1. District Mathematics Leadership Meeting – November 13, 2017
Success for Each Child and Eliminate the Opportunity Gap by leading with Racial Equity
District Mathematics Leadership Meeting – November 13, 2017
Please sign in and find/make a name tag. Help yourself to snacks and coffee/tea Wireless: PSESD Guest

2. Focus for the Year
How will we, the mathematics education community, close the opportunity gap for children in mathematics by leading with racial equity? What key actions should we consider?

3. Learning Targets We will strengthen our ability to:
Improve the mathematics learning of every student by creating opportunities for teachers and teacher leaders to engage in conversations about inequities in mathematics classrooms and take action to challenge and disrupt those inequities.
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.

4. An Equity Perspective: Rich, Relevant, Rigorous mathematics for all students
Practices
Mathematics
Beliefs

5. Agenda Welcome – Learning from each other Leading with Equity
Doing Mathematics: Geometric Subitizing
Rethinking Giftedness – Something to ponder
Resources and Opportunities
Closing and Next Steps

6. Networking – Sharing our Practice
Thinking about your role in supporting math improvement efforts:
Questions, Successes, & Barriers
Private Think Time to respond
Find someone not at your table.
First round by Grade Level
Second round by Role
Third round free choice
Take two minutes each share your responses to the first question. (1 minute each)
REPEAT for questions 2 & 3

7. Leading with Racial Equity

8. Leading with Racial Equity

9. Stefan had $312 at the start of the week
Stefan had $312 at the start of the week. On Monday, he spent $63, On Tuesday, he spent $29, on Wednesday, he spent $47, and on Thursday, he spent $101. How much does he have left?

10. Leading with Racial Equity Cases for Mathematics Teacher Educators
Facilitating Conversations About Inequities in Mathematics Classrooms
Edited by Dorothy Y. White, Sandra Crespo, and Marta Civil

11. Learning Goals: Learning Goal:
To improve the mathematics learning of every student by creating opportunities for teachers and teacher leaders to engage in conversations about inequities in mathematics classrooms.

12. Structure of the Case Discussion
Pre-Reading & Reflection
Step 1: Groundwork & Norms
Step 2: Small Group Discussion Discussion: Identifying the equity-related dilemma
Step 3: Reading the commentaries
Step 4: Small Group Commentary discussion (same groups)
Step 5: Re-group with mixed commentaries (new groups)
Step 6: Whole group discussion

13. Guidelines for Courageous Conversations
Stay Engaged
Speak Your Truth
Experience Discomfort
Expect & Accept Non-Closure
Listen for Understanding
(Singleton & Hays 2008, p. 22)
Introduce the 5 agreements for Courageous Conversations. The first time, this will take more discussion. In following conversations it is a review.
Norms for having conversations. In his book, Glenn Singleton suggests these norms for Courageous Conversations. As you discuss and go through a process to agree on the norms, discuss what they mean to ensure consensus. See: for more information.
Image from pixaby:

14. Review Please review This is Nice, But… (pages 219 - 225)
Description
Your Positionality
What is this a case of?
Describe what happened.
What is the equity-related dilemma?
What is/was your initial reaction?
Has something similar ever happened to you?
If so, how did you respond?

15. Small Group Discussion
Form Small Groups so that:
The number of groups is a multiple of 3
Each group has about 3 or 4 members
There are the same number of people in each group
Prior to Step 2, you will ask participants to divide into small groups so that the number of groups you have is a multiple of 3 AND you have between 3 and 5 people in each group. Groups should be the same size if possible. For Steps 1 through 4 participants will be in these groups. Then for Step 5, they will be in mixed groups – you can either use numbered heads to make this movement, or ask them to self-organize.
Example, if you have fewer than 16 participants, use numbered heads to count off 1, 2, 3, 1, 2, 3 etc. Ask participants to move to group 1, 2, or 3. They will then read commentary 1, 2, or 3 when it is time to read.
If you have between 16 and 30 participants, ask people to count of 1, 2, 3, 4, 5, 6… then groups 1 and 4 will read commentary 1, groups 2, & 4 will read commentary 2, and groups 3 & 6 will read commentary 3.

