MATH 20.20 FREEPORT APPLICATION 7.7.16.PDF

Math Professional Development Initiative
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Contact Information
*Salutation Dr.
*First Name Kimberly
*Last Name Rimbey
*Title Chief Learning Officer
*Address 6720 N. Scottsdale Rd., Suite 310
*City Scottsdale
*State Arizona
*Zip Code 85253
*Telephone 480-367-2920
*E-mail Address krimbey@rodelfoundations.org
*Contact Type Organization Primary Contact
Organization Information
*Legal Name Rodel Charitable Foundation-AZ
*Address 6720 N. Scottsdale Rd., Suite 310
*City Scottsdale
*County Maricopa
*State Arizona
*Zip Code 85253
*Telephone 480-367-2920
Website Address www.rodelaz.org
Organization Details
*Total Annual Organization Budget $2,500,000.00
*Annual Organization Operating Budget  Rodel_OrgBudget 2015-16.pdf (42.24 K), uploaded
Upload by Kimberly Rimbey on 06/04/2015
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*Board Members Upload  Rodel_Board 2015.pdf (95.32 K), uploaded by
Kimberly Rimbey on 06/04/2015

Project Information
*Project Title Math 20/20: A New Lens for Mathematics Teaching and
Learning
*Grant Amount Requested $573,274.00
*Project Budget $832,174.00
*Project Budget Upload  Rodel_ProjectBudget 2015-18.pdf (118.68 K),
uploaded by Kimberly Rimbey on 06/04/2015
*100Kin10 and STEMworks The Rodel Foundation joined the 100Kin10 Network in
January 2015. However, we began attending the Arizona
100Kin10 Network meetings, organized by the Science
Foundation of Arizona, beginning in 2013. The Rodel
Foundation has a history of working collaboratively with
many programs and funding partners over the past
decade, including Freeport-McMoRan.
*Project Summary Only 40% of Arizona students meet NAEP’s “proficient”
standard in 8th grade math; scores for low income and
Hispanic students are worse. The need for improvement is
urgent. Math 20/20 brings intensive professional
development to teachers and builds support to sustain
effective practice. Teachers build mathematics content
and pedagogy skill through grade-level courses and
coaching. School leaders learn to support and supervise
math instruction in seminars and individual coaching
sessions. Student materials, designed to complement Math
20/20, reinforce classroom instruction. Family
engagement is encouraged by Math Power: Simple
Solutions for Mastering Math, a user-friendly, bilingual
resource book. These objectives align directly with MPDI
goals: to improve student achievement in math by
improving teacher effectiveness and providing a
supportive environment for teaching and learning math,
with capacity to reach schools in rural communities where
Freeport-McMoran has a presence.
*Need for Project Many Arizona elementary teachers will admit that they
suffer from math anxiety. With Arizona’s new math
standards emphasizing conceptual understanding over
correct-answer-getting, the challenges have increased for
teachers and students alike. Add to that the difficulty of
attracting, retaining and training teachers in rural and
remote parts of our state, and the problem is compounded
exponentially. The districts we target identify similar
challenges to obtaining high quality math PD including
absence of quality training in their locations; high cost
and inconvenience of travel to a training site; small
numbers of participants that preclude qualifying for state
or federal grants; and frequent teacher turnover that
thwarts sustainability.
We envision combining the Bagdad, Kirkland and
Wickenburg districts into one cohort for training
purposes. AIMS data for 2014 from that group of districts
shows that Bagdad did not meet their Annual Measurable
Objectives at any grade level; Kirkland scored well below

