Chelsea Achieve in Mathematics

2017

1. Statement of the need for the project: In 2013, the Chelsea Public School served 283 children in preschool programs. According to the Department of Elementary and Secondary Education districts profile for Chelsea Public School in 2012-13 an estimated 80.4% of children enrolled are dual language learners and come from homes in which English in not the their first language. 88.9 percent of the children are low income and 81.8% of the children receive free lunch and 7.1% reduced lunch and 91.6% of the students are considered high need. In 2012 more than half of the third grader in Chelsea did not score proficient in Reading 66% or Math 54%. The CAM project intends to increase children language, literacy, and mathematics skills through effective instruction all practice by increasing teacher knowledge and belief and enhancing early educators repertoire of strategies for foster mathematical learning. 2. Authorized Activities: CAM will provide professional development (PD) to preschool teachers, paraprofessionals, coaches, and administrators in two programs Chelsea ELC and CHS. The project will serve 15 preschool classrooms. All classrooms will receive the BBM Curriculum and engage in 15 hours of professional development per year to increase their content knowledge in mathematics and increase their understanding of how children develop mathematical thinking through the implementation of a research based curriculum. 3 full days PDs will be provided to teachers and paraprofessional working in preschool classrooms each August, January and April. PD 1: Will provide an overview of the National Council for Teachers of Mathematics Process Standard and the BBM Curriculum and discuss implementation within the OWL curriculum framework. PD 2: Digging Deeper: Will explore the use of Learning Trajectories to guide instruction and planning for whole & small group instruction and the selection of center time activities. PD 3: Will be determined based on formative data. The project director and curriculum coach will meet each June to select dates and topics for professional development in consecutive years based on formative data. In year 3, CAM will recruit teachers to share best practices, co plan and facilitate portions of PD in order to build capacity within the district to sustain PD and fidelity. Each November and May data will becollected in 15 participating classrooms BBM fidelity checklist and CLASS. Data will be shared with individual classroom teaching teams and used to develop action plans for improving teacher-child interactions and curriculum fidelity. Classrooms serving children in substantially separate classrooms will participate in professional development and be provided with the curriculum and materials but not be assessed. In year 2 teachers will be recruited through an RFR to participate in configuration guidelines for best practice in embedding BBM into the OWL framework. In the summer of 2015, CEM teachers will develop two curriculum units utilizing the OWL and BBM curriculum frameworks to augment the 6 OWL units. This group will meet monthly after school for 3 hours to research and formulate plans for the development of two curriculum units. 3. Anticipated Outcomes: 1) 80% of early educators will demonstrate a significant increase in their knowledge and belief relevant to teaching children mathematics. 2) 80% of all preschool classrooms will implement BBM with 80% fidelity in year three. 3) 80% of all children will demonstrate gains in language,literacy, and mathematics. 4) 80% of all classrooms will scores will show gains in the Instructional support domain of the CLASS.

Demonstrate and training program preschool mathematics

Performing Research or Evaluation, Continuing Education/Community Training, Demonstration Services

Education & Early Intervention, Child Care-Related Activities

Professionals and Para-Professionals

Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Geographic Areas, Urban

Single-County

N/A