# Draft OMB Clearance Request

Promoting Student Success in Algebra I

Appendix A: Protocols for
Instructional Practices in Algebra I

February 2013OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Instructional Practices Topical Area

District Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Official Interview : Good morning/afternoon. First of all, thank you so much fo r being here and for being willing to participate in this study for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AN D BACKGROUND

My name is [ name ] and this is [ name ] of the other site visitor. We are researchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part o f a collaborative effort to provide researchers, policymakers, administrators, educators, and district officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your district
because sch ools in your district have implemented instructional practices that appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, district staf f and students about the instructional practices employed that contribute to student success in Algebra I. With respect to district officials, we are interested in your perspectives on how the Algebra I curriculum is being developed and implemented and the curriculum’s success at achieving its goals. To be more specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the [ district name ] in instructional practices, and how they may be influenced, for example, by state

p olicy.

I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here? Potential question by interviewee:o Why was I/our district/our program chosen?

Note to interviewer

- Upon learning more about the district and the basis for
nomination, insert general indicators of success that are not too leading

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session t oday, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record our conversation simply for note

- taking purposes. No one outside o f our research team would hear the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your name or attribute any quotes to you. Ther efore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question.
Asking these questions may help to move the interview pace or may prompt a less talkative
respondent. However, do not feel you need to ask each of these probes ; it is likely that the
respondent will cover many of these issues when responding to your initial inquiry. Keep the

tone conv ersational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school
records) beforehand, document that information below prior to the interview. During the
interview, prompt the District Official to confi rm its accuracy if his/her initial response does not

do so.BACKGROUND ON DISTRICT OFFICIAL’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for district name ?

2. Please tell me a bit about your ba ckground in schools or in the district office . What previous experience led you to the position you have now?

What to listen for:

o Previous experience in math education or experience that required mathematics skills

3. How about your educational background?

What to listen for:

o Highest level of education attained

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your responsibilities for your current job as a(n) job title

.

What to listen for:

o General overview of tasks/duties

o Proportion of duties/tasks specific to Algebra I vs. other

4a. If job responsibilities extend beyond Algebra I curriculum

- Can you estimate how much time you dedicate to Algebra I initiatives, speci fically?

Prompts:

o It may help to think of it as a percentage of 100%, with 100% being the total time

in one work week.

5. Can you give me a general overview of this District’s approach to Algebra I education?

What to listen for:

o Philosophy, Principles, Go als

o Standards/Requirements

o Math education modelDISTRICT

- LEVEL DEVELOPMENT OR ADOPTION OF INSTRUCTIONAL APPROACH

Now I have a few questions about the specific approach to Algebra I in your district. [If the Algebra I program has a name, refer to the pro gram by name.] I’ve done some background reading on this program, so I have a good sense of the main features of the program, but it’s helpful to hear this from your perspective, because implementation at every site is a bit different.

6. Can you describe t he core features of this approach to Algebra I instruction? What are the defining principles of this approach?

7. [Only ask if the program was developed within the district and is not externally

- developed.] What roles and responsibilities have you had in dev eloping the specific approach to Algebra I instruction for [ district name ] ?

What to listen for:

o Leadership

– Decision

- making role/responsibility

o Collaborative

– Contributing role/responsibility

o Information

- gathering

o Liaison (e.g., between state level and district level, between district level and school level)

8. [If the program was developed externally] Why did district name implement this approach to Algebra I education?

What to listen for

o The program addressed a specific need within the district

o The pro gram was recommended by the SEA or used by other districts in the state

o Alignment with s tate standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

9. What roles and responsibilities have you had in implementing the A lgebra I instructional program for this District?

What to listen for:

o Communication

o Promotion

o Training

o Monitoring/Tracking/EvaluationDISTRICT

- LEVEL IMPLEMENTATION OF INSTRUCTIONAL APPROACH

10. Please tell me about the resources that district name uses to im plement the Math/Algebra I instructional program ?

Prompts:

o In terms of FTEs, r oughly how many district

- level personnel work on Algebra I?

o Are there material resources, or web

- based resources to support implementation?

o Are there any other types of resour ces that you can think of?

11. What does the District do to make sure that schools are well

- informed about the district’s instructional approach to Algebra I?

