers will be developing a “model classroom” in order to build their leadership capacity in their schools. 
== ==
 **Continuing teachers** will engage in a 1 credit coaching course throughout the year to develop their skills while coaching and mentoring their peers.

= =

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