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IM Collaborative Measurement Program

IM Collaborative Measurement Program, 2020–2021

Invitation to Participate in the IM Collaborative Measurement Program the 2020–2021 School Year

IM invites your district to participate in the pilot of a collaborative measurement program that enables you to use IM’s measurement tools to better drive improvement in your district, benchmark your performance with other IM districts, and share your implementation lessons learned with others in the IM community.

LET US KNOW YOU ARE INTERESTED


Why Participate?

IM is excited to launch a no-cost pilot program to help your district use the IM Measurement Tools and resources to drive changes in teaching practice and student learning behaviors. Districts who participate in this collaborative group will receive access to IM’s measurement tools and resources and participate in a virtual learning community focused on how to:

  • Measure and evaluate implementation of the IM curriculum using the IM Classroom Observation Protocol, the IM Teacher Self-Assessment, the IM Teacher Collaborative Assessment Tool, the IM Teacher Implementation Survey, and the IM Student Mathematical Flourishing Rubric.
  • Contribute to and review an IM Comparative Benchmark Report to see how your district’s implementation scores compare to other program participants. (This component is optional.)
  • Share lessons learned about implementation from other district participants.
  • Document your evidence of impact to share with your district and with the IM community.

Such access to insights into your district’s implementation of the IM curriculum can help you gather the evidence you need to drive change in your district! Check out the appendix below for a summary of the IM Measurement Tools.


Your Role in the Process

IM aims to ensure that participating in the Collaborative Measurement Program, including the collection and reporting of data, is as unobtrusive as possible for you and your teachers. IM will work with two representatives from your district as the key program representatives. Program representatives will receive free virtual professional learning and support from IM to help them coordinate the data collection and reporting throughout the year. IM will also provide resources and tools to help your district use these results to improve implementation in your district.


Timeline and Data Collection

IM anticipates that participation in the Collaborative Measurement Program may include: 1) attendance at a kickoff meeting in July, 2) participation in a series of virtual learning sessions to help you use the IM Measurement Tools, 3) coordination of data collection and reporting for your district throughout the year, and 4) developing a Project Presentation and a final Evidence Summary that describes your approach and lessons learned. The tentative timeline for the year may look like this:

  • July: Virtual kickoff meeting to discuss the project and share an overview of the IM Measurement Tools.
  • September: Virtual session to discuss practices and calibrate scores for data collection and evaluation.
  • September through October: You will lead beginning-of-year data collection in your district.
  • November, December, and February: Three virtual collaborative sessions for program participants to share their Project Presentations.
  • February through May: You will lead end-of-year data collection in your district.
  • May: Final virtual session to report findings from IM Comparative Benchmark Report and share how to develop an Evidence Summary that describes your accomplishments.
  • June: You will develop and share your final Evidence Summary.

Questions

For more information about IM’s Collaborative Measurement Program or about IM’s research and evaluation priorities, please contact Dr. Shelby Danks, Director of Impact at sdanks@illustrativemathematics.org.

Appendix: Summary of IM Measurement Tools

Tool 1. The IM Curriculum Classroom Observation Protocol (REQUIRED)

This tool is adapted from the IM Curriculum Innovation Configuration Map (Grades 6–12), and describes the key classroom components of an IM curriculum implementation “with integrity,” or as intended by the curriculum development team, to guide data collection efforts in support of research relating IM implementation to outcomes, and to support district administrators and teachers to improve teaching practice. There are three sections in the tool: Part 1: Use of Key Curricular Resources, Part 2: Lesson Facilitation, and Part 3: Student Learning Behaviors.

Tool 2. The IM Teacher Self-Assessment (OPTIONAL)

This tool is adapted from the IM Curriculum Innovation Configuration Map (Grades 6–12), and describes the key components of an effective IM curriculum implementation, as intended by the curriculum development team. Each teacher reviews the tool and self-reports their scores for each of the key indicators. 

Tool 3. The IM Teacher Collaborative Assessment (OPTIONAL)

This tool is also adapted from the IM Curriculum Innovation Configuration Map (Grades 6–12), and describes the key components of an effective IM curriculum implementation, as intended by the curriculum development team. This tool enables teachers to work together in a collaborative environment to score their practice at a school level for each of the indicators of effective implementation, document their evidence for their scores, identify how to achieve the next level on the progression of practice, and work together to prioritize actions for improvement. 

Tool 4. The IM Curriculum Implementation Survey (REQUIRED)

The purpose of the IM Curriculum Implementation Survey is to get input from teachers of the IM curriculum to better understand their experiences using the IM curriculum, measure their self-reported implementation of the key resources and teaching practices embedded in the curriculum, and estimate perceived impacts of the curriculum on teaching and students. The survey measures the following: 

  • IM curriculum usage
  • professional learning experiences 
  • access to additional resources at the district level
  • content quality, perceived usefulness, and ease of use
  • frequency of use of key im resources, key instructional model and practices, instructional routines and tools, support resources
  • perceived impacts on teaching practices, teacher enjoyment and confidence, and student enjoyment, engagement, and interest
  • changes in key teaching practices

Tool 5. The IM Student Mathematical Flourishing Rubric (OPTIONAL)

The purpose of the IM Student Mathematical Flourishing Rubric (for Grades 6–12) is to measure the extent to which students use and enjoy mathematics in alignment with the goals and expectations embedded in the Illustrative Mathematics curriculum, and to achieve IM’s vision of “creating a world where learners know, use, and enjoy mathematics.” The rubric measures student perception of their use of mathematics (Exploration and Play,  Independent Problem-Solving, Collaborative Problem-Solving, Communicating Ideas, and Productive Struggle) and their enjoyment of mathematics (Beauty, Identity, Interest and Value, Power, Agency and Community, Love, and Joy).