11 a. If they use professional development/training

– Who are the targeted participants? Is partici pation required? Are there requirements for completion?

11 b. If they use liaisons (e.g., designated point

- of

- contact at each school)

– Who are they or how are they chosen? Do they have to hold a particular job title or is it up to the

schools? What are their responsibilities?

11 c. If they use documentation or other mode of communication (e.g., guide, manual, wiki)

– Who is it targeted for? How can they access it? (e.g., school provides copy, accessible online 24/7)

What to listen for

o District provides it

o Targeted staff have to seek it out (e.g., accessible online 24/7)

12. How does the district name monitor, track, and evaluate schools’ implementation of the instructional approach to Algebra I at each school?

What to listen for

o Reports or forms completed by point

- of

- contact (POC)/ liaison

o Classroom observations, support from an instructional coach

o Frequency (e.g., Annually, Twice a year before winter and summer breaks)

12a

. How do you know if schools are successfully using this approach to Algebra I

inst ruction ?

What to listen for:o Indicators of standards/requirements (e.g., curriculum content)

o Indicators of positive and negative educational outcomes (e.g., class

- level or Algebra I

- level, or school

- level passing rates on course or state assessment)

13. Does the District set specific expectations, requirements, or standards and monitor or

evaluate fidelity of implementation at the school level ? Prompts:

o In terms of FTEs, r oughly how many district

- level personnel work on the Algebra

I curriculum?

o Are there any other types of resources that you can think of?

EXTERNAL INFLUENCES

14. How do the state standards influence the District’s approach to Algebra I education?

15. Are there ways in which your district name ’s approach to Algebra I instruction builds on, or modi fies the state level recommendations or standards?

Prompts:

o Has your district developed a pacing guide that is more specific than the state

standards?

o Do you endorse supplementary materials that strengthen the state standards?

16. To your knowledge, does this District’s approach differ from other districts in state name ?

17 a. If yes

– How does it differ? What sets this district apart from other districts in

state name ?

STRENGTHS AND WEAKNESSES

17. What do you consider most worthwhile or necessary for the s uccessful implementation of this District’s approach to Algebra I education?

What to listen for:

o Specific initiatives/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

18. What are the greatest barriers to successful impl ementation, in your view?19. What should the district prioritize to improve the approach?

FINAL THOUGHTS

20. Do you have any suggestions or advice for district

- level officials like yourself?

21. Do you have anything else that you would like to add before we concl ude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Instructional Practices Topical Area
Principal Interview

Name: Title:
School: District:

State: Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Principal Interview : Good morning/afternoon. First of all, thank you so much for being here and for be ing willing to participate in this study for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is name and this is name of the other site visitor. We are researchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educators, and principals like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. We selected your school because the Algebra I program has demonstrated success.

As part of this project for the US Department of Education, we are s peaking with teachers, math department leaders, school administrators, district staff and students about the instructional practices employed that contribute to student success in Algebra I. With respect to principals, we are interested in your perspective s on how the Algebra I program is being developed and implemented and the program’s success at achieving its goals. I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF I NTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for note

- taking purposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the re corder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a

m ember of the research team, and portions of this interview may be incorporated into the final report to the Department of Education but your identity will remain confidential. We will not use your name or attribute any quotes to you. We want you to feel co mfortable in saying what you really think and feel, as your ideas and opinions are important to us.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidential ity. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question.
Asking thes e questions may help to move the interview pace or may prompt a less talkative
respondent. However, do not feel you need to ask each of these probes ; it is likely that the
respondent will cover many of these issues when responding to your initial inquiry. Keep the
tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the
interview, prompt the respon dent to confirm its accuracy if his/her initial response does not do

so.BACKGROUND INFORMATION

Let’s begin with some information about you.

1. How long have you been a principal at school name ?

2. Please tell me a bit about your background in schools . Wha t previous experience led you to the position you have now?

What to listen for:

o Previous experience in math education or experience that required mathematics skills

3. How about your educational background?

What to listen for:

o Highest level of education at tained

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Now I’d like to know more about the students at your school

. Approximately what percentage of your students are:

o Englis h language learners (or ELLs) or limited English proficient (or LEPs)?

o minority group members?

o struggling in math?

o repeating Algebra I?

o any other pertinent demographic factors?

