ASSESSMENT

• Student Attitude Survey
• Primary Student Attitude Survey
• Behavior Rating Scale
• Teacher Attitude Survey

• Logic Model for Lesson Study
• Theory of Change for Lesson Study
• Lesson Study Professional Development
• Evaluation Framework for Lesson Study

Excerpts from the Final Project Report (year 1):

Addendum 3: Number of Teachers Inserviced, Trained, or Assisted by Participants:
We conservatively estimate this number at 130 teachers at Fulton, Resurrection, St. Columbkille’s, Kennedy, and Lincoln Schools. This number does not include the area teachers who came to the Lesson Study Fair in May (see below).

Addendum 4: Evidence that participation by K-12 teachers has resulted in improvements in classroom instruction:

1. Problem Solving Probes: Students were given grade level problem solving probes taken from The Problem Solver published by Creative Publications. Each student was given one problem to solve within the first 3 weeks of school as a pretest and the same problem during the last month of school as a post test. Probes were marked either correct or incorrect. 21% more of the students correctly answered the probes in the spring than in the fall.
2. Behavior Rating Scale: Teachers completed a behavior rating scale on 5 students within the first 3 weeks of school and then again during the last month of school. The average score was 51% at the beginning of the school year and 76% at the end. All but two students raised their score.
3. Teacher Content Knowledge: Teachers were given a difficult problem to solve on their own at the beginning of the June workshop as a pretest and then at the end of the year at the final spring meeting as a post test. 33% of the teachers correctly answered the problem at the beginning and 50% answered it correctly at the end.
4. Teacher Pedagogy Knowledge: Teachers completed a survey about their pedagogical knowledge first thing during the workshop in June and then again during the final spring meeting. The average score in June was 50% and in the spring the average score was 64%. All teachers increased their scores.
5. Teacher Attitude Survey: The teachers completed an attitude survey first thing during the workshop in June and again during the last spring meeting. The average score in June was 53%, and in the spring it was 56%.
6. ITBS: We will have before and after ITBS data on students whose teachers participated in the project once ITBS tests are administered and scored in the Fall.
7. Comparison Groups: We don’t have any comparison groups yet, but we should have some next year. The Dubuque Community School District has adopted several of our assessment instruments in connection with the rollout in the Dubuque schools of a standards-based Elementary (K-5) Mathematics Curriculum (Trailblazers, 2nd edition, published by Kendall-Hunt).
8. Anonymous Feedback: We have been collecting anonymous feedback at all of our workshops and full group meetings. This has been uniformly positive. Almost all of the participating teachers tell us that the project has been very worthwhile. Many of them have told us that this is the most worthwhile professional development activity they’ve ever engaged in. A more detailed summary of these comments should appear at our web site some time in the next month or two. A large body of research developed over decades has demonstrated that quality professional development is a critically important key to increased student achievement.

Addendum 5: Published Articles and Conference Presentations:

• Dan and Chris wrote an article about the project which was published in the ICTM Journal in the Fall of 2002.
• Dan presented at the ICTM Conference in Ames in Feb. 2003. Approximately 25 people attended.
• Phyllis Czarnecki and Jane Haugen presented at the ICTM Conference in Ames in Feb. 2003. Approximately 35 people attended.
• Dave Patton presented at the ICTM Conference in Ames in Feb. 2003. Approximately 25 people attended.
• Carol Duehr presented at the ICTM Conference in Ames in Feb. 2003. Approximately 25 people attended.
• Dan and Chris presented at the NCTM Conference in San Antonio in April 2003. Approximately 50 people attended.
• Loras College held a Lesson Study Fair at Loras College in May. About 125 people attended the conference. Dan and Chris gave a talk about the project, which about 30 people attended. Two demonstration lessons were taught. About 50 people attended the primary lesson. About 25 attended the intermediate lesson.
• The Lesson Study Project has a website that is continually under development. The web site had more than 1,000 hits in its first year of existence.