ENSURING NUMERACY FOR ALL Focus on Pre-Kindergarten through Fifth Grade Dr. Kerry Laster Executive Director, Literacy and Numeracy

Ensuring Numeracy for All Lynne Tullos Jennifer Foot

Objectives of this Webinar Review the ENFA Application and Scoring Rubric Understand the scoring process for the ENFA Application Review the ENFA Assurances

Ensuring Literacy and Numeracy for All The larger project’s goal is for every student in Louisiana to be successful in reading, writing, and mathematics. Vision: Create a World-Class Education System for all Students in Louisiana Ensuring Numeracy for All…

ENFA Beliefs and Understandings (Page 2, ENFA Plan) Mathematical literacy is essential for every child’s future All students can be successful in mathematics Teachers must have a solid knowledge of both mathematics content and teaching strategies Improving mathematics education for all requires a commitment from a variety of stakeholders

OVERARCHING GOAL of ENFA To increase student achievement in mathematics by providing content-based professional development and support for teachers and leaders in the implementation of high-quality mathematics instruction

Why?: Informing Instructional Decisions Using Data (Page 3 ENFA Plan) Principles and Standards for School Mathematics (NCTM 2000) proposes six principles as a foundation for high-quality mathematics programs. Equity: Curriculum: Teaching: Learning: Assessment: Technology:

Selected Findings: 2008 National Mathematics Advisory Panel Report (Page 4 of ENFA Plan) Effort Matters Children develop knowledge of mathematics before they begin kindergarten Teachers’ mathematical knowledge is important Teachers’ regular use of formative assessment improves their students’ learning

What: The Ensuring Numeracy for All Plan (Page 5 ENFA Plan) Ten major components needed to build capacity #1 Full-time Coach#2 Leadership Team #3 Principal-Leader#4 District Commitment #5 Daily, Sustained, Focused Instruction #6 Classroom Environment #7 Early & Ongoing Intervention #8 Monitoring Student Progress #9 PLCs#10 Commitment to PD

CAPACITY “Capacity building means any collective strategy that develops efficacy of a group to raise the bar and close the gap of student achievement through: 1) new knowledge competencies and skills, 2) enhanced resources, and 3) greater motivation. The operative word is collective---what the group can do whether it be a given school or indeed the whole district to raise the bar and close the gap of student achievement.” Michael Fullan, 2006

How: Implementing the ENFA Plan (Page 6, ENFA Plan) 1. Professional Development Content Element a) Mathematical Content and Instructional Strategies b) Instructional Coaching c) Coaching Classroom Management d) Formative Assessments for Monitoring Student Progress e) Technology to Enhance Automaticity of Basic Math Facts

How: Implementing the ENFA Plan (Page 6, ENFA Plan) 2. Contextual Element- Organizational or cultural factors that facilitate or impede progress toward intended results. a) Principal Leadership b) Numeracy Instructional Coach(es) c) Numeracy Leadership Team d) Numeracy Interventionist(s)

How: Implementing the ENFA Plan (Page 9, ENFA Plan) 3. Procedural Element a) Job-Embedded Faculty Study Process a) Each study group is comprised of three to five faculty members b) Study Groups develop an action plan c) Study Groups meet for one hour every other week b) Instructional Coaching Process a) Coaches are key players b) Coaches must have the knowledge and skills necessary to promote change

District Commitments (Page 11 ENFA Plan) Provide funding for Numeracy Coaches Provide a District Mathematics Representative Identify and support a qualified and effective Numeracy Instructional Coach Support the principal Ensure release time for teachers Ensure release time coaches

School Commitments (Page 11 ENFA Plan) Select a full-time, site-based Coach Provide support, workspace, equipment Establish a Numeracy Leadership Team Principal as leader Participate in FSG professional development Plan for and monitor the FSG schedule and Instructional Council meetings Ensure release time for mathematics teachers to participate in PD

In Summary, The ENFA Plan Supports Strong instructional leadership Numeracy coaches to mentor/support teachers Data-driven decision-making to inform instruction Extended time for comprehensive and coordinated numeracy instruction