5. Describe your responsibilities for your current job as a principal.

What to l isten for:

o General overview of tasks/duties

o Proportion of duties/tasks specific to Algebra I vs. other

5 a. Can you estimate how much time you dedicate classroom instruction , specifically?

Prompts:

o It may help to think of it as a percentage of 100%, with 100% being the total time

in one work week.

o Do you dedicate more time to one subject than you do to the other(s)?SCHOOL

- LEVEL IMPLEMENATION OF INSTRUCTIONAL APPROACH

6. Next, I’d like to know more about your school’s approach to Algebra I instruction. I believe you are implementing [insert name of the Algebra I program] . I’ve read about this program, but I’m interested in your perspective. Can you describe the core features of this instructional approach?

What to listen for:

o Philosophy, Principles, Goal s

o Focus on conceptual understanding: comprehension of mathematical concepts, operations, and relations

.

o Focus on procedural fluency: skill in carrying out procedures flexibly, accurately, efficiently, and appropriately

.

7. Just to confirm, in what year did y our school begin implementation of this instructional program? [Note in particular if the principal was present at the time, and adjust the following questions as necessary.]

8. Why did the district (or school ) decide on this approach?

What to listen for

o Th e program was designed to meet the needs of a specific subgroup of students

o The program addressed a perceived instructional weakness

o State/district/school standards and/or requirements

o Recommended by teachers/administrators in other schools

9. What roles and responsibilities have you had in implementing this instructional approach to Algebra I?

What to listen for:

o Communication

o Promotion

o Training

o Monitoring/Tracking/Evaluation

10. Please tell me about the resources that this school uses to develop and implement the Algebra I program

.

Prompts:o How many school personnel contribute to the Algebra I program, including teaching

and administrative staff?

o How much funding is allocated to Algebra I program? It may help to provide a
percentage.

11. How does your school district support the use of this Algebra I program?

Prompts:

o Does the district provide professional development for Algebra I teachers?

o Does the district provide other web

- based or material resources?

o Are other schools in the district implementing this a pproach ?

DEPARTMENT

- LEVEL IMPLEMENTATION OF INSTRUCTIONAL APPROACH

12. What practices or informational resources are available to make sure that Algebra I

teachers are well

- informed about the instructional approach?

What to listen for

o Practices

- Professiona l development (PD)/ Training

o Informational resources

- Documentation (e.g., guide, manual)

13. If PD practices were specified in response to previous question, go straight to sub

- questions. If they were not specified

- Does the school or Math Department provi de or promote professional development opportunities to Algebra I teachers?

If PD is provided:

o What types of opportunities are there? How regularly they are provided?

o Who are the targeted participants?

o Is participation required or voluntary?

12a

. Do an y of the professional development opportunities emphasize strategies to promote conceptual understanding? Prompts:

o By conceptual understanding, we’re referring to comprehension of mathematical concepts, operations, and relations.

What to listen for:

o This m ay include the connections between and among mathematic concepts, the “why” behind mathematics procedures, knowing how to representmathematics in different ways and knowing how different representations can be useful in different contexts

.

12b . Do any of the professional development opportunities emphasize strategies to
promote procedural fluency?

Prompts:

o By procedural fluency , we’re referring to skill in carrying out procedures flexibly, accurately, efficiently, and appropriately

.

What to listen for:

o I ncludes being able to use a mathematics procedure (algorithm) and do it correctly and knowing when to use the procedure

14. How does the Math Department monitor, track, and evaluate teachers’ implementation of the instructional approach to Algebra I?

15. Does th e school hold staff accountable for implementing the approach to the Algebra I program/math curriculum ?

15 a. If yes

- How so?

Prompts:

o How does the Math Department respond to teachers who are struggling or

unsuccessful?

o Are there any incentives (e.g., a wards, recognition, promotion )?

16. What are the greatest barriers to successful implementation, in your view?

What to listen for:

o Inadequate resources to support implementation (time, PD, funding)

o Teachers’ lack of content knowledge

o Teachers’ lack of motiva tion or interestPERCEIVED OUTCOMES

17. Now that your school has been implementing this instructional approach for X years, can you reflect on any success that you believe is related to this program?

