1. Changing Hearts and Minds to Improve Mathematics Instruction Ramona Unified School District

2. Where we started…

3. First steps on the Journey

5. Discuss… What’s your diploma worth?

6. Doing the same thing over and over again and expecting different results -Albert Einstein Insanity…

7. What our students have to say: VIDEO of students

8. High Quality Mathematics Instruction

9. The results of a number of studies have revealed that professional development, collaboration between teachers, and collegiality between teachers and school leaders are rarely effective unless they are tied to a shared vision of high- quality instruction that gives them meaning and purpose (Newmann & Associates, 1996; Peterson, McCartney, & Elmore, 1996; Rosenholtz, 1985, 1989; Rowan, 1990). -Charles Munter (2014) Developing Visions of High-Quality Mathematics Instruction Research…

10. A teacher is engaged in high quality instruction when there are clear learning intentions and success criteria communicated to the students. Students are actively engaged in mathematical conversations, "discovering" the content, guided by the a teacher's questions to drive discussion forward and students themselves are validating both the mathematics and their own learning. In addition students are provided with opportunities for a productive struggle, engaged in rich problems, presented in well prepared lessons by teachers that use the entire classroom environment, through group work, direct instruction, discussion, activating prior knowledge and closing the lesson incorporating some form of formative assessment. RUSD HQMI

11. Discuss… Do you have high quality instruction statements? If not, what do you use to focus instructional improvement in your district?

12. Our Journey

13. Questions we asked ourselves…  What are we currently offering students?  How are our students doing?  Are we really preparing our students for college and careers?  What happens to students in our current system (Algebra IA/IB)?  Are we willing to continue to allow 30% of our freshmen students to be non-college bound?

14. How do we better prepare our students for college and career?  How does this affect the students in our current system?  What do we do for the students currently accelerated in middle school?  When should students be accelerated?  How do we inform the community/parents? Eliminate Algebra IA/IB

15. Where did we go from there?  All students enrolled in any Algebra I (including IA and IB) were placed into Algebra I.  Began to structure each course (Algebra I, Geometry, Algebra II) to align to CCSS

16. Course Sequence

17. Intervention is critical!  Tutoring before school, during the school day (ELT), after school, evenings  Special Education Mathematics support course offered  In order to re-take assessments, students MUST attend tutoring opportunities

18. Additional Issues…  New CCSS Algebra I course is MASSIVE!!  Debate on how to break the course up or if this was too much for students in one year.  Led the team to ask about Integrated option

19. PATHWAYSPATHWAYS With the common core standards

20. The decision was made! Integrated is the best pathway for our STUDENTS!

21. Needed Admin Support to…  Agree Integrated approach was best for our students  Focus on first course the first year  Create a general plan for a 2-year rollout  Create a plan to support teachers through this process

22. Teachers initiated the discussion, administration supported!

23. Collaboration: where we started  Focus on our HQMI Statement… Instruction has to change  How do we teach?  Choose a curriculum to force us to teach in a different way

24. Collaboration: what we committed to  Common planning  Creating Common Assessments (spiraling concepts previously covered)  Analyzing student work  Grading/Scoring TOGETHER  Test needs to reflect what students are learning – Correlation between test and learning

25. Our teachers at work: VIDEO of teachers collaborating

26. Ensuring Success  Tutoring/Intervention  Assets grant has helped make this possible (funding)  Include Special Education in the conversations  Find your teacher leaders! And let them lead!  TIME! – Release time and paid collaboration

27. Our Journey…

28. Discuss… Where are you in your journey? Who have you engaged in this conversation?

29. RUSD Next Steps…

30. As a district…  Write course descriptions for Integrated Math courses  School Board approved  a-g approved  Create course sequencing for 6 th -12 th grade  Continue release time and outside specialist support for teachers  Accountability – Maintain the work  Expand conversations with middle school  Find a way to provide necessary technology

31. As a math team…  Maintain the discussion around common grading, common assessments, planning  Align the curriculum to the Common Core Standards  Identify “gaps” in the new curriculum and pull resources to help support the standards  Create semester end finals that are standards based  Create standards based learning intentions and success criteria

32. In the classroom…  Support student discussion by taking the focus off the teacher  Demonstrating: less algorithm/rote practice, more real life connections  Support all student learning with resources beyond the curriculum

33. What our teachers have to say: VIDEO of students

34. Questions for YOU to consider…  What are your next steps as a district?  What can you take from today’s presentation to your staff tomorrow?

35. Thank You! Theresa Grace tgrace@ramonausd.net Mindy Shacklett mshacklett@sdcoe.net