2019-05-15T14:10:02-05:00 2018-12-31 462108854 KENDALL PREBOLA AND JONES LLC PO BOX 259 BEDFORD PA 155220259 990 2018-01-01 300231116 STRATEGIC EDUCATION RESEARCH PARTNERSHIP INSTITUTE STRA 2022238555 1100 CONNECTICUT AVE NW STE 1310 WASHINGTON DC 20036 MARY SUZANNE DONOVAN EXECUTIVE DIRECTOR 2022238555 2019-05-15 true RICHARD M JONES CPA P00621721 8146231880 2019-05-15 X 96.66.174.73 2019-05-15 14:10:02 CD P 64369CA68A6B334356A54FD4A47C2A43E0F4AE5B 64369CA68A6B334356A54FD4A47C2A43E0F4AE5B 2018 2019-02-21 02:37:17Z MARY SUZANNE DONOVAN 1100 CONNECTICUT AVENUE NW WASHINGTON DC 20036 4087915 false X WWW.SERPINSTITUTE.ORG X 2003 DC TO GENERATE INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG EDUCATORS, RESEARCHERS, AND DESIGNERS. 10 10 21 11 0 11948 1967795 3547774 992353 537480 1069 1936 347 725 2961564 4087915 442424 632366 0 1452919 1839900 0 5417 733826 797264 2629169 3269530 332395 818385 952526 1705918 343113 278120 609413 1427798 X THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP INSTITUTE MOBILIZES THE EXPERTISE OF OUTSTANDING TEACHERS AND SCHOOL ADMINISTRATORS, THE POWER OF SCIENTIFIC RESEARCH, THE TALENT OF INNOVATIVE DESIGNERS, AND THE FINANCIAL SUPPORT OF ORGANIZATIONS COMMITTED TO EDUCATION IN A COLLABORATIVE EFFORT TO IMPROVE STUDENT LEARNING. false false 1171124 301482 BUILDING CAPACITY TO SUPPORT STRUGGLING ADOLESCENT READERS SERP WAS AWARDED A FIVE-YEAR, 7.8 MILLION EDUCATION INNOVATION AND RESEARCH (EIR) MID-PHASE GRANT STARTING IN OCTOBER 2017 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). IN A PRIOR STUDY, STARI SHOWED IMPACTS THAT ARE STATISTICALLY AND SUBSTANTIVELY SIGNIFICANT ON COMPONENT READING SKILLS AND ON DEEP COMPREHENSION. THIS PROJECT WILL ALLOW SERP TO EXPAND THE CAPACITY- BUILDING RESOURCES AVAILABLE FOR STARI AND SCALE THE PROGRAM TO MORE DISTRICTS, SCHOOLS, TEACHERS, AND STUDENTS. TO MEET THE COST-MATCHING REQUIREMENT, SERP HAS RECEIVED CONTRIBUTIONS FROM THE ABELL FOUNDATION AND BLAUSTEIN FOUNDATIONS, AS WELL AS SEVERAL IN-KIND DONATIONS. OVER THE COURSE OF THE PROJECT, TRAINING WILL BE PROVIDED TO NEARLY 100 TEACHERS AND COACHES, PROGRAM MATERIALS WILL BE PROVIDED TO AN ESTIMATED 3,500 STUDENTS, INCLUDING WORKBOOKS, FLUENCY PASSAGES WRITTEN AT FOUR LEVELS, AND THE NOVELS, NON-FICTION TEXTS, AND POETRY THAT ACCOMPANY EACH UNIT. ELIGIBLE STUDENTS WILL BE RANDOMLY ASSIGNED TO RECEIVE STARI OR THE SCHOOL'S BUSINESS-AS-USUAL READING INTERVENTION, AND MDRC WILL CONDUCT THE EVALUATION. CAPACITY WILL BE SHIFTED FROM THE PROJECT TEAM TO DISTRICT STAFF TO SUPPORT SUSTAINABILITY AND EXPANSION IN PARTNER DISTRICTS. IN ADDITION, PROFESSIONAL LEARNING RESOURCES WILL BE