Note: Be sure to ask the respondent for specific examples , supported by data, if
available. Possible probes include:

o Improved student pass rates in Algebra I

o Increased enrollment in more advanced math courses, particularly among disadvantaged subgroups

o Improved student engagement (ask for behavioral examples)

FINAL THOUGHTS

18. Do you have any suggestions or advice for principals like yourself?

19. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for part icipating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Instructional Practices Topical Area

Teacher Interview

Name: Title:
School: District:

State: Interviewed by: Date:

PLEASE READ THE FOLL OWING TO RESPONDENTS

Introductory Script for Principal Interview : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is name and this is name of the other site visitor. We are researchers from American
Institutes for Research a nd Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educators, and principals like yourself with
information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. We selected your school because the Algebra I program has demonstrated success.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, district staff and students about the instructional practices employed that contribute to student success in Algebra I. With respect to principals, we are interested in your perspectives on how the Algebra I program is being developed and implemented and the program’s success at achieving its goals. I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discuss ion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for note

- taking p urposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, and portions of this interview may be incorporated into the final report to the Department of Education but your identity will remain confidential. We will not use your name or attribute any quotes to you. We want you to feel comfortable in saying what you really think and feel, as your ideas and opinions are important to us.

I’d l ike to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions be fore we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question.
Asking these questions may help to move the interview pace or may prompt a less talkative
respondent. However, do not feel you need to ask each of these probes ; it is likely that the
respondent will cover many of these issues when responding to your initial inquiry. Keep the
tone conversational and comfortable

- To the extent that this information can be retrieved from o ther data sources (e.g., school records) beforehand, document that information below prior to the interview. During the
interview, prompt the respondent to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON TEACHING ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been teaching at this school?

2. Have you taught anywhere else?

3. What is your educational background?

What to listen for:

o Highest level of education attained

o If the teacher holds a degree in mathematics or math education

4. Are you familiar with the district/state standards for teaching mathematics/Algebra I?

4a. In what ways does the school or district hold teachers accountable for fulfilling

those standards?

5. Now I’d like you to tel l me the classes you teach. How many classes are you currently teaching?

If more than one:

5 a. Are they all Algebra I classes?

5 b. Would you say that one fits your area of expertise more than the other(s)?

6. Do you have any other responsibilities within th e school, whether or not its math related, in addition to teaching Algebra I?

If yes:

6 a. What other responsibility or responsibilities do you have?

6 b. Can you estimate about how many hours you dedicate to each role in a typical

week?

Prompts:

o Do you de dicate more time to one role than you do to the other(s)?

What to listen for:

o Extent of responsibilities

o Time available to dedicate to Algebra I7. What is your typical weekly class schedule like?

What to listen for:

o Days and times of each class

o Length of class periods for each class

DESCRIPTION OF STUDENTS

Now I’d like to know more about your Algebra I students. Please focus on these students alone when you respond to these questions.

Note to Interviewer : If interviewee teaches more than one class ( base d on response to question 5 above) , please ask them to pick one class that is most typical of their instruction.

8. How many students are in your Algebra I class?

9. Approximately what percentage of your students are:

o English language learners (or ELLs) or l imited English proficient (or LEPs)?

o minority group members?

o came into your class struggling in math?

o are repeating Algebra I?

o any other pertinent demographic factors?

10. What are the determining factors for assigning students to your class?

What to listen for:

o Ability or achievement

o Limited English proficiency

o Teacher recommendation

o Student self

- selects

o Parent request

o Schedule conflicts with other classes

11. Do you feel that your students generally come to your classes with well

- developed skills

to learn the material?INSTRUCTIONAL PRACTICES

12. Do you use a consistent lesson plan or structure for teaching Algebra I?

Prompts:

o For example, teachers may spend the first part of class introducing concepts, then provide an individual or group activity for students t o complete, then discuss and review the activity as a class. Alternatively, teachers may spend one class introducing the concept and the second class on individual or group activities. Or teachers may not adhere to a particular structure.

1 2 a. If yes

– P lease describe it.

1 2 b. If no

– Why not?

What to listen for:

o Not important/necessary

o Depends too much on the material

o Difficulties with classroom management

o Inconsistencies in student ability

o Inexperience/Need for professional development

13. To what extent do you spend class time lecturing, on in

- class activities that students work on individually, and on in

- class activities that students work on in groups?

Prompts

o It may help to think of this in terms of percentages of 100%, where 100% is the total

time w ithin a unit, like when you teach quadratic equations?

