Preparing our students for 21 st Century Quantitative Literacy Achievement Gap Task Force Superintendents' and Principals' Forum February 24, 2014 SMUSD.

Preparing our students for21st Century Quantitative Literacy

Achievement Gap Task Force Superintendents' and Principals' Forum February 24, 2014SMUSD Instructional Services

Building Capacity for Change in a K-12 Systemwith the goal of creating an articulated and balanced mathematics program to prepare students for

College/Career

The Common Core Standards calls for a transformation in education to achieve 21st Century learning for our students

Our job is twofold:Rewrite our Mathematics curriculum in collaboration with teachersProvide professional development to all teachers as we make the transition

Essentials during change process…

Building and communicating a common vision and message

Supporting the change with human and material resources and time

Monitoring the implementation closely to make adjustments

Leadership Capacity: Building a common vision & common message

Directors andAssistant Supt.

Principals/ Assistant Principals Curriculum

Committee Members

Math TOSAsTeam Leaders/Counselors

Classroom

Principals’ Council and AP Meetings, 2011-14

Cont

ent

Chan

ges • Organization

• Shifts in topics

• Overview of Timeline

• Framework for Curriculum Design

Begi

n w

ith th

e En

d in

Min

d

• Rationale for CC/4 C’s

• Mathematics Shifts: coherence, focus, fluency, understanding, application, dual intensity

• SBAC assessment items, types of questions, DOK

• Standards for Mathematical Practices

Teac

hing

for

Und

erst

andi

ng

• Performance Tasks

• Protocol for analyzing student work on PT in PLCs

• Math Boot Camp: Experience teaching for understanding/rich tasks

• Mathematics Framework

• Change Leadership….

Supporting the Implementation with Common Core Funding

1. Seven TOSAs: 6 for Mathematics and 1 for Technology

2. Additional professional development: -1 day added to calendar, -Substitute time (2 days) for each math teacher,-Summer academies

3. Resources: -Approx. 2000 Chromebooks for SBAC -Supplemental resources for instruction 

Actions

BeliefsExperiences

Communication – Structures and Strategies 

Principals – Leveled Principal Meetings and Principals Council

Curriculum Committees

Site Specific Math Department Meetings & PLC Time

Counselor Meetings

Site Level Professional Development & Staff Meetings

Course Specific Teacher Meetings and Planning Days

New Teacher Induction

Late Starts, Early Release Days

Parent Communication

One-on-One with anyone and everyone!

Parent Presentations and Communications• Three evening forums for K-12 Parents -1 at each middle school

-Rationale for CC and 4 C’s –reflect on their use of 4C’s in work/home-Actual examples of standards, concept of spiral to anchor standards, mathematical practice standards -What to expect to change in the classroom/visuals- CST vs. SBAC; 4 types of items; PT/student reactions on video-How to support them as partners in the journey

• Information posted on website

• Level-specific communications: ▫ Webcast for Elementary Back to School Night▫ Webcast and handout for secondary course pathways

• Site level parent math nights

Walkthroughs•To gauge level of implementation of standards:

domain and mathematical practices

•Opportunity to acknowledge teachers for taking risks in changing they way they “do math”

•To determine if professional development has transferred to classroom practice

•To refine district support for teachers and principals

Our Journey at the Elementary Level

Math with Meaning

Long Term Objective:Teachers will provide mathematics instruction that is

balanced in conceptual and procedural learning.

Mathematics Instruction

Conceptual Understanding

Application(Problem Solving)

Flexibility with Numbers

Procedural Fluency

Mathematics Content

Standards

Standards for Mathematical

Practice

&

Elementary Principals’ Counciland Assistant Principal Meetings

•Every meeting includes Common Core professional development

•Professional development objectives for teachers are established collaboratively

•To keep a pulse on the transition we discuss the impact of change and revise our plan as needed

Administrators Leading the Change 2012-2013

• Participated in summer sessions for administrators led by Andrea Holmes, elementary principal

• Principals delivered a Common Core overview to all teachers at start-up meetings in August

• Administrator teams facilitated grade-level math professional development day with teacher leaders

•We started with the Math Practice Standards, Number Talks, and Operation Strategies

•We are all learning with together, and we are all taking risks

Curriculum Development

•Rigorous Curriculum Design model by Larry Ainsworth

• Larry Ainsworth presented an overview training attended by 90 teacher leaders and all principals

•Math units were developed collaboratively by teacher leaders teams

An effective mathematics program is based on a carefully designed set of content standards that are clear and specific, focused, and articulated over time as a coherent sequence. CA Math Framework 

Pre and Post-Test and Performance Tasks

Professional Development via Web-ConferenceSMUSD

Provides the ability to train all 500 elementary teachers in our district

during 90 minute monthly staff meetings

How are we going to train our teachers?

Web-Conference 2012-2013

August 15Start-up meeting

All staff attended Common district power point of Common Core overview and timeline presented by principals

September 122:30-4:00

Web-Conference Using the Math Practice Standards as a lens in developing and reflecting on lessons.Teaching operations strategies (i.e., branching, decomposing, partial sums, bridging) as appropriate to grade level.Modeling of Number Talks in class.