DEVELOPED TO ENABLE MORE SCHOOLS AND DISTRICTS TO ADOPT AND IMPLEMENT THE PROGRAM SUCCESSFULLY IN THE FUTURE. THUS, ANTICIPATED IMPACT FAR EXCEEDS THE NUMBER OF STUDENTS DIRECTLY SERVED THROUGH THE PROJECT. BY THE END OF THE FIVE-YEAR GRANT PERIOD, WE EXPECT TO (1) SIGNIFICANTLY INCREASE PERFORMANCE ON COLLEGE AND CAREER ALIGNED STATE TESTS FOR APPROXIMATELY 3,500 STUDENTS IN 246 CLASSROOMS ACROSS FOUR PARTNER DISTRICTS; 2) VALIDATE THE EFFICACY OF STARI WHEN IMPLEMENTED ON A LARGER SCALE FOR SUBGROUPS OF STUDENTS IN DIVERSE CONTEXTS; 3) IMPROVE DISTRICT CAPACITY TO HELP STRUGGLING READERS MEET COLLEGE AND CAREER READINESS STANDARDS; AND 4) EXPAND SERP'S CAPACITY TO SUPPORT THE USE OF STARI IN OTHER SCHOOL DISTRICTS. DEVELOPMENT WORK FOR THE PRODUCTS OF THE PROJECT WILL BE CONCENTRATED IN 2018 AND 2019. 432602 219046 TRU-LESSON STUDY: SUPPORTING A FUNDAMENTAL SHIFT IN MATHEMATICS TEACHING THIS FOUR-YEAR, 3 MILLION NSF-FUNDED PROJECT IS AN EXTENSION OF AN OUSD PARTNERSHIP WITH SERP. TRU MATH (TRU) AND LESSON STUDY (LS), BOTH STRATEGIES THAT HAVE BEEN SUCCESSFULLY PILOTED IN OUSD, ARE THE SPRINGBOARDS FOR THIS WORK. THE GOAL OF THE PROJECT IS TO DEVELOP AND TEST AN INTEGRATION OF THE TWO. TRU-LS IS A MATH DEPARTMENT LEVEL STRATEGY FOR IMPROVING THE TEACHING OF HIGH SCHOOL MATHEMATICS, PARTICULARLY IN ALGEBRA 1 AND GEOMETRY. THE COMMON CORE STATE STANDARDS FOR MATHEMATICS CALL FOR A FUNDAMENTAL SHIFT IN INSTRUCTIONAL PRACTICE, PLACING URGENT DEMANDS ON SCHOOL DISTRICTS TO PROVIDE PROFESSIONAL LEARNING OPPORTUNITIES CAPABLE OF SUPPORTING THAT SHIFT. THIS PROJECT IS BUILDING A COHERENT AND SCALABLE PLAN FOR PROVIDING THESE OPPORTUNITIES IN HIGH SCHOOL MATHEMATICS DEPARTMENTS BY BRINGING TOGETHER FOUR CRITICAL COMPONENTS THAT WE CONTEND ARE REQUIRED TO EFFECTIVELY ADDRESS THE CHALLENGE: A) A THEORETICALLY ROBUST FRAMEWORK THAT CHARACTERIZES THE FIVE ESSENTIAL DIMENSIONS OF POWERFUL MATHEMATICS CLASSROOMS (THE TRUMATH FRAMEWORK); B) CURRICULAR MATERIALS THAT SUPPORT TEACHING THAT IS CONSISTENT WITH THAT FRAMEWORK (THE FORMATIVE ASSESSMENT LESSONS); C) LESSON STUDY PROTOCOLS AND MATERIALS FOCUSED ON THE CURRICULAR CONTENT AND ALIGNED WITH THE DIMENSIONS OF THE TRUMATH FRAMEWORK TO CREATE AN INTENSE FOCUSING EXPERIENCE FOR PROFESSIONAL LEARNING COMMUNITIES (PLCS); AND D) AN APPROACH TO PROFESSIONAL DEVELOPMENT (PD) THAT CAN BE USED IN SCHOOL-BASED PLCS (THE TRUMATH COACHING SYSTEM, GROUNDED IN THE TRUMATH CONVERSATION GUIDE). THE WORK INCLUDES: 1) THE DESIGN/REVISION OF TRUMATH PD AND COACHING GUIDES VIA AN ITERATIVE DESIGN PROCESS, 2) THE DEVELOPMENT OF FOUR LESSON STUDY MATHEMATICAL RESOURCE PACKAGES USING THE TRUMATH