Promoting Learning and Understanding for Students in Mathematics PLUS Promoting Learning and Understanding for Students in Mathematics High Quality Teaching and Learning Leadership for

Today’s Agenda Review MathPLUS purpose, goals, and activities so far and a look toward where we are going Discuss data you’ll need to collect from last year’s student performance Identify strengths and weaknesses in your math program and hypothesize reasons. Translate problems into goal statements and strategies for attaining your goals. Lunch 11:30-12:00

Goals for Leadership Sessions For participants, individually, to expand their notions of: The mathematical knowledge and dispositions students need to have to be mathematically literate in today’s world The learning opportunities that need to be created in order to make significant mathematics accessible to all students For building teams to move their educational systems and classrooms forward in a state of continuous improvement in mathematics instruction and achievement and support the work of teachers engaged in the teacher portion of the MathPLUS grant.

Grant Components Content PD through new Common Core Standards Content and standards-based PD around Common Core and content needs as determined by PRAXIS II Authentic, guided learning communities Lenses on Learning and one-on-one coaching Thinking strategies in mathematics PD via the Denver-based Public Education & Business Collaborative and Education Recovery Specialist Sheri Brittenham Coaching Teachers Year 2; Teachers hosting demonstration lessons Year 3 Demonstration Schools will host demonstration lessons of high-quality math instruction implementing thinking strategies and formative assessment in a student-centered environment.

The Nature of Our Work Together In these sessions we will do the following: Work with problem-based activities in early algebra Discuss readings linking to research Reflect on videotapes and written cases Examine student work Consider opportunities to promote equitable achievement at both classroom and school systems levels Discuss school data

Overview of Leadership Sessions Session 1: What is algebra and why is algebra for ALL important? Session 2: What does high-quality math instruction look like? What does effective math leadership look like? Session 3: Formative Assessment Session 4: Equitable practices Session 5: High-Quality PD

Continuous School Improvement: Description and Beliefs School reform, continuous improvement, “begins in the head and heart of everyone who is willing to consider the topic. In that sense, each thinking individual begins the reform conversation with a mental model of the reformed school. If we examine an individual’s mental model of school reform, we discovered that it is composed of two dimensions: a vision of the reformed school and a vision of how the school should set about achieving reform.” --Lezotte & McKee (2002)

Continuous Math Program Improvement Math education reform begins the same way. It starts with people being open to imagining a mental model of a reformed mathematics program and a vision of how the department or school could set about achieving this reformed or improved math education program.

Data and more Sandra: Disaggregated data by teacher Kim: Calendar Content Days Technology Day

Engaging in the School Improvement Process “Before a school decides what changes are needed, it must ascertain through careful study where it is at on this journey.” --Larry Lezotte (Lezotte & McKee, 2002, p. 36)

Using Data to Study Your Program Work from your current information to review, discuss, and interpret what it is telling you about your math program. Student achievement Curriculum Instruction Assessment Equity Opportunities and support for learning Professional development

Using Data to Study Your Program Identify strengths and weaknesses in each area On chart paper, write a brief summary describing your math program in each area See Handout 6.f

Review of current math programs What similarities are there between the strengths and the needs of the various schools’ programs? What differences are there? What problem statements might be made based on your summaries? Be specific: At what grade level is this a problem? What % of students are proficient? How does this compare with students not in low SES categories? Etc.

SEE HANDOUT 6.g, Problem Components-Possible Causes Problem Example Low SES students are not succeeding in math at a high enough rate. Data show that only 10% of these students are passing the 8th grade test compared with 68% of non-FRL students. What might be the cause? In what ways might… Curriculum and instructional materials Instruction Course-taking patterns Other factors …affect this problem? SEE HANDOUT 6.g, Problem Components-Possible Causes

Learning Problems, Hypotheses, Evidence Use Handout 6.h to clearly describe a specific learning problem in mathematics found in your data. What is your hypothesis as to why this problem exists? What data support the hypothesis?

Problems to Goals Select one of the problems you have identified. How can we restate this is an improvement goal, something that can become the focus of your math leadership team’s work?

SMART Goals When writing goals, write statements that are… S – Specific and strategic M – Measurable A – Attainable R – Results oriented and relevant T – Time-based See Handout 6.i, Problem Statements and Improvement Goals

Problems to Goals: Example Problem: Our economically disadvantaged students are not mastering essential math concepts. Evidence: State math assessment; student grades (high failure rate); formative assessments; classroom observations; teacher reflections; student interviews

SMART Goal: Example Within 1 year: At least 5% reduction in failure rate of 2nd semester 9th grade low SES students Within 3 years: Within two years, the number of low SES students passing state assessment will increase by 7% and will continue at this rate for each of the next 3 years (x + 1, x + 2, and x + 3)

SMART Goal: Example, cont. Within 3 years… There will be a reduction in failure rate for low-SES students (need to think about target numbers) These student’ responses will show evidence of metacognitive processing of math ideas These students will spend more time on complex math tasks without giving up (how to measure this…?)

Lunch Activity: “Bridging the Gap” Arrange yourselves in small groups by role: Administrators Teachers Others Review the High Points handout for the Elmore article, “Bridging the Gap Between Standards and Assessment: The Imperative for Professional Development and Education” (Participants Guide pages 313-344

Lunch Activity: “Bridging the Gap” In your groups, read the vignette on Handout 6.j and 6.k, “One School’s Improvement Story.” Discuss: What’s the problem for this school? Based on what evidence and what data? What were the school’s short- and long-term goals for addressing the problem? What is the school’s key strategy for addressing the problem and how will they evaluate effectiveness? What else would you recommend the school do before buying and implementing new sets of instructional materials?

Factors of a Quality Math Improvement Plan When identifying strategies for achieving goals, an improvement plan needs to… Be clear (what) Be understandable (how) Be detailed (who, where, why) Be sequenced (when) Contain specific measures

Components of a Quality Math Improvement Plan A math improvement plan needs to consider… Curriculum Instruction Assessment Equitable Practices: Classroom Level Equitable Practices: School-wide Systems Level Professional Development of Educators See Handout 6.l

Improvement Planning Guide See Handout 6.m Problem Problem Statement Evidence Improvement Goal Action Steps Strategy 1 Person responsible Time Frame Resources Anticipated Impact Strategy 2 Plan for Reaching the Goal

Critical Components to Implementing the Plan Building the knowledge base of others who have a role in implementing the plan Building buy-in for the improvement plan from others impacted by the plan Communicate Set Times for Regular Meetings

For your support… Gary will contact your principal in person or by phone at least once, starting in late October, to assess your progress toward implementation of your plan and see what additional forms of resources or assistance you need. We’ll meet in March to reflect on our progress and plan next steps.

Questions for Further Reflection and Discussion What has your team done to bring others back in the building into the conversations about curriculum, instruction, assessment, equity, and professional development? What more do you think you need to do? What structure is in place so your leadership can and does continue to meet, communicate, monitor, and fully implement the plan?

Please complete an evaluation form before you leave. Ask for help… If you need assistance with your homework assignment or other supports, please contact your facilitators: kim.estes@grrec.ky.gov gary.houchens@wku.edu Please complete an evaluation form before you leave. See you in March!