October 172:30-4:00

Web-Conference Purpose of Number Talks- meeting Mathematical Practice StandardsActive participation with Number Talk strategy videosPurposeful planning of Number Talks

January 232:30-4:00

Web-Conference Concept development lessons in place value from InvestigationsGroup planning time

February 132:30-4:00

Web-Conference Making connections between concept development lessons Processing the learning with students

April 32:30-4:00

Web-Conference Performance-based assessment in mathCalibrating assessment exampleField Test common assessments in place value developed by the teachers on the CCSS Math Team

May 12:30-4:00

Web-Conference Calibrate scoring of performance-based assessment

Through Web-conferencing we can provide a common message from the district office to all of our elementary teachers at 11 school sites

“The real mathematical thinking going on in a classroom, in fact, depends heavily on the teacher's understanding of mathematics”CA Math Framework 

Key Elements in our Success with Web-Conferencing

• Specific objectives for teachers at each session• Active participation required of participants• Models of practice with SMUSD teachers• Accountability and feedback from principals

Implementation Challenges

•Overwhelmed Teachers What can we let go of so we can begin to move forward?

• TIME Teachers need planning time with guidance• Teacher Knowledge the changes in content and practice•Multiple Resources Teachers were accustom to following a teacher’s

manual and having to determine what resource to use to teach as standard is new in math

•New Assessments The constructed response and performance tasks are very difficult for students and teachers need to teach differently to prepare them

•New Materials – Investigations for concept development

2013-2014 K-12 Instructional Specialist in Math

• Selection and Preparation of K-12 Team• Administrative Leader of Team TOSA• TOSA Roles and Responsibilities▫ Lead Professional Development▫Guided Planning with teachers▫Modeling lessons▫Revising the units and assessments as our learning evolves

Professional Development 2013-2014

•Protocol for scoring student work – Dr. Shannon Coulter•Web-conferences- Strategies from Comprehending Math•Professional Development Day - Keynote from Jo Boaler•Grade-Level Guided Planning sessions with TOSAs•Math Summer Institutes

Math Units 2.0

As our knowledge is evolving we are revising the units with a K-12 articulation lens

Students Engaged in Problem SolvingIf students are not engaging in the mathematical practice standards, then the Common Core State Standards are not being fully implementedCA Math Framework 

Standards for Mathematical Practice1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and make use of regularity in repeated reasoning.

Lessons Learned from Our Journey

1. Focus on the math practice standards as they define what activities our students need to be engaged in during math. If students are not engaged in the math practice standards then Common Core is not being fully implemented

2. Use every administrative and staff meeting as an opportunity to build Common Core knowledge

3. Invest in teacher knowledge to provide conceptual understanding in math

Ponder Point

Discuss ideas for building and communicating a common vision and message

Discuss ways you might consider supporting the change over time

Discuss means of monitoring the implementation and potential adjustments you may may need to consider

SecondaryA Glimpse at the 6-12Experience and our Journey to the Common Core

“It’s better to solve one problem five different ways than to solve five different problems.”   George Polya, •Mathematician

•Stanford Professor •Author

Year 2 Objective:Teachers will provide mathematics instruction that is balanced in conceptual and procedural learning.

Build Awareness, Plan Implementation and Harness Anxiety

8 Standards ofMathematical Practice (SMP)

•Existing perceptions?•How do we build background in order to apply the SMPs?

Establish multiple Levels of

Communication

•How to tap existing structures and promote understanding and discussion of CC-Math?

Identify 6-12 Course Sequence and Resources

•Which pathway is best for us?

• How do we build the structuresfor instruction?

8 Standards of Mathematical Practice

•SDCOE Math Performance Task 4 – Day Institute

Silicon Valley Math Institute Inside Mathematics Illustrative Mathematics Scoring Protocol Planning for Re-engagement The “Why” of Assessment

8 Standards of Mathematical Practice

Chris Shore, Math Coach2-Day Training for high school and middle school teachers

• A Day with Dr. Jo Boaler• Traditional vs. Multidimensional Approach• Teaching for a Growth Mindset • Complex Instruction

8 Standards of Mathematical Practice

Jo Boaler, MHHS Pavillion, January 13, 2014

A 6-12 Course Pathway and Resources• What are the recommendations of the new Math Framework?

• How do they translate into a Pathway for our District?

• How can we design the resources familiar to and needed by teachers that embrace a new era in mathematics?

“Implementation of the CCSS-Math will take time and effort, but it alsoprovides a new opportunity to ensure that California’s students are held to to the same high expectations in mathematics as their national and global Peers.”                                                                      California Math Framework 

A 6-12 Course Pathway and Resources

CCSS-Math realign standards based on conceptual understanding, rigor and a lack of repetition of standards.

Algebra and Geometry Courses are more rigorous than our current courses.

Acceleration does not mean skipping standards, but completing them at a faster pace and deeper level.

Students will need a variety of supports when they face challenges mastering the common core.

What is the difference?

CST 8th Grade Released CC 8th Grade Released

A 6-12 Course Pathway and Resources

A 6-12 Course Pathway and Resources

DRAFT

DRAFT

Work in Progress

Course level planning meetings

Pacing Guide vs. Instructional Calendars

Building a K-12 Team

Ask the right questions

Developing the TOSA Team

“Assessments”

Support from administration & district leaders

Communication – Structures and Strategies 

“The single biggest communication problem is the illusion that it has taken place.” George Bernard Shaw

“The most important thing in communication Is hearing what isn’t said.” Peter Drucker

Four Principles:One: Understand the Problem

Two: Make a Plan

Three: Carry out the Plan

Fourth: Review –               Look Back On Your Work

How To Solve It……

Ponder Point

Discuss ideas for building and communicating a common vision and message

Discuss ways you might consider supporting the change over time

Discuss means of monitoring the implementation and potential adjustments you may may need to consider