LENS, AND 3) STUDY OF CHANGES IN INSTRUCTIONAL PRACTICE AND ITS IMPACT ON STUDENT LEARNING, AND 4) DOCUMENTATION THAT SUPPORTS USE BY OTHER DISTRICTS AND SIMILAR WORK BY OTHER RESEARCH-PRACTICE PARTNERSHIPS. THIS PROJECT WILL ALLOW FOR TESTING OF THE HYPOTHESIS THAT INSTRUCTIONAL IMPROVEMENT ALONG THE DIMENSIONS OF THE FRAMEWORK WILL PRODUCE IMPROVEMENTS IN STUDENT LEARNING BY COMBINING THE TRUMATH FRAMEWORK WITH A LESSON STUDY PROCESS THAT FOCUSES ON ENACTMENT AND IMPROVEMENT OF INSTRUCTION. THE RESEARCH DESIGN, FOCUSED ON PRE-POST CHANGES AND NATURAL VARIATION AS WE WORK IN PARTNERSHIP WITH SITES, IS MORE LIKELY TO PRODUCE "TRAVEL" OF THE IDEAS TO OTHER DISTRICTS THAN PURE EXPERIMENTAL DESIGNS. THE RESEARCH WILL ALSO PRODUCE VALUABLE INFORMATION ABOUT THE GROWTH TRAJECTORIES OF TEACHERS IN URBAN DISTRICTS AS THEY ENGAGE IN NOVEL BUT SUSTAINED FORMS OF PD. 302604 14833 402200 ACADEMIC LANGUAGE INTERVENTION STUDY THE INSTITUTE OF EDUCATION SCIENCES (IES) INVESTED IN IDENTIFYING AND TESTING CURRICULA THAT BUILD THE ACADEMIC LANGUAGE OF STUDENTS IN SCHOOLS SERVING A MIX OF ENGLISH LEARNERS AND NATIVE ENGLISH SPEAKERS, INCLUDING NON-STANDARD ENGLISH SPEAKERS. IES CONTRACTED WITH MDRC AND ITS PARTNERS, ABT ASSOCIATES AND THE FLORIDA CENTER FOR READING RESEARCH, TO SOLICIT APPLICATIONS AND CHOOSE UP TO THREE PROGRAMS TO IMPLEMENT AND EVALUATE IN THE FOURTH AND FIFTH GRADES. THESE PROGRAMS WERE JUDGED ON THE EXTENT TO WHICH THEY INCORPORATED FEATURES THAT THE RESEARCH LITERATURE CONSIDERS ESSENTIAL AND THAT HAVE SOME EVIDENCE OF EFFECTIVENESS. AFTER A MULTI- STAGE SCREENING PROCESS, SERP'S WORDGEN ELEMENTARY PROGRAM WAS THE ONLY ONE CHOSEN FOR THE EVALUATION. WITH A 1.3 MILLION SUBCONTRACT, SERP SUPPORTED IMPLEMENTATION IN THE 2017 -18 SCHOOL YEAR IN MORE THAN 30 SCHOOLS (INVOLVING APPROXIMATELY 200 TEACHERS AND 5,000 STUDENTS) IN SIX URBAN SCHOOL DISTRICTS ACROSS FIVE STATES. LOCAL COACHES SUPPORTED IMPLEMENTATION ON-THE-GROUND AND WERE SUPPORTED BY AN EXPERIENCED SERP WORD GENERATION COACH, AN ENGLISH LEARNER SPECIALIST, AND EXPERTS CATHERINE SNOW AND CATHERINE O'CONNOR. A COACHES' INSTITUTE WAS HELD IN SUMMER 2017, AND TEACHER TRAINING INSTITUTES OCCURRED AT EACH DISTRICT PRIOR TO STARTING IMPLEMENTATION IN SUMMER/FALL. THIS STUDY TOOK PLACE OVER A SINGLE SCHOOL YEAR ONLY, THUS EVALUATING THE ABILITY OF THE PROGRAM TO MAKE A DIFFERENCE IN STUDENT LEARNING WITH TEACHERS WHO ARE NEW TO THE PROGRAM. THE CONTRACT CONCLUDED IN SEPTEMBER 2018. 