16. Small Group Discussion: What is the equity-related dilemma?
Introduce yourselves and share your positionality
Go around and hear from everyone
Describe the dilemma presented in the case. Has this ever happened in your own practice?
Once everyone has shared, discuss your interpretation of the dilemma in the case. How was the dilemma related to leading with equity?
This conversation is to ensure that all understand the equity based dilemma and are ready to read the conmmentary.

17. Commentaries
You will each receive a commentary piece to read on the case. (Everyone in your group will receive the same commentary)
Process:
Private think time to read and note areas of agreement, push-back, questions
Small group time with like commentary to discuss and analyze (current groups)
Small group time with mixed commentaries to discuss and synthesize
Whole group to look for common ideas, wonderings, and areas for our future growth & learning

18. As you read: Private Think Time:
Make notes of how you respond to the commentary. Note points of:
Agreement
Push Back
Questions

19. In your small group:
Use a Go-around protocol to each share a point on which you agree with the commentary, want to push back, or have questions.
Continue to share your thinking and work towards a shared understanding of the commentary.
Where do you collectively agree? Want to push back? What questions do you have?
Make notes so you are each prepared to share with another group

20. Re-group with mixed commentaries
Form new small groups so that:
Each group has 3 members
Each member represents a different commentary
You can use numbered heads to regroup participants or have them self-organize

21. Small Group Discussion
Take turns sharing your “commentator’s perspective”
Engage in a conversation in which you represent both your commentator and yourself. What is your best thinking about how to respond to the dilemma in question? How would you respond to a colleague? Or to a statement in a PD setting?
Prepare a summary statement of your current thinking. What specific ideas did you learn from the case and commentaries? What ideas surprised you and why?
Capture a representation of your summary statement and thinking on a piece of poster paper and be ready to share it with the rest of the group.

22. Whole Group As we listen to each group, look for: Common ideas
Wonderings
Commitments
Areas for our future growth and learning

23. Other Resources:
Beginning Courageous Conversations about Race, Glenn Singleton and Cyndie Hays
Is everyone really equal? An Introduction to Key Concepts in Social Justice Education by Özlem Sensoy & Robin DiAngelo
The Impact of Identity on K – 8 Mathematics: Rethinking Equity-Based Practices by Julia Aguirre, Karen Mayfield-Ingram, & Danny Bernard Martin
Culturally Responsive Teaching & The Brain by Zaretta Hammond
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools, 2nd ed. By Glenn E. Singleton

24. Most Important Point? Insights?
What is THE most important point you are taking away from this discussion?
Please write it on a sticky or note card and be prepared to share with a colleague.

25. Doing Math Together: Geometric Subitizing
Explain what’s going to happen… I’m going to briefly show you a slide with some shapes and then ask some questions.

26. https://gfletchy. files. wordpress

27. Geometric Subitizing How many shapes did you see?
What shapes did you see?
How many sides?

29. Geometric Subitizing How many shapes did you see?
What shapes did you see?
How many sides?

30. what is the missing shape?
There are 25 sides,
what is the missing shape?

31. what is the missing shape?
More interesting???
There are 28 sides,
what is the missing shape?

32. Kindergartener
subitizing-a-different-kind-of-number-talk/

33. Geometric Subitizing through an Equity Lens
How can we adapt this routine to support students who are impacted by the opportunity gap?