In Summary, The ENFA Plan Supports –cont. Teachers working in teams to discuss student data and making informed instructional decisions Ongoing, job-embedded professional development that is grade-level specific Ongoing teacher and principal development Employ effective delivery such as modeling and coaching

Who are the active partners? District Support Support ENFA implementation by at least matching the total budget Provide a district numeracy representative Principals Participate, serve as leader, and provide support Instructional Coaches Full-time mentors 1 per every 500 students Classroom Teachers 85% of the faculty commits to training and implementation. Interventionists Certified or non-certified paraprofessionals for every 300 students

What is the process for applying to participate as a ENFA school? Voluntary submission—Any public school may apply for the Ensuring Numeracy for All Initiative unless the school will be a first year participant in the Ensuring Literacy for All Initiative during the school year. Literacy and Numeracy staff-- scores them with a uniform rubric Schools are ranked using rubric scores, SPS scores, growth scores and district name. Schools are chosen based upon rubric score and growth score The number of schools chosen is based upon available funding. Remember—the form is a fillable PDF

Ensuring Numeracy for All Prekindergarten – Fifth Grade Application (Page 1 Application) STATEMENT OF COMMITMENT AND CAPACITY TO PARTICIPATE Pending State Funding Allocations for Due Thursday, April 9, 2009, 4:00 p.m. (This form is a fillable PDF.) Region: District: School Name: School Address, City, Zip: School Phone: School Fax: PreK – 5 Enrollment: Expected Grade Configuration: Principal Name: Principal Superintendent Name: Superintendent Superintendent Phone: Superintendent Fax:

Ensuring Numeracy for All: Statement of Commitment (Page 2 & 3) I. Content and Instruction: The school will commit to learning and using research-based practices in numeracy instruction. II. Assessment: The school will commit to using formal and informal assessments to drive instruction.

Ensuring Numeracy for All: Statement of Commitment (Page 3) III. Intervention: The school will provide faithful implementation of an intervention process to serve student needs. IV. Leadership: The principal must have in-depth knowledge of research-based numeracy instruction and function as an instructional leader. The principal must keep the faculty focused on a School Improvement Plan that targets significant improvement in mathematics achievement.

Ensuring Numeracy for All: Statement of Commitment (Page 4) Professional Development: Substantial and long-term professional development is critical to creating and sustaining change. Initial professional development will be provided during the summer and early fall of 2009 with subsequent follow-up in the spring 2010 to equip the Numeracy Leadership Team Periodic professional development will provide ongoing support throughout the school year.

Ensuring Numeracy for All: Statement of Commitment (Page 5) VI. District Support: The district must commit to substantially support the Numeracy Initiative at the school and district level and be an active partner in implementation of the features of the Ensuring Numeracy for All application and the Louisiana Numeracy Plan.

Ensuring Numeracy for All: Faculty Commitment Form (Page 6) A signature indicates Commitment to participate in academic year professional development Willingness to implement the features of the Ensuring Numeracy for All application and the Louisiana Numeracy Plan, and Agreement with the responses on the Commitment Form and Capacity to Participate Form.

Ensuring Numeracy for All: Numeracy Leadership Team (Page 7) Principal Numeracy Coach District Math Supervisor Math Teacher #1 Math Teacher #2 Special Education Teacher

Ensuring Numeracy for All: Capacity To Participate Form (Pages 8-10) (This form is a fillable PDF.) Principles and Standards for School Mathematics (NCTM 2000): six principles— Equity, Curriculum, Teaching, Learning, Assessment, and Technology— as a foundation for high-quality mathematics programs.

Ensuring Numeracy for All: Capacity To Participate Form (Pages 11-12) 2. Discuss your school’s current use of a numeracy coach or the school’s need for one or more numeracy coaches if you do not currently employ one. 3. Briefly describe any ongoing mathematics intervention efforts in your school and provide examples of effectiveness. 4. Discuss your school’s strengths and challenges.