714804 97005 135280 1. IMPROVING SCIENCE TEACHING AND LEARNING IN MIDDLE GRADES 2. TEACHING HIGH SCHOOL CHEMISTRY THROUGH CLIMATE CHANGE 3. SCALING SERP PRODUCTS 4. SHIFTING INSTRUCTIONAL PRACTICE IN MIDDLE GRADES MATHEMATICS 5. LEARNING PROGRESSIONS IN SCIENCE 6. OAKLAND URBAN TEACHER RESIDENCY 7. MATH BY EXAMPLE 714804 97005 135280 2621134 true true false false false false false false false false true false false false true true true false false false false false false false false false false true false true false false false false false false false false false false false false false false false false false true 62 0 21 true false false false false false false false false false false false false false false X 10 10 false false false false false false false true true false false true true true true true true true false false CA X BEVERLY HOFFMASTER 2022238555 1100 CONNECTICUT AVE NW STE 1310 WASHINGTON DC 20036 X BRUCE ALBERTS CHAIRPERSON 2.00 X X 0 0 0 PHIL DARO VICE CHAIRPE 2.00 X X 0 0 0 CATHERINE SNOW SECRETARY 3.00 X X 0 0 0 STEVE CARNEVALE TREASURER 2.00 X X 0 0 0 CAREY WRIGHT - EXECUTIVE VICE PRESIDE 2.00 X X 0 0 0 BILL HONIG VICE PRESIDE 2.00 X X 0 0 0 BARBARA JENKINS BOARD MEMBER 2.00 X 0 0 0 LOUIS GOMEZ BOARD MEMBER 2.00 X 0 0 0 JAL MEHTA BOARD MEMBER 2.00 X 0 0 0 JORGE AGUILAR - INCOMING BOARD MEMBER 2.00 X 0 0 0 CINTHIA COLETTI - OUT GOING - 8-201 VICE PRESIDE 2.00 X X 0 0 0 MARY SUZANNE DONOVAN EXECUTIVE DI 37.50 X 295150 0 43680 MATTHEW ELLINGER - LEARNING EXPERIENCE D 37.50 X 124927 0 26646 420077 70326 2 false true false MDRC 200 VESEY STREET NEW YORK NY 10281 SUBAWARDEE 212113 OAKLAND UNIFIED SCHOOL DISTRICT 1000 BROADWAY SUITE 600 OAKLAND CA 94607 SUBAWARDEE 198351 TEMPLE UNIVERSITY PO BOX 824242 PHILADELPHIA PA 19182 SUBAWARDEE 149715 3 2225678 1322096 3547774 CONSULTING 900099 450065 450065 PUBLICATION SALES 900099 60627 60627 REGISTRATION FEES 900099 26788 26788 537480 1936 1936 725 725 4087915 537480 2661 632366 632366 334502 150914 183382 206 1195425 909540 282137 3748 89286 65080 23950 256 116223 84714 31175 334 104464 76142 28020 302 37703 37703 255542 255542 203644 200007 3569 68 19957 15775 4123 59 119020 91403 27193 424 92489 85526 6963 18721 13709 5012 3512 2619 893 10392 7750 2642 BAD DEBT EXPENSE 27107 27107 INCOME TAXES 3434 3434 REPAIRS AND MAINTENANCE 2288 1940 328 20 OFFICE RELOCATION 2089 2089 1366 1000 366 3269530 2621134 642979 5417 2457 126386 487182 331182 257860 1172407 164946 17306 31822 39229 37005 29887 492 7118 7767 12290 952526 1705918 240121 266823 102992 10372 925 343113 278120 X 604413 477562 5000 950236 609413 1427798 952526 1705918 818385 X false true X true true true X 4972797 3429810 2235965 1967795 3547774 16154141 4972797 3429810 2235965 1967795 3547774 16154141 2196078 13958063 387 1245 4450 1356 2661 10099 16164240 1860373 0.86350 0.87970 