VMP's Loosely Coupled/Tightly Coupled Model for Site Planning and Implementation

Authors: Doug Harris, Regina Quinn, Stephanie Ratmeyer

Teacher Impact

• Teachers across the project demonstrate increased content knowledge and pedagogical content knowledge in pre and post measures in VMP courses.

• Classroom observations indicate that in Year 5 teachers in the project performed at the consistent level or above in terms of six of eight constructs measured.

• Triangulation of qualitative data yielded themes including the importance of deep understanding of mathematics, expanded repertoire of instructional strategies, increased understanding of research related to how students learn, and increased comfort with and use of formative assessment.

Student Impact

• In 2006-2007 nine of ten VMP schools outperformed the State of Vermont in terms of the proportion of students performing at the Proficient Level or higher.

• Eight of ten schools outperformed the state in terms of performance of students of low socio-economic status.

• Eight of ten schools outperformed the state in terms of performance of students with IEP's.

• All six reporting districts in VMP outperformed matched districts.

• Results in all the above cases were significant (p<.05)

• In classroom observations students performed at the Consistent Level or above in all five student measures.

Table 1

VMP Sites Compared to State of Vermont

Table 2

Performance of VMP Sites versus Matched Sites