1. District Mathematics Leadership Meeting – January 8, 2018
Success for Each Child and Eliminate the Opportunity Gap by leading with Racial Equity
District Mathematics Leadership Meeting – January 8, 2018
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
Doing Mathematics: Tape Diagrams, Equations, & Seeing Structure
Leading with Equity: Discussion of “Tracking in a Local Middle School: Do You See What I See?”
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 – use the signs to find someone:
First round by Grade Level
Second round by Role
Third round free choice
Take 1½ minutes each to share your responses to the first question. (3 minute total)
REPEAT for questions 2 & 3

7. Doing Math Together: Tape Diagrams, Equations, & Seeing Structure
Explain what’s going to happen… I’m going to briefly show you a slide with some shapes and then ask some questions.

8. What do you notice? What do you wonder?
Private think time first – what do you notice & wonder?
Share with an elbow partner
Share out 2 or 3 observations

9. What do you notice? What do you wonder?
Ask what they wonder, then generate equations for each….
If it arises, ask about a story…
I wonder… if we represent the two tapes with diagrams, how will the equations be the same or different?
4+x = 12
12=4+x
12 – x = 4
12-4=x
X=12-4
12/4 = x
4x=12
12 = 4x
x+x+x+x=12

10. What do you notice? What do you wonder?
Will the equations be the same?
How will stories that the situations model be alike/different ?
Will x = y?
In this one, we have two different structures:
90 = x
90 = 3(y + 12)
How are these structures alike/different?

11. Illustrative Math Open Up Resources
6th Grade, Unit 6
Lesson 6.1: Tape Diagrams & Equations
7th Grade, Unit 6
Lesson 6.6: Distinguishing between Two Types of Situations

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

13. Forming Discussion Groups
Which commentary did you read most closely?
Commentary 1
Commentary 2
Commentary 3
I’m prepared to discuss all 3
Look for how well distributed they are….
If it’s tricky – ask them to move to the corners of the room.

14. Forming Discussion Groups
Get together and divide yourself equally between the tables
Commentary 1: by front door
Commentary 2: by corner with windows on both sides
Commentary 3: by back door corner
I’m prepared to discuss all 3: by the podium

15. The question is not whether all students can succeed in mathematics but whether the adults organizing mathematics learning opportunities can alter traditional beliefs and practices to promote success for all.
(Wager, A., Pietz, B., & Klehr, M. (2016). Providing access to equitable mathematics learning. In D. A. Spangler & J. J. Wanko (Eds.), Enhancing Classroom Practice with Research behind Principles to Actions (99 – 109). Reston, VA: NCTM)

16. Guidelines for Courageous Conversations
Stay Engaged
Speak Your Truth
Experience Discomfort
Expect & Accept Non-Closure
Listen for Understanding
(Singleton & Hays 2008, p. 22)
Remembering the norms…..
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:

17. Chapter 9: Tracking in a Middle School Classroom: Do you See What I See? Dorothy White
Commentary 1: Unpacking Expectations and Lenses in Mathematics Classroom Observations, Guzman
Commentary 2: Seeing Isn’t Always Believing: Recognizing Race Dysconciousness in the Preservice Teacher Context, Martin
Commentary 2: Identity, Context, and Conversations About Racism, Oslund
At the first Fellows Meeting, Leslie’s group Read Challenging Deficit Language by Imani Masters Goffney (pages ) -

18. Chapter 9: Tracking in a Middle School Classroom: Do you See What I See? Dorothy White
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?
In your groups – first discuss the initial dilemma

19. Product: Capture your thinking on chart paper
Chapter 9: Tracking in a Middle School Classroom: Do you See What I See? Dorothy White
Step 1: Discuss the original dilemma
Step 2: Commentary experts debrief together
Step 3: Review each of the 3 Commentaries with the commentary experts leading the discussion
Step 4: Discuss the chapter as a whole. Look for big ideas and commitments
Step 5: Whole Group Discussion
Product: Capture your thinking on chart paper

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

21. Where are you in these pictures?
In our classrooms & districts, what are some possible
Fences
Boxes
The “game” kids are trying to see
What else might be standing in kids’ way?
Encourage them to think about students’ experiences in classrooms, in buildings, as well as district level.
What can we do to provide access to rich, meaningful mathematics learning in our roles?

22. 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.

23. Washington State Updates Resources & Opportunities

24. Mathematics: ESHB 2224 Updates and Resources Webinar
Jan 17, 2018, 3:30 PM Join OSPI’s Mathematics Learning and Teaching and Assessment Departments as they share the most recent information and resources about ESHB 2224 for mathematics. The webinar will cover the vision, key components, and resources for implementation of ESHB 2224 and the most recent information on the 10th grade assessment. We will also provide an opportunity for questions and answers.

25. 3rd Credit of Math
OSPI is seeking math educators and those who support math education to apply for the Washington State Mathematics Advisory Council (WA MAC) to provide expertise and collaborate on WA MAC’s first initiative – development of a 3rd credit of mathematics course as an alternative to Algebra 2/Integrated 3. 
Application Link and additional information
Jan 10th - Application Deadline – 5pm
Jan 15th - Notification of appointment
This course will be modeled after the Bridge to College course with a focus on best practices to support students who may have struggled in Algebra 1/Integrated I and/or Geometry/Integrated II. The course will focus on deepening students’ understanding of the mathematics and provide opportunities for flexible pathways in high school and beyond.

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

27. 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

28. Wrap Up
Next Math Leaders Meetings March 12, 2018 Please complete the AESD Survey
Leslie Nielsen
Remy Poon
Greta Bornemann
And +/delta survey
Thank You!!!