X 37005 29887 7118 7118 STATE TAX PAYABLE 925 925 X 4258216 170301 170301 4087915 4087915 3439831 170301 170301 3269530 3269530 SCHEDULE D, PAGE 3, PART X ACCOUNTING PRINCIPLES GENERALLY ACCEPTED IN THE UNITED STATES OF AMERICA PROVIDE CONSISTENT GUIDANCE FOR THE ACCOUNTING FOR UNCERTAINTY IN INCOME TAXES RECOGNIZED IN THE INSTITUTE'S FINANCIAL STATEMENTS AND PRESCRIBE A THRESHOLD OF "MORE LIKELY THAN NOT" FOR RECOGNITION OF TAX POSITIONS TAKEN OR EXPECTED TO BE TAKEN IN A TAX RETURN. THE INSTITUTE PERFORMED AN EVALUATION OF UNCERTAIN TAX POSITIONS FOR THE YEAR ENDED DECEMBER 31, 2018 AND DETERMINED THAT THERE WERE NO MATTERS THAT WOULD REQUIRE RECOGNITION IN THE FINANCIAL STATEMENTS OR THAT MAY HAVE ANY EFFECT ON ITS TAX-EXEMPT STATUS. AS OF DECEMBER 31, 2018, THE STATUTE OF LIMITATIONS FOR TAX YEARS 2015 THROUGH 2017 REMAINS OPEN WITH THE U.S. FEDERAL JURISDICTION OR THE VARIOUS STATES AND LOCAL JURISDICTIONS IN WHICH THE INSTITUTE FILES TAX RETURNS. IT IS THE INSTITUTE'S POLICY TO RECOGNIZE INTEREST AND/OR PENALTIES RELATED TO UNCERTAIN TAX POSITIONS, IF ANY, IN INCOME TAX EXPENSE. AS OF DECEMBER 31, 2018, THE INSTITUTE HAD NO ACCRUALS FOR INTEREST AND/OR PENALTIES. true TEMPLE UNIVERSITY TEMPLE ADMINISTRATIVE SERVICES BLD 1852 N 10TH STREET 083-11 PHILADELPHIA PA 19122 231365971 501C3 97005 SUBAWARD - RESEARCH OAKLAND UNIFIED SCHOOL DISTRICT 1000 BROADWAY SUITE 680 OAKLAND CA 94607 946000385 GOV 181366 SUBAWARD - RESEARCH MILLS COLLEGE 5000 MACARTHUR BLVD OAKLAND CA 94613 941156566 501C3 37680 SUBAWARD - RESEARCH MDRC 16 E 34TH STREET 19TH FLOOR NEW YORK NY 10016 237379473 501C3 234023 SUBAWARD - RESEARCH BOSTON UNIVERSITY 25 BUICK STREET 2ND FLOOR BOSTON MA 02215 042103547 501C3 82292 SUBAWARD - RESEARCH 5 SCHEDULE I, PAGE 1, PART I, LINE 2 ALL GRANTS ARE MONITORED THROUGH THE ANNUAL AND INTERIM REPORTS AS REQUIRED BY THE GRANTEE X X X false false false false false false false false false MARY SUZANNE DONOVAN EXECUTIVE DIRECTOR 294946 204 6524 37156 338830 MATTHEW ELLINGER - LEARNING EXPERIENCE DESIGNER 124135 792 4219 22427 151573 FORM 990 - ORGANIZATION'S MISSION THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP INSTITUTE MOBILIZES THE EXPERTISE OF OUTSTANDING TEACHERS AND SCHOOL ADMINISTRATORS, THE POWER OF SCIENTIFIC RESEARCH, THE TALENT OF INNOVATIVE DESIGNERS, AND THE FINANCIAL SUPPORT OF ORGANIZATIONS COMMITTED TO EDUCATION IN A COLLABORATIVE EFFORT TO IMPROVE STUDENT LEARNING. FORM 990, PAGE 2, PART III, LINE 4A BUILDING CAPACITY TO SUPPORT STRUGGLING ADOLESCENT READERS SERP WAS AWARDED A FIVE-YEAR, 7.8 MILLION EDUCATION INNOVATION AND RESEARCH (EIR) MID-PHASE GRANT STARTING IN OCTOBER 2017 