34. Rethinking Giftedness
We decided to work with Citizen Film to make this short film after many years of my being a professor at Stanford and hearing from students about the labels they had received growing up. Many of the students had been labelled as “gifted” or “smart,” when they were in school, and these labels, intended to be positive, had given them learning challenges later in life. Most people realize that it is harmful to not be labelled as gifted when others are. The labelling of some students sends negative messages about potential, that are out of synch with important knowledge of neuroplasticity showing that everyone’s brains can grow and change. But few people realize that those labels are damaging for those who receive them too. At Stanford many students were labelled as gifted in Kindergarten or 1st grade and received special advantages from that point on, raising many questions about equity in schools. But labels and ideas of smartness and giftedness carry with them fixed ideas about ability, suggesting to students that they are born with a gift or a special brain. When students are led to believe they are gifted, or they have a “math brain” or they are “smart” and later struggle, that struggle is absolutely devastating. Students who grow up thinking that they have a special brain often drop out of STEM subjects when they struggle. At that time students start to believe they were not, after all, gifted, or that the gift has “run out” as one of the students in our film reflects.
In the film, which I really recommend that you watch, we also hear from students from a local elementary school who shared their experiences of learning without labels. Their school does not give students the idea that some students are smart or gifted and has instead shared our youcubed messages and videos about the high potential of all students to grow and change their brains. Their math community values all kinds of learners and communicates that all students have interesting and unique ideas to share. The teachers know that careful problem-solving takes time, conversation, and lots of questions from everyone. The fourth graders who are interviewed illustrate the different ideas students can develop when they are given messages of brain growth and high academic potential for everyone, rather than messages of high academic potential for only some students.
Both labels and dichotomies are damaging in education. Instead of deciding some students are “smart” or “gifted” we should acknowledge that everyone is on a growth journey and we should celebrate the growth potential of all students. If you like this film and think it is important please share it on Facebook, twitter, and any other social media you use. We would like it to help bring about important changes in education.

35. Washington State Updates Resources & Opportunities

36. ESHB 2224
Updates

37. 10th Grade Assessment
10th graders and 11th graders will take the revised SBA in the spring
Content of the 10th grade SBA
No new test map is being developed this year
No new items or item specs are being developed this year
Only difference in the assessment is – test items that are FIRST introduced in a 3rd year course (such as imaginary numbers), will be EXCLUDED from the assessment. Items that are an EXTENSION OF Algebra 1/Geom will be included for the adaptability of the assessment (such as systems of equations for linear and quadratic or exponential – this is an extension of systems of linear equations).
Problem included that are an EXTENTION OF, help to place students on the continuum beyond proficient (scores within the 3 and 4 range)

38. Expedited Appeals Waiver & Dual Credit
Guidance on the “other” category for the Waiver will be disseminated soon
Clarification about what qualifies for an alternative assessment with Dual Credit will be disseminated soon.

39. 3rd Credit of Math
OSPI will be convening a workgroup to develop a 3rd credit of math designed for those students who struggle in math, score a “1” on the SBA, are behind in their math, etc.
Applications will be forthcoming for being a part of the workgroup
Course will be modeling after the Bridge to College
Course could be used as a Locally Determined Course, 3rd Credit of math, etc.
Resources and guidance will be developed to support districts in determining other possible Locally Determined Courses.

40. Questions/Comments
We want to hear from you – if you have questions, comments or concerns regarding the ESHB 2224, please take a few minutes to let us know what those are by completing this survey. This is anonymous and will help OSPI to develop an FAQ, webinars, resources and supports for schools and districts.
Survey link with QR code.
C ARC - 11/8 - 11/9 - HB 2224

41. Additional Questions
Feel free to contact Anne Gallagher, Director of Mathematics, OSPI

42. Open Up Resources Middle School Math School Year PD
Sponsored by North Central ESD (171)
PD facilitated by Illustrative Mathematics to support the implementation of the Open Up 6th – 8th instructional materials for teachers, coaches, & teacher leaders
January 9, PSESD
March 14, 2018 – Spokane
To register: contact Leslie

43. Wrap Up
Next Math Leaders Meetings January 8, 2018 Please complete the AESD Survey
Leslie Nielsen
Remy Poon
Greta Bornemann
And +/delta survey
Thank You!!!