the state average; and a number of schools in Wickenburg
failed to meet their Math Annual Measurable Objectives
in grades 3-6. Kirkland acknowledges “staff training is
key to future school and district success” as they have
been unsuccessful in raising math achievement by other
means. Perhaps the most staggering data point is that 81%
of Wickenburg Unified School District’s 9th graders are
not ready for high school algebra according to an algebra
readiness assessment from the National Center on
Education and the Economy (NCEE).
In Miami, math scores are the lowest of all academic
areas. As a result, improving student achievement in math
is a district priority. Sahuarita shares Miami’s goal of
raising math scores as its top priority. Of particular
concern to this district is the downward trend in math
scores. From 2011-14, the percentage of 4th and 5th
graders passing the math portion of AIMS has
consistently declined. They are committed to reversing
this trend.
*Organizational and Project Relevance Math 20/20 provides a unique opportunity for districts in
three ways: 1) working with all teachers across the
district; 2) creating leadership development in math; 3)
providing materials and training to help teachers work
with families and students. Most PD programs center on
the teacher as the unit of change. Math 20/20, however,
focuses on the district as the unit of change. All teachers
and leaders participate in the coursework, seminars, and
coaching during contracted hours to eliminate attrition
often seen when offering coursework during off-duty
hours. Also unique to Math 20/20 are the extended
learning opportunities for district- and school-level
leaders. Sessions are specifically designed to focus on
leaders’ roles and responsibilities and to provide tools for
leaders to support teacher growth. Finally, teachers use
student task books in their training and in their classrooms
to promote new ways of teaching and learning. The Math
Power books help families support students with
homework.
Math 20/20 enhances the training and resources already in
use by the district by incorporating its curriculum map,
pacing guide, district-adopted text, teacher evaluation
instrument and other PD efforts into the sessions. Math
20/20 instructors and coaches offer support and planning
time for the concepts covered during the course and
coaching sessions. The student task books and Math
Power resource augment but do not duplicate the efforts
in place in any particular district.
Over the past three years, Math 20/20 has consistently
shown statistically significant positive impact on teacher
learning and classroom implementation. Data from the

course and coaching reveals both quantitative and
qualitative evidence that teachers’ knowledge of their
standards, specialized mathematics content knowledge,
classroom practice, and confidence as math teachers were
positively impacted by their participation in Math 20/20.
*STEM Immersion Matrix Math 20/20 effectively moves school systems toward a
partial immersion in the math portion of STEM. It shifts
instruction toward inquiry-based learning; encouraging
students to use math to solve real-world problems.
Additionally, we support school leaders in developing
collaborative teaching teams who think about practical,
applied mathematics and make this kind of instruction a
regular part of their practice.
*Project Activities In Year 1, the Math 20/20 course is offered to cohorts of
10-20 teachers across each project. Concurrently, leaders
participate in the companion leadership training. The
grade-levels and sequencing vary by project, as described
in the attached timeline. In years 2 and 3, the course will
be offered for additional grade-level cohorts. Teachers
who participated in the courses during the previous
year(s) and the leadership teams continue their learning
through coaching and content workshops. PD
opportunities include the following:
Grade-level Courses: In grade-level cohorts, teachers
participate in 50 hours of coursework. The professional
learning experiences include professional reading,
interactive workshops, student work analysis,
examination of best practices, and other research-based
strategies.
Coaching: The coaching process includes classroom
observations with the principal, demonstration lessons
with grade-level teams of teachers and leaders, co-
teaching in classrooms with additional observers, team
planning focused on effective mathematics, pedagogy-
based group reflections, and content-based workshops.
Leadership Development: These sessions are customized
to the district with an emphasis on aligning with the
teacher evaluation instrument and continuous
improvement plan. Furthermore, site visits allow
instructors to spend time with the principals, providing
support in the learning of the leaders and the teachers.
Instructor & Coach Development: Rodel trains and
supports instructors and coaches to develop their ability to
deliver the Math 20/20 components. This has the added
benefit of developing math leaders who can use their new
skills in other math PD efforts throughout the state.
In both the coursework and the coaching, the district’s
materials and resources drive the conversations. In

addition, the Math 20/20 teachers examine and analyze
the student materials and the Math Power book to identify
ways in which the standards may be expressed.
*Schools Served Project A: Sahuarita Unified School District
Project B: Miami Unified School District
Project C: Bagdad Elementary School; Kirkland
Elementary School; Wickenburg Unified School District
(Note that the Bagdad district only has one elementary
school. Therefore, they are combining with two other
districts in the area, Kirkland (one school) and
Wickenburg (three schools), to increase the number of
participants in each grade-level and leadership cohort,
thereby enriching the experience for all teachers and
leaders in the rural areas)
*School Commitment Form  Rodel_SchoolCommitmentForms 2015-18.pdf
(345.35 K), uploaded by Kimberly Rimbey on
06/04/2015
*Teacher Impact 205
*Student Impact 6899
*Implementation Timeline  Rodel_ProjectTimeline 2015-18.pdf (226.99 K),
uploaded by Kimberly Rimbey on 06/04/2015
Impact, Evaluation & Sustainability
*Short-Term Impact Math 20/20 aims to transform K-6 mathematics teaching
and learning throughout districts across Arizona. To
achieve this goal, Math 20/20 focuses on four primary
drivers to change practice in the short-term, with long-
term impact.
1. Through the grade-level course and subsequent
coaching, teachers build knowledge of and get consistent
practice with the content and pedagogy resulting in
excellent mathematics teaching and learning. Teacher
knowledge is evaluated using two online assessments and
survey data to detect shifts in teacher knowledge, and
shifts in self-efficacy. In addition, an observation protocol
is used to detect shifts in classroom practice.
2. Through companion training and coaching, district
leaders, principals, and teacher leaders develop expertise
for observing mathematics lessons and providing rich
feedback and support to teachers. Leadership skills are
evaluated using survey data and anecdotal records.
3. Using the Math 20/20 student materials, students
engage in tasks written to exemplify the math standards at
the appropriate level of rigor and cognitive demand, thus