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). IN A PRIOR STUDY, STARI SHOWED IMPACTS THAT ARE STATISTICALLY AND SUBSTANTIVELY SIGNIFICANT ON COMPONENT READING SKILLS AND ON DEEP COMPREHENSION. THIS PROJECT WILL ALLOW SERP TO EXPAND THE CAPACITY- BUILDING RESOURCES AVAILABLE FOR STARI AND SCALE THE PROGRAM TO MORE DISTRICTS, SCHOOLS, TEACHERS, AND STUDENTS. TO MEET THE COST-MATCHING REQUIREMENT, SERP HAS RECEIVED CONTRIBUTIONS FROM THE ABELL FOUNDATION AND BLAUSTEIN FOUNDATIONS, AS WELL AS SEVERAL IN-KIND DONATIONS. OVER THE COURSE OF THE PROJECT, TRAINING WILL BE PROVIDED TO NEARLY 100 TEACHERS AND COACHES, PROGRAM MATERIALS WILL BE PROVIDED TO AN ESTIMATED 3,500 STUDENTS, INCLUDING WORKBOOKS, FLUENCY PASSAGES WRITTEN AT FOUR LEVELS, AND THE NOVELS, NON-FICTION TEXTS, AND POETRY THAT ACCOMPANY EACH UNIT. ELIGIBLE STUDENTS WILL BE RANDOMLY ASSIGNED TO RECEIVE STARI OR THE SCHOOL'S BUSINESS-AS-USUAL READING INTERVENTION, AND MDRC WILL CONDUCT THE EVALUATION. CAPACITY WILL BE SHIFTED FROM THE PROJECT TEAM TO DISTRICT STAFF TO SUPPORT SUSTAINABILITY AND EXPANSION IN PARTNER DISTRICTS. IN ADDITION, PROFESSIONAL LEARNING RESOURCES WILL BE DEVELOPED TO ENABLE MORE SCHOOLS AND DISTRICTS TO ADOPT AND IMPLEMENT THE PROGRAM SUCCESSFULLY IN THE FUTURE. THUS, ANTICIPATED IMPACT FAR EXCEEDS THE NUMBER OF STUDENTS DIRECTLY SERVED THROUGH THE PROJECT. BY THE END OF THE FIVE-YEAR GRANT PERIOD, WE EXPECT TO (1) SIGNIFICANTLY INCREASE PERFORMANCE ON COLLEGE AND CAREER ALIGNED STATE TESTS FOR APPROXIMATELY 3,500 STUDENTS IN 246 CLASSROOMS ACROSS FOUR PARTNER DISTRICTS; 2) VALIDATE THE EFFICACY OF STARI WHEN IMPLEMENTED ON A LARGER SCALE FOR SUBGROUPS OF STUDENTS IN DIVERSE CONTEXTS; 3) IMPROVE DISTRICT CAPACITY TO HELP STRUGGLING READERS MEET COLLEGE AND CAREER READINESS STANDARDS; AND 4) EXPAND SERP'S CAPACITY TO SUPPORT THE USE OF STARI IN OTHER SCHOOL DISTRICTS. DEVELOPMENT WORK FOR THE PRODUCTS OF THE PROJECT WILL BE CONCENTRATED IN 2018 AND 2019. FORM 990, PAGE 2, PART III, LINE 4B TRU-LESSON STUDY: SUPPORTING A FUNDAMENTAL SHIFT IN MATHEMATICS TEACHING THIS FOUR-YEAR, 3 MILLION NSF-FUNDED PROJECT IS AN EXTENSION OF AN OUSD PARTNERSHIP WITH SERP. TRU MATH (TRU) AND LESSON STUDY (LS), BOTH STRATEGIES THAT HAVE BEEN SUCCESSFULLY PILOTED IN OUSD, ARE THE SPRINGBOARDS FOR THIS WORK. THE GOAL OF THE PROJECT IS TO DEVELOP AND TEST AN INTEGRATION OF THE TWO. TRU-LS IS A MATH DEPARTMENT LEVEL STRATEGY FOR IMPROVING THE TEACHING OF HIGH SCHOOL MATHEMATICS, PARTICULARLY IN ALGEBRA 1 AND GEOMETRY. THE COMMON CORE STATE STANDARDS FOR MATHEMATICS CALL FOR A FUNDAMENTAL SHIFT IN INSTRUCTIONAL PRACTICE, PLACING URGENT DEMANDS ON SCHOOL