District Mathematics Leadership Meeting – May 9, 2016 Wireless: PSESD Guest Success for Each Child and Eliminate the Opportunity Gap

Learning Targets  We will strengthen our ability to:  Develop and sustain a community of learners that focuses on putting the shifts into practice that reflect the CCSS vision; both around making sense of the mathematics and demonstrating that understanding.  Deepen our understanding of resources and opportunities to support CCSS and the Smarter Balanced Assessment system.

Agenda  Welcome/Networking opportunity  Leading with equity: Focus and Coherence in the Geometry Progressions  Supporting learning for principals and coaches  Resources and opportunities  Closing/Evaluation

Networking – Sharing our Practice Thinking about your role in supporting the assessment system, improvement efforts and your future work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take two minutes each share your responses to the first question.  Repeat sharing with different category and new partner.

Networking – Sharing our Practice Thinking about your role in supporting the assessment system, improvement efforts and your future work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take two minutes each share your responses to the first question.  Repeat sharing with different category and new partner.

Networking – Sharing our Practice Thinking about your role in supporting the assessment system, improvement efforts and your future work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take two minutes each share your responses to the first question.  Repeat sharing with different category and new partner.

Supporting Mathematics Improvement Instructional Practices Mathematics Beliefs

Doing Math Together Geometry Talk

Coherence in the Geometry Progressions  Essential Question: How do we help educators attend to coherence in the mathematics of the Common Core?  Task & Meta Task  Task: Thinking about the math and progressions  Meta-Task: Thinking about helping educators  Groups of 3 – 4 – one group per grade level:  K – 8, & HS

Geometry Progressions Task Please form grade level &/or content groups of 3 to 4 people.  When your group is formed, please come get enough copies of the task card for each member of your group. Kinder through Grade 6, one group per grade level: Focus on shapes, their components, their properties, and their categorization based on those properties. Grade 7: Draw, construct, and describe geometrical figures and describe the relationships between them Grade 8: Understand congruence and similarity using physical models, transparencies, or geometry software. High School Congruence

Geometry Progressions Task 20 minutes End

Exploring the Progressions  Form a new group of 4 with people from other sub- groups  Visit several posters  Task: What do you notice about how the geometry standards progress through the grade levels?  Meta-Task: How have different groups thought about helping educators attend to coherence?

Practical Measures: what do they tell us, what do we do next? University of Washington Jessica Rigby

Today’s Goals  Practical Measures: –Explore what the data says –Explore what sense we make of them –Explore what to do next

Math labs create opportunities for teachers to try out, practice, and reflect on routines used across multiple grade levels.

Technical Use of Labs Phase 4: Reflections on student thinking and implementation of IAs Questions about student learning and teaching practice become generative and feed ongoing plans for PD, PLCs and Labs Teacher learning goals and Phase 1 of labs ties to building and grade-level data on student learning and teacher evaluations, or other building-level or PLC levels of focus. Connections to Problems of Practice. Teacher time outs introduced and used Teacher time outs and huddles incorporated into ongoing practice in and out of labs Phase 1: Teacher learning focused on learning IAs Phase 1: Teacher learning focused on Accountable Talk moves Phase 1: Teacher learning focus expands to other categories like questioning, developing number sense, etc. Attention to learning math content Four phases (Learning Cycle) of lab implemented with fidelity to structure Labs used flexibly and incorporat ed into PLCs and other school structures PLCs used to advance student learning PLCs used to Advance student learning and teacher learning Coaches focus on implementing lab structure Coaches orient teachers toward student thinking and learning Focus on student thinking Norms discussed and agreed upon Norms revisited, revised and checked- in on Norms are held and normalized throughout the group and school Principals attend labs and observe Principals participate in labs, including leading teaching Principals develop a stance of encouraging experimentation and expecting teachers to take up practice and change Labs used across content areas as a way to learn and implement instructional practice and are teacher generated Adaptive Use of Labs within a School Site Coaches eyes are on teacher learning of instructional practice in relation to student thinking Principals are strategic about developing a narrative within the building about the use of labs for improving practice Principals work to develop trust and risk-taking, making clear that practice in Labs is non- evaluative Attention to content that maps across grade-levels Implementation Trajectory Lab routines change based on learning needs of adults Focus on learning and implementing routines

