What is Math in Common?

Our Community 10 districts learning together to lead the way in CCSS-Mathematics Implementation 2

California Education Partners OUR MISSION: California Education Partners seeds and grows partnerships between California’s school systems, so that they innovate, improve, and build internal capacity as learning organizations in order to close gaps and lead high performing, equitable schools that serve all students well for the 21 st century. OUR VISION: School systems throughout California work together and learn from each other in innovative, transformative ways, so that all students succeed and are empowered as life-long learners who contribute in a global society.

What is Math in Common? A Community of Practice with 10 California school districts, serving nearly 400,000 students, working together toward: Providing professional development opportunities to support strong instructional practices Aligning instructional materials to the higher demands of CCSS-M Building leadership capacity throughout the participating districts Developing strong evaluation plans, including formative and summative measures. Add some vison, process, content symbols where we can in front of the bullets?

Ed Partners’ Approach  District Teams create a vision for instruction and assessment  District Teams set desired outcomes aligned to their vision and grounded in data  District Teams identify and implement key actions connected to each desired outcome  District teams create a monitoring approach, both formative and summative, to continuously understand if their efforts are making progress toward their desired outcomes Cycle of Inquiry Picture

Innovative Virtual Engagement Designing structures and spaces to sustain the learning over time… Pic of d&I leads call Blog written by participant Google doc w/mult people using it Good pic of engagement in Online comm space Picture of a virtual learning Series page that shows the vid And resources Other ideas??

Objectives Understand the purpose and approach of Ed Partners & Math in Common Leave this workshop with at least one actionable take-away that he/she can bring back to their school or district related to….. Each educator in the room today will…….

Opening Activity 1) 2) 3) *Person A will have 2 min., then person B will have 2 min. Still & Quiet Person APerson B

Case Study #1 District: Oceanside Nick will add demographic info Eric Frandsen Project Specialist – Middle School Math

Focus Question How can we [as teacher leaders, coaches and administrators] gauge the degree to which teachers are shifting their practice? 1.What is our target? 2.How will measure it? Supporting questions:

A well-built ship A well-built ship is a product of fine craftsmanship, offers coherent lines, moves efficiently through the water, endures storms, and needs a cohesive crew for best results.

What should it look like, feel like and sound like when there is coherence in a district? How might we identify key initiatives to support our shifts in instruction district-wide? Table Talk

How big is your appetite? “As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.” Ralph Waldo Emerson

In search of a vision “A house divided against itself shall not stand.” We needed to define our values and move forward coherently and with purpose towards a defined target.

Ship Structure Keel – The foundational structure of a vessel; and transfers lateral motion to forward motion

Ship Structure

A closer look Content: Teachers will use formative assessment practices to catalyze their shifts in instructional practice. PD supports with resources Effective Teacher feedback increases Students demonstrate increased understanding Shared Understanding of Current Reality Objective realized

How we measure progress Communicating reasoning Teacher reflections Observations SBAC results Benchmark assessments Multiple sources of evidence paint the picture of our progress in building students’ capacity to effectively communicate their reasoning.

Case Study #1 Continued Our three greatest learnings: 1.Too many initiatives are detrimental to progress and contribute to a lack of cohesive effort 1.Ensuring a common understanding of vision and initiatives is an indispensable part of the process 1.A narrow focus for evidence collection offers a more effective tool supporting more accurate conclusions

Case Study #1 Continued “As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.” Ralph Waldo Emerson

Case Study #1 Continued I will add an image of variable 4 of our observation tool to illustrate the “narrow” nature of our tool A narrow focus for evidence collection offers a more effective tool

Our Current Challenges Shifting instruction takes time, resources and a collaborative effort Data analysis – this must be done thoughtfully and in alignment to other work Curriculum vs. shifts in instruction

Curriculum provides structure, pacing, and sequence. Deciding on curriculum demands time and resources. Curriculum does NOT necessarily: Differentiate for students’ needs Address the standards effectively Build on students’ prior knowledge Provide opportunities to construct understanding Create SMP-rich environments Teachers and instruction fill these voids!

Case Study #1 Continued Changes we made from school year to this one based on our learnings? Reduced the number of “things” we were looking for in terms of our observation tool using our vision Aligned our tool, SBAC results, benchmark tests, district priorities, and PD to our vision We are using our vision to minimize the # of initiatives on our plate

Using our vision as an “initiative filter” Initiative adopted Initiative adopted Does the initiative complement other work in our district? Does research support the initiative? Does the initiative move us towards our vision?

Case Study #1 Continued A lingering question We offer centralized PD for our teachers and like many districts we are impacted by a lack of substitutes. We are interested in alternative modles of support for teachers in shifting instruction for the benefit of learning. Eric Frandsen Project Specialist – Middle School Mathematics Oceanside Unified School District

Fair Winds and Following Seas

Case Study #2 District: Dinuba Nick will add demographic info Nick will add district logo Please place a headshot of yourself with your name, title and e mail address here.

Case Study #2: Set the stage: – What are the key actions you are working to implement in this particular area and why? District logo

Case Study #2 Continued What were your three greatest learnings? District logo

Case Study #2 Continued What changes did your team make from school year to this one based on your learnings? District logo

Case Study #2 Continued What big question is your team still grappling with in relation to this area? District logo

Case Study #3 District: Long Beach Nick will add demographic info Nick will add district logo Please place a headshot of yourself with your name, title and e mail address here.

Case Study #3: Set the stage: – What are the key actions you are working to implement in this particular area and why? District logo

Case Study #3 Continued What were your three greatest learnings? District logo

Case Study #3 Continued What changes did your team make from school year to this one based on your learnings? District logo

Case Study #3 Continued What big question is your team still grappling with in relation to this area? District logo

Exit Ticket 1) What was your greatest take-away from this session? *Consider something that is actionable as you return to your school site or district. 2) Do you have any lingering questions that are necessary to move that action forward? bit.ly/MiCCMCS or bit.ly/MiCCMCN Let’s stay connected: Check out our online community space! Bit.ly/MiCconferences QR Code