If it depends ask:

13 a. Why? How so?

What to listen for:

o Depends on the material

o Depends on student ability

o Depends on time or duration of class

If portion of class is spent on group activities:

13 b. What are students typically instructed to do when they work together in groups?

What to listen for:o Just complete the activity together

o Share different approaches to completing the activity

o It’s an opportunity for stronger

- performing students to help wea ker

- performing
students

14. What practices have you found most helpful for engaging student interest and participation?

15. What practices have you found most helpful for students’ conceptual understanding?

Prompts:

o By conceptual understanding, we’re referring to comprehension of mathematical concepts, operations, and relations.

What to listen for:

o This may include the connections between and among mathematic concepts, the “why” behind mathematics procedures, knowing how to represent mathematics in different wa ys and knowing how different representations can be useful in different

contexts

.

16. What practices are most helpful for students’ procedural fluency?

Prompts:

o By procedural fluency, we’re referring we’re referring to skill in carrying out procedures flexib ly, accurately, efficiently, and appropriately

.

What to listen for:

o Includes being able to use a mathematics procedure (algorithm) and do it correctly and knowing when to use the procedure

.

17. Would you say that your department or school has a specific inst ructional approach for Algebra I ? What are the distinguishing features of this approach?

18. Were you formally trained in this approach? If yes:

18 a. Please describe this training.

What to listen for:o Main objectives/purpose

o Types of participants

o Length of the training (e.g., 6 hour sessions every day for 5 days)

18 b. Have you received any support or follow

- up after your training?

What to listen for:

o Observations to ensure you are implementing the procedures correctly

o Advisor/Mentor consultation

o Participant

- based network (e.g., fellow teachers who underwent the same training)

SELECTION AND DEVELOPMENT OF INSTRUCTIONAL APPROACH

19. I’d like to ask you the same questions with respect to your school or departmental policy and leadership now. How have they influenc ed your instructional practices?

What to listen for:

o Instructional vision of principal

o School goals and priorities

o Need to fulfill requirements or standards

o Fidelity to curriculum and materials (e.g., textbooks, assessments)

20. Please share any helpful instr uctional practices that you developed based on your own ideas, expertise, and experience.

If interviewee shares practices:

2 0 a. In your view, what gave you the ability to develop those practices?

2 0 b. In what ways were those practices helpful or successf ul?

21. Have you experienced any other challenges in teaching Algebra I?

If yes:

24a. What were they?

What to listen for:

o This response should be distinct from challenges identified from previous questions (e.g., resulting from district or departmental poli cy/program/leadership)FINAL THOUGHTS

22. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB Approval No. : 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Instructional Practices Topical Area Mathematics Department Chair/Teacher Leader Interview

Name: Title:
School: District:

State: Interviewed by: Date:

PLEASE READ THE FOLLOWING T O RESPONDENTS

Introductory Script for Department Chair Interview : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is name and this is name of the other site visitor. We are researchers from American
Institutes for Research a nd Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educators, and principals like yourself with
information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. We selected your school because the Algebra I program has demonstrated success.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, district staff and students about the instructional practices employed that contribute to student success in Algebra I. With respect to principals, we are interested in your perspectives on how the Algebra I program is being developed and implemented and the program’s success at achieving its goals. I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discuss ion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for note

- taking p urposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, and portions of this interview may be incorporated into the final report to the Department of Education but your identity will remain confidential. We will not use your name or attribute any quotes to you. We want you to feel comfortable in saying what you really think and feel, as your ideas and opinions are important to us.

I’d l ike to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions be fore we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question.
Asking these questions may help to move the interview pace or may prompt a less talkative
respondent. However, do not feel you need to ask each of these probes ; it is likely that the
respondent will cover many of these issues when responding to your initial inquiry. Keep the
tone conversational and comfortable

- To the extent that this information can be retrieved from o ther data sources (e.g., school records) beforehand, document that information below prior to the interview. During the
interview, prompt the respondent to confirm its accuracy if his/her initial response does not do

so.BACKGROUND INFORMATION

Let’s be gin with some information about you.

1. How long have you been a(n) job title at school name ?

2. Please tell me a bit about your background in education . What previous experience led you to the position you have now?