Practical Measures Provide information to: 1)Learn about your system 2)Set priorities 3)Test a practical theory of improvement 4)Tailor changes to individual participant’s needs 5)Develop a personal and social approach to the work conducive to improvement

Phase 4: Reflections on student thinking and implementation of IAs Norms discussed and agreed upon Norms revisited, revised and checked- in on Norms are held and normalized throughout the group and school Principals attend labs and observe Principals participate in labs, including leading teaching Principals develop a stance of encouraging experimentation and expecting teachers to take up practice and change Four phases (Learning Cycle) of lab implemented with fidelity to structure Labs used flexibly and incorporat ed into PLCs and other school structures Labs used across content areas as a way to learn and implement instructional practice and are teacher generated Questions about student learning and teaching practice become generative and feed ongoing plans for PD, PLCs and Labs Teacher learning goals and Phase 1 of labs ties to building and grade-level data on student learning and teacher evaluations, or other building-level or PLC levels of focus. Connections to Problems of Practice. PLCs used to advance student learning PLCs used to Advance student learning and teacher learning Teacher time outs introduced and used Teacher time outs and huddles incorporated into ongoing practice in and out of labs Phase 1: Teacher learning focused on learning IAs Phase 1: Teacher learning focused on Accountable Talk moves Technical Use of Labs Adaptive Use of Labs within a School Site Coaches focus on implementing lab structure Coaches orient teachers toward student thinking and learning Coaches eyes are on teacher learning of instructional practice in relation to student thinking Phase 1: Teacher learning focus expands to other categories like questioning, developing number sense, etc. Focus on student thinking Attention to learning math content Principals are strategic about developing a narrative within the building about the use of labs for improving practice Principals work to develop trust and risk-taking, making clear that practice in Labs is non- evaluative Attention to content that maps across grade-levels

Focus on Teacher Learning Goals Type of Session: ___________________________Date: _____________ What was the goal for my learning today? Rate the level of your understanding of and ability to implement this goal:  I do not understand this goal; I cannot imagine how it relates to my current practice  I have a vague understanding of this goal; I need more support before I can see how it relates to my current practice  I have a basic understanding of this goal; I can imagine relating it to my current practice  I have a good understanding of this goal; I can relate it to my current practice  I have a sophisticated understanding of this goal; I can relate it to my current practice easily

THREE QUESTIONS: 1)What do the data say? 2)What sense to we make of them? 3)What are our next steps towards improvement?

What do they say?  Three labs, total of 9 teachers who filled out the PM.  Mirror Lake: –Two similar, one not as much: –“Learning counting collections and implementation.” –“To learn how to teach students to do counting collections.” –“To learn the value of counting collections.”  Olympic View: –Three different goals  Camelot: –Coach explicitly shared goals, similar goals across.

What sense do we make of them? 1)When the coach was explicit about the teachers’ learning goals, the teachers were too. 2)Overall, teachers reported that they had either a good or sophisticated understanding of the goal. This may mean we’re not picking up on anything meaningful (variation is to be expected, if it’s not there, the instrument is likely off).

What do we do next?  At your tables, brainstorm two possible next steps to improve the teacher learning in math labs at these three schools. Be sure to be able to explain your rationale.  Keep in mind the implementation trajectory and where we want them to go.

YOUR DATA + the three questions  In sensible groups, go through the three questions looking at your data (10-15 min).  Be prepared to share next steps with the group. 1)What do the data say? 2)What sense to we make of them? 3)What are our next steps towards improvement?

THANK YOU! Jessica Rigby

Resources & Opportunities The handout has information and resources for:  Upcoming learning opportunities  Resources from today

Wrap Up Watch for Meeting dates for the 2016 – 17 school year in the PSESD Math Newsletter Please complete the AESD Survey

 Greta Bornemann –   Greta Bornemann, Leslie Nielsen and Remy Poon