1.  Update on Math Initiatives - Redux Principals’ Meeting October 24, 2013

2. Math Proficiency NC vs. WCPSS Student proficiency rates

3. Pick a number... Math I Percent Proficient: Student proficiency rates 53% 48.5% 43% 19%

4. Percent of Students Meeting ACT Math Benchmark of 22 by Subgroup

5. Math I Proficiency Data by Grade Level Grade Level Percent Tested by Grade Level Percent Proficient by Grade Level 1234 60% 50% 0.0%100.0% 73%10%44%43% 8.2%86.9% 813%22%48%17% 52.2%64.9% 944%32%22%2% 26.2%23.9% 1068%23%9%1% 11.0%9.8% 1175%19%6%0% 2.1%5.9% 1282%9% 0% 0.4%8.9% Total Math I28%24%36%13% 100.0%48.5%

6. Academic Growth Rates Math Growth Rate: NC vs. WCPSS % Schools Meeting or Exceeding Growth Expectations

7. Academic Growth Rates

8. PSAT 2012-13 SOAS Report  Note: Data only include Sophomores taking the test

9. College and Career Readiness Benchmarks

10. Score Distribution - Mathematics 44

11. Mathematics Skills Analysis ContentProcess Number and Operations Algebra and Functions Geometry and Measurement Data, Statistics, and Probability Problem Solving Representation Reasoning Connections Communication WHAT HOW

12. Mathematics Skills Analysis

14. 49% 56% 30% 40% 58%

15. WHAT DOES RESEARCH SAY ABOUT HOW MATHEMATICS INSTRUCTION SHOULD BE CONDUCTED? A variety of instructional methods should be used in classrooms to cultivate students’ abilities to investigate, make sense of, and construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and whole-class discussions in which the teacher serves as a moderator. (NCTM, 1989, pp. 125, 128)

16. To sum it up... Teachers need to support students in engaging in Mathematical Discourse.

17. Definition of Mathematical Discourse A process by which students use discourse, both verbal and written, to reflect on the mathematics they have engaged with in order to discover important mathematical concepts and to develop mathematical thinking.

18.  Keys to Mathematical Discourse Let’s Review... (Common Core Math Summer Training 2013)

19. The Keys to Mathematical Discourse  Authentic, Rich Tasks  Level of Questioning

20. How can we improve our questioning?  Develop and/or select deeper, richer mathematical problems to give to students  Increase the level of questions that we ask students  Change the type of questions that we ask students So that we can increase Reasoning and Connections skills!

21. Question Analysis  Revised Bloom’s Taxonomy  Question Analysis Activity

22. Question Prompts and Stems

23. Walkthrough Tool

24. Example High School Walkthrough Data Report Skim through the sample report. In your group, discuss:  What conclusions can you draw about math instruction at this school?  What are they doing well?  Where do they need to improve?  What is most critical?  What can the principal of this school do to lead and support change in math instruction? What would you ask them to focus on?

25. High School Mathematics School Visits 2013-14

26. A Challenge:  How can we team within the department to be more intentional about creating discourse?

27. Shifting Our Perspective When students don’t seem to understand something, my instinct is to consider how I can explain more clearly. A better way is to think “They can figure this out. I just need the right question.” - D. Kennedy (2002) Never say anything a kid can say. - Reinhart (2000)