What to listen for:

o Previous experience i n math education or experience that required mathematics skills

3. How about your educational background?

What to listen for:

o Highest level of education attained

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your responsibilities for your current job as a(n) job title

.

What to listen for:

o General overview of tasks/duties

o Proportion of duties/tasks specific to Algebra I vs. other

4a. Can you estimate how much time y ou dedicate to the Algebra I curriculum and

instruction , specifically?

Prompts:

o It may help to think of it as a percentage of 100%, with 100% being the total time

in one work week.

o Do you dedicate more time to one role than you do to the other(s)? To what

extent?

Now I’d like to know more about the math students at school name . Please focus on these students alone when you respond to these questions.

5. Approximately what percentage of the students in your school are:

o English lan guage learners (or ELLs) ?

o min ority group members?

o struggling in math?

o repeating Algebra I?ADOPTION AND IMPLEMENTATION OF INSTRUCTIONAL APPROACH

Now I’d like to ask some questions about your school’s instructional approach to Algebra I. I’ve read some background about this program, b ut I would like to get your perspective on things.

6. First, can you remind me how long this program has been in place in your school?

[Tailor your response to subsequent questions based on whether the respondent was present in the school when the program w as adopted.]

7. What would you describe as the distinguishing features of your school’s instructional approach to Algebra I?

What to listen for:

o Philosophy, Principles, Goals

o Emphasis on a particular instructional technique

o Emphasis on procedural fluency o r conceptual understanding

8. What prompted your school to adopt this instructional approach to Algebra I?

What to listen for

o Addressed specific instructional need in the school

o Recommended by colleagues

o Aligned with s tate/district standards and/or requirem ents

9. What role did you have in adopting your school’s instructional approach to Algebra I?

What to listen for:

o Leadership

– Decision

- making role/responsibility

o Collaborative

– Contributing role/responsibility

o Information

- gathering

o Liaison (e.g., between district level & teachers, between state level & teachers)

10. What roles and responsibilities have you had in implementing th is instructional approach to Algebra I?

What to listen for:

o Communication

o Training

o Monitoring/Tracking

o Evaluation11. Please tell me a bout the resources that this Department uses to develop and implement

the Algebra I program.

Prompts:

o How many school personnel contribute to the Algebra I program, including teachers, teacher leaders, coaches, and administrative staff?

o Is there a speci fic funding steam or grant that supports this program?

o Are there any other types of resources that you can think of?

12. How does your school district support the use of this Algebra I program?

Prompts:

o Does the district provide professional development fo r Algebra I teachers?

o Does the district provide other web

- based or material resources?

o Are other schools in the district implementing this approach ?

13. Instructional approaches may be influenced by external requirements or policies. From your perspective, wh at are the main outside influences on your Math Department’s instructional approach to Algebra I?

Prompts:

o Some schools’ instructional approaches are influenced by standards, guidelines, and requirements at the state level, others at the district level, or both. Instructional approaches may be influenced by other entities also, such as school policies or by organizations like the National Council of Teachers of Mathematics (NCTM). \

14. How does the Math Department monitor, track, and evaluate teachers’ im plementation of the instructional approach to Algebra I?

15. Does the school hold staff accountable for implementing the approach to the Algebra I program/math curriculum ?

15 a. If yes

- How so?

Prompts:

o How does the Math Department respond to teachers who are struggling or

unsuccessful?

o Are there any incentives (e.g., awards, recognition, promotion )?16. What are the greatest barriers to successful implementation, in your view?

What to listen for:

o Inadequate resources to support implementation (time, PD, fund ing)

o Teachers’ lack of content knowledge

o Teachers’ lack of motivation or interest

PERCEIVED OUTCOMES

17. Now that your school has been implementing this instructional approach for X years, can you reflect on any success that you believe is related to this pro gram?

Note: Be sure to ask the respondent for specific examples, supported by data, if
available. Possible probes include:

o Improved student pass rates in Algebra I

o Increased enrollment in more advanced math courses, particularly among disadvantaged subgro ups

o Improved student engagement (ask for behavioral examples)

FINAL THOUGHTS

18. Do you have any suggestions or advice for principals like yourself?

19. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Instructional Practices Topical Area
Student Focus Group

Names: Title:
School : District:

State: Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Student Focus Group : Good morning/ afternoon . First of all, thank you so much for being here and for being willing to participate in this study for the US Department of
Education

. Before we start, we would like to introduce ourselves, provide a little ba ckground on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is name and this is name of the other site visitor . We are researchers from American
Institutes for Research and Windwalker Corporation, organizations th at conduct research in
education. W e are here toda y to interview you as part of a n effort to provide policymakers,
administrators and teachers with information to promot e student success in Algebra I.