DISTRICTS TO PROVIDE PROFESSIONAL LEARNING OPPORTUNITIES CAPABLE OF SUPPORTING THAT SHIFT. THIS PROJECT IS BUILDING A COHERENT AND SCALABLE PLAN FOR PROVIDING THESE OPPORTUNITIES IN HIGH SCHOOL MATHEMATICS DEPARTMENTS BY BRINGING TOGETHER FOUR CRITICAL COMPONENTS THAT WE CONTEND ARE REQUIRED TO EFFECTIVELY ADDRESS THE CHALLENGE: A) A THEORETICALLY ROBUST FRAMEWORK THAT CHARACTERIZES THE FIVE ESSENTIAL DIMENSIONS OF POWERFUL MATHEMATICS CLASSROOMS (THE TRUMATH FRAMEWORK); B) CURRICULAR MATERIALS THAT SUPPORT TEACHING THAT IS CONSISTENT WITH THAT FRAMEWORK (THE FORMATIVE ASSESSMENT LESSONS); C) LESSON STUDY PROTOCOLS AND MATERIALS FOCUSED ON THE CURRICULAR CONTENT AND ALIGNED WITH THE DIMENSIONS OF THE TRUMATH FRAMEWORK TO CREATE AN INTENSE FOCUSING EXPERIENCE FOR PROFESSIONAL LEARNING COMMUNITIES (PLCS); AND D) AN APPROACH TO PROFESSIONAL DEVELOPMENT (PD) THAT CAN BE USED IN SCHOOL-BASED PLCS (THE TRUMATH COACHING SYSTEM, GROUNDED IN THE TRUMATH CONVERSATION GUIDE). THE WORK INCLUDES: 1) THE DESIGN/REVISION OF TRUMATH PD AND COACHING GUIDES VIA AN ITERATIVE DESIGN PROCESS, 2) THE DEVELOPMENT OF FOUR LESSON STUDY MATHEMATICAL RESOURCE PACKAGES USING THE TRUMATH LENS, AND 3) STUDY OF CHANGES IN INSTRUCTIONAL PRACTICE AND ITS IMPACT ON STUDENT LEARNING, AND 4) DOCUMENTATION THAT SUPPORTS USE BY OTHER DISTRICTS AND SIMILAR WORK BY OTHER RESEARCH-PRACTICE PARTNERSHIPS. THIS PROJECT WILL ALLOW FOR TESTING OF THE HYPOTHESIS THAT INSTRUCTIONAL IMPROVEMENT ALONG THE DIMENSIONS OF THE FRAMEWORK WILL PRODUCE IMPROVEMENTS IN STUDENT LEARNING BY COMBINING THE TRUMATH FRAMEWORK WITH A LESSON STUDY PROCESS THAT FOCUSES ON ENACTMENT AND IMPROVEMENT OF INSTRUCTION. THE RESEARCH DESIGN, FOCUSED ON PRE-POST CHANGES AND NATURAL VARIATION AS WE WORK IN PARTNERSHIP WITH SITES, IS MORE LIKELY TO PRODUCE "TRAVEL" OF THE IDEAS TO OTHER DISTRICTS THAN PURE EXPERIMENTAL DESIGNS. THE RESEARCH WILL ALSO PRODUCE VALUABLE INFORMATION ABOUT THE GROWTH TRAJECTORIES OF TEACHERS IN URBAN DISTRICTS AS THEY ENGAGE IN NOVEL BUT SUSTAINED FORMS OF PD. FORM 990, PAGE 2, PART III, LINE 4C ACADEMIC LANGUAGE INTERVENTION STUDY THE INSTITUTE OF EDUCATION SCIENCES (IES) INVESTED IN IDENTIFYING AND TESTING CURRICULA THAT BUILD THE ACADEMIC LANGUAGE OF STUDENTS IN SCHOOLS SERVING A MIX OF ENGLISH LEARNERS AND NATIVE ENGLISH SPEAKERS, INCLUDING NON-STANDARD ENGLISH SPEAKERS. IES CONTRACTED WITH MDRC AND ITS PARTNERS, ABT ASSOCIATES AND THE FLORIDA CENTER FOR READING RESEARCH, TO SOLICIT APPLICATIONS AND CHOOSE UP TO THREE PROGRAMS TO IMPLEMENT AND EVALUATE IN THE FOURTH AND FIFTH GRADES. THESE PROGRAMS WERE JUDGED ON THE EXTENT TO WHICH THEY INCORPORATED FEATURES