Building Michigan's Capacity for Middle School Mathematics Curriculum Reform, known as the Michigan Middle School Mathematics Reform Project (M3RP), is a major statewide four-year mathematics improvement effort coordinated by a team from Western Michigan University. Its purpose is to improve middle school mathematics achievement by building capacities of teachers, administrators, and other stakeholders to align their mathematics programming with state and national standards. M3RP began July 1, 1999 and will continue through June 30, 2003.

M3RP is a collaborative effort among several state-level organizations and funded by the

National Science Foundation
The Herbert H. and Grace A. Dow Foundation
Steelcase Foundation
Dow Corning Foundation
The Rollin M. Gerstacker Foundation
Michigan Department of Education

Each of the 90 participating school districts has a District Leadership Team (DLT) that is assisted by the project in facilitating middle school mathematics improvement in their districts. DLTs include middle school teacher leaders, administrators, a high school mathematics teacher, an elementary teacher, and a parent/community representative. DLTs participate in programs designed to help them explore issues related to selecting, implementing, and sustaining mathematics programs. Teacher Leaders (TLs) receive extensive professional development to deepen their understanding of mathematics content and pedagogy, as well as how to provide professional development for colleagues at their home schools. Professional development for DLTs and TLs is conducted at 7 regional sites (2 sections in one region). Regional Directors (2 for each region) assist 10-15 districts within their regions in the development and implementation of strategies for conducting the reform process within their districts.

Major project objectives for DLTs and TLs can be divided into two categories.
Capacity-building objectives include:

1) Build DLT capacities to facilitate system change to support high quality mathematics;
2) Build DLT's knowledge of the nature of and necessity for high quality middle school mathematics;
3) Help DLTs learn about how to address key components of mathematics improvement;
4) Identify supports and barriers in the implementation of a mathematics program and share with other DLTs;
5) Increase TL's mathematics content knowledge, pedagogical skills, and professional development facilitation skills; and
6) Increase all participating district middle school mathematics teacher's content knowledge and pedagogical skills.

Objectives for state-level activities include:

1) Establish working DLTs for each participating district,
2) Conduct two one-day professional development workshops for DLTs each of the four years of the project,
3) Provide technical assistance to DLTs as they plan and implement improvement efforts,
4) Regular and on-going communication among all stakeholders,
5) Conduct 10-day summer institutes for TLs, and
6) Conduct four one-day mathematics content workshops during the school year for TLs.

At the district level, DLTs are expected to conduct professional development sessions totaling at least 100 hours for middle school mathematics teachers who are not TLs over the course of the four years to build their content and pedagogical knowledge. Core M3RP staff will work with DLTs in implementing district-level activities, make site visits to districts, and assess the work of the DLTs.