As part of this project for the US Department of Edu cation , we are speaking with adults and
students about how Algebra I is taught in your school

. To be more specific, I’ll be asking you about topics such as your class experience and things you like or don’t like about the Algebra I

program

. I’ll talk about how this focus group will go next , but for now, a re there any ques tions about the study or why we are here?

DESCRIPTION OF FOCUS GROUP PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our se ssion today, I'll be asking you some questions and other site visitor will be taki ng notes of what you are saying. S/he will not record your names

. If you don’t mind, I would also like to record our conversation simply for note

- taking purposes. No one ou tside of our research team would hear the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today w ill be kept confidential and will only be used for the purposes of this study. We will not use your name or attribute any quotes to yo u and no one who reads the study will know that the statements came from you. Thissession will give you a chance to expr ess your opinions. We want you to feel comfortable in

saying what you really think and feel, as your ideas and opinions are important to us. Whatever you express in this room stays in this room.

I’d like to ask you to sign a consent form before we begi n. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Note to facilitato r :

- Throug hout the focus group , possible probes are set aside following each general question.
Asking these questions may help to move the focus group pace or may prompt a less talkative

group . However, do not feel you need to ask each of these probes ; it is likel y that the
participants will cover many of these issues when responding to your initial inquiry. Keep the
tone conversational and comfortable

.

BACKGROUND ON STUDENTS AND SCHOOL

Let’s begin with some information about you and school name

.

1. Tell me a lit tle bit about yourselves. What grade are you in? How would you describe yourselves?

2. Tell me about school. What do you like and dislike about school?

What to listen for:

o Factors that may enable or constrain student performance

3. What subjects do you find most interesting? Which are the most challenging?

INSTRUCTIONAL PRACTICES

So now let’s talk about math, in particular.

4. First, I’d like to know about your experiences in math class before this year. Did you like math? Did you feel like you understood m ath well?

5. Are you all in the same Algebra class or different classes?6. Thinking about your Algebra class this year, can you tell me about the ways in which

your teacher introduces a new idea?

7. Can you describe other ways in which your teacher helps you learn Algebra ?

Prompts:

o Do you work on activities or other projects ?

o Do you work together or in groups? If so

, in what ways do you work with each other?

o Does your teacher lecture, or demonstrate solutions to problems?

7 a. Is that helpful or not helpful?

8. Do you find that a lot of students participate in class ? Why/Why not?

Prompts:

o For example, do students raise their hands when your Algebra I teacher asks questions?

9. Is your teacher good at sensing when students don’t understand the material? What does your teacher try to do when that happens ? Is it helpful?

10. What ar e some things that Algebra I teachers can do to increase students’ interest in math?

11. How often do you leave class feeling confident about the material that was covered? Why/Why not?

12. If students are struggling with something in the class, what can they d o about it? Are there any opportunities to get help outside of class?

1 2 a. What other opportunities are the re ? Does your teacher offer any? Does the school or department provide opportunities? D o students often have to find help on their own?

1 2 b. What opportunities are most helpful? How so?

ALGEBRA I MATERIAL AND ASSESSMENTS

13. What do you think about your textbook? Is it helpful? Is it easy to understand?

14. What do students find most difficult about Algebra I? Why do you think that is so challenging for s tudents ? How can teachers make it more acessible for students?15. What is your grade based on?

15a. Do you think that is fair? Do you think your grade shows what you’ve learned? Why/Why not?

STRENGTHS AND WEAKNESSES OF ALGEBRA I PROGRAM

16. What do you like most about your Algebra I class?

17. What do you dislike most about your Algebra I class? What needs the mo st improvement?

FINAL THOUGHTS

18. Do you have any suggestions or advice for Algebra I students like yourself?

19. Do you have anything else that you would like to add before we conclude this focus group ?

CONCLUSION

Those are all the questions I have . Thank you for your time and for participating in this study

.