increasing student learning. Student learning is measured
using a set of problem solving tasks developed by the
Arizona Department of Education.
4. Using Math Power: Simple Solutions for Mastering
Math, a bilingual math guide for families written and
produced by Rodel, parents are equipped to help their
children with math homework. Although evaluation of
family impact is beyond the scope of the Math 20/20
program, schools may individually assess family response
through their school surveys and anecdotal data.
*Long-Term Impact Continuing the work beyond the funding cycle of this
grant is a priority to Rodel. Therefore, we have built in
several options for continuing the work long-term,
including:
• Working with districts to identify current and past
participants who may be engaged as future Rodel
Certified Mathematics Instructors and/or Coaches. Once
they have gone through the Math 20/20 course, these
individuals will be invited to participate in the summer
trainer-of-trainers week and subsequently pursue
certification. Once certified, they may present Math 20/20
concepts to newcomers in the district.
• Providing continued access to online teacher workshop
and/or coaching resources once a district has at least one
Certified Instructor and/or Coach.
• Providing access to reasonably-priced training through
county partners if a district does not have a certified
instructor or coach.
• Providing ongoing leadership opportunities through the
Rodel Foundation to ensure that leaders maintain their
high levels of knowledge and understanding of the trends
in mathematics education.
The goals of Math 20/20 center on transforming the
teaching of math through direct work with teachers and
their leaders, with the ultimate goal of positively
impacting the mathematics “culture” across the district.
Evidence of this cultural change will include:
• Superintendents and district leaders making well-
informed decisions as they supervise and lead district
math pursuits.
• Teachers collaborating to plan lessons and design tasks
that are mathematically rigorous and that maximize the
learning of all students.
• Students engaging in the mathematical practices of

problem solving, perseverance, reasoning, argumentation,
modeling, and the like as they do rigorous, relevant
mathematics.
• Families supporting standards-based mathematics
teaching and learning efforts, while knowing how to
support their children and how to engage with teachers
around math.
Educational Impact Details
*Educational Impact 1 Impact on Teachers’ Knowledge, Self Efficacy, and
Classroom Practice will be monitored using methods
specifically designed to detect changes in teacher
knowledge, disposition, and practice. In prior cohorts,
groups of teachers and teacher leaders participating in
Math 20/20 courses have shown statistically significant
growth in content knowledge as measured by the
Learning Mathematics for Teaching Scales (University of
Michigan). They have also shown knowledge growth of
grade-level standards as measured by an online sorting
task designed for Math 20/20. Survey and interview data
have indicated increases in teacher efficacy as defined by
confidence and perceptions regarding improvements in
knowledge, practice, and student learning. Furthermore,
using the Reform Teaching Observation Protocol
(Arizona State University), matched pairs of treatment
and control teachers indicated impact on classroom
practice when controlled for number of years teaching and
community demographics.
Educational Impact 2 Impact on Leaders’ Practice will be monitored using
surveys, interviews, and anecdotal records. Change in
leaders’ knowledge will be evidenced through their use of
tools that increase their ability to discuss mathematics
content by grade level, using the Math Standards
Trajectory Document, and their ability to detect
implementation of the standards for mathematical practice
using the NCSM Look-for Tool. Furthermore, shifts in
their ability to monitor and supervise standards-based
mathematics teaching and learning will be observed
during coaching sessions and noted by the Math 20/20
Coaches. In all, the shifts in leaders’ practice will be
evaluated through their personal reflections and the
anecdotal records collected by the Math 20/20 instructors
and coaches. In addition, a performance assessment will
be designed and validated during the 2015-16 school year,
in collaboration with Digital Promise, to detect changes in
principal knowledge and performance.
Educational Impact 3 Impact on Student Learning will be monitored using the
problem-solving scales developed by the Arizona
Department of Education and growth scores from AZ
Merit. Over the course of three years, data from a pre-post
assessment using the ADE problem-solving scales and

