1. Achievement Gap Task Force Superintendents’ and Principals’ Forum February 24, 2014

2. CHULA VISTA ELEMENTARY SCHOOL DISTRICT Background Information

3. District Demographics 45 Schools 29,263 Students 9,806 English Learners 5 Charter Schools 35 Title I Schools 52% Free/Reduced Price Lunch Program

4. District-wide Averages Percent at Proficient and Advanced ~ CST Math AYP Percent of Students Who Met Standards ~ LM Math

5. Socioeconomically Disadvantaged Percent at Proficient and Advanced ~ CST Math AYP Percent of Students Who Met Standards ~ LM Math

6. English Learners Percent at Proficient and Advanced ~ CST Math AYP Percent of Students Who Met Standards ~ LM Math

7. Students with Disabilities Percent at Proficient and Advanced ~ CST Math AYP Percent of Students Who Met Standards ~ LM Math

8. CHULA VISTA ELEMENTARY SCHOOL DISTRICT Professional Development

9. Professional Development Based on Core Features of Classrooms That Promote Understanding Nature of Classroom Tasks Make mathematics problematic Connect with where the students are Leave behind something of value Role of the Teacher Select tasks with goals in mind Share essential information Establish classroom culture Social Culture of Classroom Ideas and methods are valued Students choose and share their methods Mistakes are learning opportunities for everyone Correctness resides in mathematical argument Mathematical Tools as Learning Supports Meaning for tools must be constructed by each user Used with purpose to solve problems Used for recording, communicati ng, and thinking Equity and Accessibility Tasks are accessible to all students Every student is heard Every student contributes

10. Professional Development History -Layering 2010-11 Conceptual Understanding Multiple Representations 2011-12 Standards of Mathematical Practices Teacher Content Knowledge Fractions on a Number Line Base Ten with Ten Frames 2012-13 Math Discourse Good Tasks Teacher’s Role Calibration of Scoring Tasks School Leadership Teams and Afterschool Trainings School Leadership Teams and Afterschool Trainings School Leadership Teams and Afterschool Trainings

11. 2013-14 Professional Development Principal Calibration of Performance Task What to look for in math instruction? Academies Grade Level Teams Content Specific Operations and Algebraic Thinking Numbers in Base Ten Numbers- Fractions Problem Situations Pedagogy School Sites Close Reading in Math Math Discourse Conceptual Understanding Procedural Understanding Mental Math Scoring Calibration of Performance Assessment Tasks

12. CHULA VISTA ELEMENTARY SCHOOL DISTRICT Resources

13. Math Instruction Performance Tasks Topic Assessments Pacing Guide

14. Pacing Guides

15. Topic Assessments

16. Performance Assessments

17. Table Talk What has been your work to date in professional development? What CCSS aligned resources are your teachers using? What are some of your successes/challenges?

18. CHULA VISTA ELEMENTARY SCHOOL DISTRICT Support for Target Groups

19. Content and Language Objectives Close Reading Math Tools Math Discourse 8 Mathematical Practices

20. Content and Language Objectives 1. Content Objectives 2. Language Objectives 3. Mathematical Practices

21. Close Reading 1. Read for gist 2. Identify unfamiliar words 3. Reread 4. Annotate, underline, highlight important information 5. Retell, rephrase, paraphrase

22. Math Tools Math tool kits Variety of manipulatives Choice

23. Math Discourse Reveals understandings and misunderstandings Supports deeper reasoning Supports language development Supports development of social skills Promotes mathematical practice behaviors

24. Math Discourse Rights You have the right to: Make a contribution to an attentive, responsive audience. Ask questions. Be treated civilly. Have your ideas discussed, not you. Revise your thinking Obligations You are obligated to: Speak loudly for others to hear. Listen for understanding. Treat others civilly at all times. Consider other people’s ideas, and to explain your agreement or disagreement with their ideas.

25. Table Talk Content and Language Objectives Close Reading Math Tools Math Discourse CVESD is addressing target groups through…. How is your school /district addressing target groups?

26. CHULA VISTA ELEMENTARY SCHOOL DISTRICT School Sites

27. Leadership for Site Implementation Principal Training Staff Professional Development Word Problems Rubric Checklist Feedback Form Classroom Observations Student Outcomes

28. Teacher Collaboration Model Partner with sister school Invest School Compensatory Funds and Title I Funds 3 part time support teachers ( art, science, PE) 124 day contract (62 days per school) ½ day release every 8 days Plan for ELA, ELD, and Math

29. Teacher Collaboration Process  Analyze data  Identify strategic students for re-teaching and re- testing  Item analysis from assessments  Plan spiral review  Create action plans that map out instruction  Identify resources/manipulatives  Identify academic vocabulary

30. CHULA VISTA ELEMENTARY SCHOOL DISTRICT Technology

31. Getting ready for Smarter Balanced Assessments:  New mobile labs for all schools  Wireless  Practice Tests

32. Technology Using technology in the classroom:  Edmodo  Math Apps:  Virtual Mathematics  Educreations

33. Technology Online Resources: Kahn Academy Inside Mathematics LearnZillion Illustrative Mathematics Engage NY Silicon Valley Math Initiative (SVMI)

34. CHULA VISTA ELEMENTARY SCHOOL DISTRICT Parent Trainings

35. District and Site Level: Sessions on Common Core introduction Sessions on Math – K-2 nd Sessions on Math 3 – 6 th

36. Table Talk Nature of Classroom Tasks Make mathematics problematic Connect with where the students are Leave behind something of value Role of the Teacher Select tasks with goals in mind Share essential information Establish classroom culture Social Culture of Classroom Ideas and methods are valued Students choose and share their methods Mistakes are learning opportunities for everyone Correctness resides in mathematical argument Mathematical Tools as Learning Supports Meaning for tools must be constructed by each user Used with purpose to solve problems Used for recording, communicati ng, and thinking Equity and Accessibility Tasks are accessible to all students Every student is heard Every student contributes Based on the evidence you saw of the Core Features of classrooms that promote understanding: 1.How are these Core Features being addressed at your school site/district? 2.What are your next steps?

37. Questions

38. Thank you!