Numeracy Coach Vita (To Be Submitted No Later Than June 15, 2009) (Page 13-14, ENFA Application) A vita is required for each coach who plans to work with a numeracy school. If a coach has not been selected upon submission, a Vita must be submitted no later than June 15, 2009, and approved by the Literacy & Numeracy staff. Failure to have an approved numeracy coach application by June 15, 2009, may result in loss of funding.

A One-Year Application 2009 – 2010 Required Documents Checklist Signed Application ……. Statement of Commitment …………… Signed Faculty Commitment Form…….. Signed Numeracy Leadership Team Commitment Form ……. Capacity to Participate Form……………………. Numeracy Coach Vita…. Page 1 Pages 2-5 Page 6 Page 7 Pages 8-12 Pages 13-14

Mail Signed Original and Two Copies Lynne Tullos Louisiana Department of Education 1201 North 3rd Street,#4-185AF Baton Rouge, Louisiana NOTE: To ensure the signed original application and documents and the accompanying two copies are received by 4 p.m. April 9, 2009, it is recommended you mail via Certified Receipt Mail

ENFA Application Scoring Rubric (available on the website)

ASSURANCES Ensuring Numeracy for All Initiative 1. Implement Louisiana’s Ensuring Numeracy for All Plan which includes implementation of systematic, explicit mathematics instruction following the Grade-Level Expectations as outlined in the Louisiana Mathematics Comprehensive Curriculum 2. Protect core mathematics instruction time for all students (a minimum minutes daily) 3. Differentiate numeracy instruction to meet the needs of students

ASSURANCES Ensuring Numeracy for All Initiative 4. Implement supplemental software program for student assessment and differentiation 5. Implement supplemental software program to develop computational fluency 6. Hire a Numeracy Coach (at least a ten- month, but preferably an eleven-month employee) for up to 500 students and an additional coach for enrollments over 500 and provide work space, including an Internet-connected computer.

ASSURANCES Ensuring Numeracy for All Initiative 7. Hire at least one full-time, certified or non- certified numeracy interventionist(s)/ paraprofessional(s) for enrollments less than or equal to 300 students, a minimum of two interventionists for enrollments between 300 and 600 and a minimum of three interventionists for enrollments greater than 600 for faithful implementation of a systematic intervention and progress monitoring process with the following guidelines

ASSURANCES Ensuring Numeracy for All Initiative 8. Provide substitute teachers as needed for staff release time for professional development opportunities 9. Ensure faculty will participate in ongoing professional development sessions before or after school, during faculty meetings, and/or during planning periods

ASSURANCES Ensuring Numeracy for All Initiative 10. Establish a Numeracy Leadership Team, whose members will serve as key leaders within the school for the implementation of NCTM’s Six Principles of a High-Quality Mathematics Program as described in the Ensuring Numeracy for All Plan 11. Ensure the Numeracy Leadership Team will attend and support participation in all state-sponsored numeracy activities (e.g., state-approved professional development, numeracy conferences and related meetings)

ASSURANCES Ensuring Numeracy for All Initiative 12. Ensure collaboration of the numeracy coach(es), instructional staff, and administrative staff with the LDOE staff 13. Agree to support the numeracy initiative through collaborative funding, utilizing Title I, Title II, and stimulus funds 14. Begin to work toward sustainability in subsequent years

Additional duties and responsibilities of the principal: 15. Commit to serve as the leader of the Numeracy Leadership Team 16. Participate fully in the initial and ongoing leadership training 17. Commit to instructional planning with the Numeracy Leadership Team and LDOE staff 18. Commit to conduct Walk-Through Observations of core mathematics and intervention classes at least twice a semester, using forms provided by LDOE 19. Commit to designing a schedule for the school day to provide time for Faculty Study Groups to meet for one hour every other week as job-embedded professional development and schedule Instructional Council meetings every six weeks 20. Arrange for all faculty members hired after the initial training to be trained by a selected teacher and/or the numeracy coach

Ensuring Numeracy for All Need Help? Lynne Tullos Phone (225) Or Jennifer Foot Phone (225)