THAT THE RESEARCH LITERATURE CONSIDERS ESSENTIAL AND THAT HAVE SOME EVIDENCE OF EFFECTIVENESS. AFTER A MULTI- STAGE SCREENING PROCESS, SERP'S WORDGEN ELEMENTARY PROGRAM WAS THE ONLY ONE CHOSEN FOR THE EVALUATION. WITH A 1.3 MILLION SUBCONTRACT, SERP SUPPORTED IMPLEMENTATION IN THE 2017 -18 SCHOOL YEAR IN MORE THAN 30 SCHOOLS (INVOLVING APPROXIMATELY 200 TEACHERS AND 5,000 STUDENTS) IN SIX URBAN SCHOOL DISTRICTS ACROSS FIVE STATES. LOCAL COACHES SUPPORTED IMPLEMENTATION ON-THE-GROUND AND WERE SUPPORTED BY AN EXPERIENCED SERP WORD GENERATION COACH, AN ENGLISH LEARNER SPECIALIST, AND EXPERTS CATHERINE SNOW AND CATHERINE O'CONNOR. A COACHES' INSTITUTE WAS HELD IN SUMMER 2017, AND TEACHER TRAINING INSTITUTES OCCURRED AT EACH DISTRICT PRIOR TO STARTING IMPLEMENTATION IN SUMMER/FALL. THIS STUDY TOOK PLACE OVER A SINGLE SCHOOL YEAR ONLY, THUS EVALUATING THE ABILITY OF THE PROGRAM TO MAKE A DIFFERENCE IN STUDENT LEARNING WITH TEACHERS WHO ARE NEW TO THE PROGRAM. THE CONTRACT CONCLUDED IN SEPTEMBER 2018. FORM 990, PAGE 2, PART III, LINE 4D 1. IMPROVING SCIENCE TEACHING AND LEARNING IN MIDDLE GRADES 2. TEACHING HIGH SCHOOL CHEMISTRY THROUGH CLIMATE CHANGE 3. SCALING SERP PRODUCTS 4. SHIFTING INSTRUCTIONAL PRACTICE IN MIDDLE GRADES MATHEMATICS 5. LEARNING PROGRESSIONS IN SCIENCE 6. OAKLAND URBAN TEACHER RESIDENCY 7. MATH BY EXAMPLE FORM 990, PAGE 6, PART VI, LINE 11B THE EXECUTIVE DIRECTOR, DIRECTOR OF OPERATIONS, AND THE FINANCE DIRECTOR REVIEW THE 990 TAX RETURN UPON RECEIPT FROM THE PREPARER. EACH REVIEWS THE RETURN SEPARATELY, AND THEN THEY MEET TO REVIEW AND ANSWER ANY QUESTIONS EACH PERSON MAY HAVE. ONCE THE 990 IS APPROVED INTERNALLY, THE 990 TAX RETURN IS FORWARDED TO THE TREASURER OF THE BOARD FOR AN INDEPENDENT REVIEW. ANY QUESTIONS OR CONCERNS FROM THE TREASURER OF THE BOARD ARE DIRECTED TO THE EXECUTIVE DIRECTOR. ONCE THE TREASURER AND THE EXECUTIVE DIRECTOR ARE SATISFIED AS TO THE COMPLETION OF THE 990 TAX RETURN, THE TAX RETURN IS FORWARDED TO THE REMAINING BOARD OF DIRECTORS FOR THEIR APPROVAL. ONCE THE FULL BOARD APPROVES, THE EXECUTIVE DIRECTOR SIGNS THE RETURN FOR FILING. FORM 990, PAGE 6, PART VI, LINE 12C THE ORGANIZATION ANNUALLY REVIEWS THE CONFLICT OF INTEREST POLICY EACH MAY WITH THE BOARD OF DIRECTORS AND KEY EMPLOYEES. EACH ARE REQUIRED TO DISCLOSE ANY ITEM THAT MAY PRESENT A CONFLICT OF INTEREST. FORM 990, PAGE 6, PART VI, LINE 15A THE EXECUTIVE DIRECTOR IS REVIEWED ANNUALLY BY THE BOARD OF DIRECTORS AT THEIR BOARD MEETING REGARDING COMPENSATION. FORM 990, PAGE 6, PART VI, LINE 19 THE ORGANIZATION MAKES ITS GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS AVAILABLE TO THE PUBLIC UPON REQUEST.