1. K-5 Math Instructional Material Selection Process Margaret Hendrickson margaret.hendrickson@wbsd.org 3,2,1 Bridge: 3 Things You Want/Important 2 Pet Peeves 1 Question You Have Analogy: Instructional materials are like … because …

2. Overall Instructional Material Selection Process: A Big Picture

3. K -5 Instructional Materials Team Math AdvisoryElementary Coordinators Material Review Math Expressions and Bridges Pilot Team Across GL’s and Bldgs, Experience Level, Common Core Knowledge, RTI Knowledge 1 Person Per Building plus 1 Special Education 1 Lower Elementary and 1 Upper Elementary The Entire K-5 Instructional Material Team and Additional Teachers 2-Kindergarten 2-1 st Grade 1-2nd Grade 1-3 rd Grade 1-4 th Grade 1-5 th Grade 1-Resource Room 1-Principal 1-5 th Grade 2-3 rd Grade 2-1 st Grade 1-Resource Room 1-Principal 1-5 th Grade 1-2 nd Grade Math Expressions: 6 Teachers total in grade K, 1, 2, 4, 5 Bridges: 8 Teachers total in grade K, 1, 2, 3, 4, 5 including a Resource Room Design of Work Groups in the IM Process

4. Question Focused Group Think: What do we think (first individually and then) collectively about math instruction and the role of instructional materials? Personal Learning: What am I thinking about my enactment and about math instruction over time? What have I learned about my Practice? My Students? My Math Understanding? Understanding the Materials: What have we learned about the structure and nature of the materials? Where are the strengths and weaknesses of the instructional materials? Comparisons and Our Context: How do the materials map to our thinking about math instruction? How do these materials support teacher and student needs? How do these materials live in the practical realm?

5. Session Design Considerations Production and Collection of Data “Structure” that produced “data.” Learner Focused Teacher as Learner-Seek to Understand Dialogue Focused Consistent use of talk moves Ways of Talking: I think … What I hear you saying … I agree because … I disagree because … I would like to add on to that … I noticed … Norms for Talking: Consider air time Consider if a point is being belabored Share the lesson and not the story Consider other ideas Reflection Prompts I used to do… and now I do … Since last time we met …

6. K-5 Math Instructional Material Previewing Phase Build Math Instructional Model Learn about Evaluating Instructional Materials Review Instructional Model Establish Role of Instructional Materials Previewing Materials without Publishers Publisher Presentations of Materials Practiced with Rating Scales (End in Mind) Look at Middle School Math Model More Time Previewing Materials 1 2 3 4 Learner Focused * Production & Collection of Data/Artifacts * Dialogue Focused Thinking Routines – Dialogue Structures Accessing Prior Individual and Group Thinking * Bring in 3 rd Points

7. In the Beginning: Accessing Individual Thinking Building Group Think Introductions: Me, One Word Association with this Work 3,2,1 Bridge: – 3 Things You Want/Important – 2 Pet Peeves – 1 Question You Have Analogy: Instructional materials are like … because … Picture: What does math instruction look like to support the Common Core?

8. Video Anchors: Math Instruction in Action (3 Videos) – Sharing Strategies – Representations – Multiple Entry Points – Discourse – Exploration Reading Anchors: Math Instruction A Reflection Framework for Teaching Math (M Scan) – NCTM 2010 Principles to Action: Executive Summary (NCTM) Instructional Material Making Sure That Curriculum Meets Mathematical Standards (MTMS 1999) Evaluating Instructional Materials (MTMS 1999) In the Beginning: 3 rd Point

9. Instructional Core Artifact and M Scan Questions came back throughout process.

10. Our First Date! Observing the Materials without the Publisher

11. Our Second Date! Publisher’s Presentations

12. K-5 Math Instructional Material Pilot Enactment and Debriefs Professional Development to Prepare for Enactment & Time with Materials Enactment Debrief & Review of Programs’ Instructional Models Enactment Debrief & Review of Program Assessment, Technology and RTI Models Personal and Group Rating Scales and And Consensus Building Face to face, email, and phone contact with publisher Face to face and email check ins/coaching with teachers Pilot Enactment Survey (3X) 1 2 3 4 Targeted Lesson Walks and Sharing Learner Focused * Production & Collection of Data/Artifacts * Dialogue Focused Thinking Routines – Dialogue Structures Staff Memo Staff Math Prioritization Survey

13. On-Going Thread: Ongoing Reflection Survey: Instructional Material Pilot Enactment Survey Thinking Routines: Revision Prompts – I used to think … and now I think … – I used to do… and now I do … – I used to struggle with … and now I … Write to Learn – Since last time we met … – First and Last Thing – How do I adapt?

16. Used Debrief to Build an Artifact to Show What We Knew About the Programs

18. Our Dialogue Revealed Instructional Design Questions. K-5 Math Advisory engaged in a prioritization task. A Graphic Organizer Artifact was built of our thinking. We were led to building a survey for staff.

19. Bringing in More Voices to Inform Our Thinking

20. K-5 Math Instructional Material Coming to Consensus Phase 1: How will we behave? Define Dialogue Versus Discussion; When are we in each and for what reason?; How do we talk in each? Phase 2: What do I/We think? Each Pilot Teacher rates their program on the Math Instructional Material Rating Scale. Pilot Teams by Program discuss their personal ratings and identify an average rating and prepare a reason statement for each rating frame. Phase 3: Let us share what we know. Each Pilot Team by Program shares their ratings and reasoning. Phase 4: What other data should we look at? The Whole Pilot Team looks at the Middle School Math Survey and Elementary Teacher Prioritization Survey. Phase 5: What decision will we make? Write to Learn: What does this data tell us? Each teacher fills answer 5 questions (see Coming to Consensus). Group engages in a discussion around a recommendation based on the Coming to Consensus Results (compiled).

21. Rating Scales

22. Coming to Consensus How well will Bridges support our Math Instructional Model? 1 2 3 4 5 (not at all) (fairly) (average) (very) (extremely) How well will Math Expressions support our Math Instructional Model? 1 2 3 4 5 (not at all) (fairly) (average) (very) (extremely) Do you recommend Bridges? Yes No Maybe Do you recommend Math Expressions? Yes No Maybe If the program you prefer does not move forward canyou support the will of the group? Yes No