growth scores from AZ Merit will be used to monitor
shifts in student learning as a result of the work Math
20/20 does with teachers and leaders. We anticipate at
least a 5% growth rate on the problem-solving scales and
will monitor the cumulative impact over all three years on
these scales as well as AZ Merit.
*Overall Project Goal & Impact Statement By the end of the 2017/18 school year, participants will
realize 1) a 5% improvement in problem solving scores as
measured through the ADE student problem solving
assessments; 2) improvement in teachers’ mathematical
knowledge for teaching as measured through pre and post
assessments (Learning Mathematics for Teaching scales;
online sort activity; and 3) improvement in teachers’
classroom practices as measured through a validated
observation protocol (Reform Teaching Observation
Protocol).
*Project Sustainability After completing the three-year cycle offered through this
grant, all K-6 leaders and teachers will have participated
in the Math 20/20 course, and most teachers and leaders
will have participated in the Math 20/20 coaching. We
recommend an additional year of coaching for all teachers
and leaders at the price of $2,000-$4,500 per school,
depending on the size of the district and school. Funding
for this final year will be the responsibility of the
participating district. Regarding teacher/leader turnover,
two options will be explored during the three-year grant
cycle. First, the Math 20/20 staff will identify and train
participants to become Rodel Certified Mathematics
Instructors and Coaches. Once achieved, they will be
qualified to continue the coursework and coaching for
new staff members. If no participants qualify to become
certified, then a per-participant rate will be determined for
individuals to take the course through one of the many
existing Rodel partners.
Collaboration
*Project Partners Several partners contribute to this project. In each
participating county, a delivery partner collaborates with
Rodel for program delivery and marketing. For this grant,
these partners include Gila County Superintendent Office,
Maricopa County Education Service Agency, Pinal
County Superintendent Office, and the Yavapai County
Superintendent Office. As part of these projects, Rodel
will be in formal collaboration with two 100Kin10
partners: MCESA (program delivery) and Digital Promise
(micro-credential platform). In addition, several
100Kin10 partners will contribute to the programming
and planning through informal partnerships, including
Better Lesson (engineering design), MIND Research
(student-based technology tasks), and PhET (simulation
activities).
*Contribution of Project Partners TThe delivery partners included in this project increase
both the effectiveness and efficiency of this project in
three ways:

1) They bring additional expertise regarding mathematics
professional development and the customization
necessary for the communities within their reach.
2) They are able to provide services in the counties where
they reside and work, providing for greater efficiency of
delivery and greater understanding of the unique regional
characteristics that impact logistics.
3) Because they are closer in proximity to the area and are
often already on the payroll of their respective entities, the
instructor/coaching stipends may be reduced or eliminated
in some cases, making the project even more cost
effective.
Several 100Kin10 partners contribute indirectly to the
project in that their willingness to collaborate and to share
services allows the Math 20/20 program to benefit (and
the same is true in reverse). For example, the Math 20/20
team will 1) embed the engineering process used by
Better Lesson, as described at the 2015 Summit and
clarified in subsequent conversations, to improve the
iterative design model; 2) partner with Digital Promise to
use their micro-credential platform to design and
implement the credentialing process for instructors and
coaches; 3) collaborate with MCESA as they further
develop their STEM leadership program in conjunction
with the Math 20/20 program; 4) explore ways in which
Math 20/20 can support the efforts of MIND Research in
districts where both programs have a presence; and 5) use
the simulations designed by PhET to enhance teachers’
experiences in the grade-level courses and coaching
seminars.
*Sharing Best Practice Key lessons learned from the project will be shared via
published papers, local and national-level presentations,
and online distribution to share with a broad audience and
enable the program to be scaled: 1) the evaluation will be
compared with the state-wide Math 20/20 data; 2) data
will be shared with project schools and used for iterative
design and modification of services both during and after
the grant period; 3) data reports will also be shared with
non-project schools to inform their efforts and/or to
recruit them for future projects; 4) papers will be written
for publication in scholarly and practitioner journals; 5)
presentations will be offered on a local and national level
to share key lessons and challenges learned, including the
100Kin10 Summit and regional- and national-level
NCTM conferences; 6) the Math 20/20 model, including
the curriculum, will be made available to 100Kin10
Partners and other entities to inform their practice and for
replication outside of Arizona.

Statement of Understanding
*Statement of Understanding Yes
*Electronic Signature of Project Representative Jackie Norton
*Date 06/04/2015