1. Teaching and Learning Elementary Math October 23, 2012

2. Today’s Agenda 1.Scholastic Math Inventory (SMI) 2.Daily Math Review Update + Showcase 3.New Elementary Math Website 4.A Look Forward: Elementary Math Toolbox 5.Math Needs Inventory 6.Wrap Up + Next Steps

3. Outcomes 1.Leaders will understand how to access and print the Scholastic Math Inventory (SMI) reports for the Scholastic site visit. 2.Leaders will gain insight into the district expectation for Daily Math Review and how to support the teachers at the building level. 3.Leaders will analyze our current state in relation to the Math Common Core Standards and identify individual school needs in the area of Mathematics.

4. SCHOLASTIC MATH INVENTORY Follow-up

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21. DAILY MATH REVIEW Update and Showcase

22. Daily Math Review Update October 3 rd District PLC: Grade 3 – 5 teachers collaborated on Daily Math Review at 9 different locations. All teachers received a consistent message about the purpose and expectation of Daily Math Review. Teachers had an opportunity practice Daily Math Review. Grade level teams began to create a prioritized list of categories (concepts in which students frequently have misconceptions)

23. Daily Math Review Update October 3 rd District PLC

24. Daily Math Review Update Expectation: By the end of 1 st Semester, ALL grade 3 – 5 teachers will be implementing Daily Math Review with fidelity. Non-Negotiables: Student collaboration Process/Error Analysis Reflection

25. Daily Math Review Update Common Questions: 1.Do my students have to write down the questions? 2.Daily Math Review is taking more than 15 – 20 minutes – how do I make it quicker? 3.We created a list of categories on the Google Doc, but what if I identify a need during the year that is not on my list? 4.How can I differentiate Daily Math Review? 5.Do I need to follow the script exactly? 6.What if there is more than one way to solve a problem? How do I show all the ways?

26. Daily Math Review Update Common Questions: 1.Do my students have to write down the questions? 2.Daily Math Review is taking more than 15 – 20 minutes – how do I make it quicker? 3.We created a list of categories on the Google Doc, but what if I identify a need during the year that is not on my list? 4.How can I differentiate Daily Math Review? 5.Do I need to follow the script exactly?

27. Daily Math Review Update Common Questions: 6.What if there is more than one way to solve a problem? How do I show all the ways? 7. I am CGI trained. Can I use the principles of CGI in Daily Math Review? 8.Why doesn’t the district provide the categories, questions and key statements? 9.Are all of my Special Education students excluded from the 90%

28. Daily Math Review Showcase Video + Examples

29. Daily Math Review Next Steps PHASE ONEPHASE TWO Establishing a routine Daily implementation 1 – 5 questions Teacher – Led “Form” for students to use for DMR DMR Assessment every 2 weeks Partner work Error Analysis Reflection Phase One Plus… Student - Led Bonus Question Partner Talk Sentence Starters Special Education – different “form” Data charts Deeper understanding – reflection

30. Daily Math Review Next Steps Look Fors: Expectation: ALL grade 3 – 5 teachers are implementing Daily Math Review by the end of the first semester with fidelity. List of ‘Look-Fors’ to use to provide teachers with support and specific feedback to implement Daily Math Review with fidelity by the end of the first semester.

31. Daily Math Review Next Steps October 31 st District PLC Address Common Questions Purpose + Examples v. Non Examples The facilitator will go from start to finish as an example in creating a DMR Cycle (Category, 9 problems, key statement, reflection, assessment) Each team will create one cycle Expectation: Every teacher will complete one full cycle with their students before the November 28 th District PLC Meeting. Teachers will bring copies of their completed DMR cycle.

32. Elementary Math Website http://elementarymath.dmschools.org

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49. A Look Forward Des Moines Public Schools Mathematics Expectation: All students will demonstrate mastery of the rigorous Common Core Standards for Mathematics. An increase in Algebra readiness. An increase in the percent of students making at least one year’s growth in mathematics and mathematics college readiness.

50. A Look Forward Current Reality – Common Core Standards? 2011-2012 District Benchmark Assessments Data 3 rd Grade Benchmark Data

51. A Look Forward 2011-2012 District Benchmark Assessments Data OA – Operations and Algebraic Thinking CC – Counting and Cardinality NBT – Number and Operations in Base 10 MD – Measurement and Data G – Geometry NF – Number and Operations – Fractions The Common Core Standards assessed on the District Benchmark Assessments are the Priority Standards. The Priority Standards are ___% of the standards for _________ in the Common Core.

52. A Look Forward Current Reality – Common Core Standards? 2011-2012 District Benchmark Assessments Data 3 rd Grade Benchmark Data

53. A Look Forward 2011-2012 District Benchmark Assessments Data Number of Standards where the District Average was above 80% Total Number of Tested Standards (Priority Standards) KINDERGARTEN 1523 FIRST GRADE 515 SECOND GRADE 117 THIRD GRADE 318 FOURTH GRADE 315 FIFTH GRADE 214

54. A Look Forward All students will demonstrate mastery of the rigorous Common Core Standards for Mathematics. Professional Development Assessments Curriculum Guides Instructional Framework Instructional Materials Expressions Investigations CGI SMI Daily Math Review Balanced Math Priority Standards Fastt Math Fact Fluency Benchmark Assessments Fraction Nation Problem-Based Tasks Which tools are the best tools?

55. A Look Forward Elementary Math Toolbox Which tools are the best tools? All students will demonstrate mastery of the rigorous Common Core Standards for Mathematics. Alignment of instructional materials to the Common Core Standards. Deeper content knowledge for teachers. Rigorous instruction focused around the Mathematical Practice Standards. Understanding of the Common Core Standards – Learner Objectives. Implementation of a Consistent Balanced Math Program Balanced Assessment System Instructional Materials Audit Teacher Feedback Assessment Standard Analysis Leadership Math Needs Inventory

56. Math Needs Inventory Des Moines Public Schools Mathematics Expectations: All students are able to demonstrate mastery of the rigorous Common Core State Standards which will increase Algebra readiness. Each school, each teacher in the district greatly contributes towards this goal. DMPS needs to provide teachers with the best tools to accomplish this goal. This inventory is simply to create a baseline of our current reality in elementary mathematics. In order to move forward, we need to have an honest look at where we are currently. This inventory is intended for the principal and instructional coach to fill out collaboratively.

57. Math Needs Inventory We are a team. We must paint a clear picture and move to provide teachers the very best resources, professional development and instructional design supports in the area of the Common Core State Standards and the Balanced Math Framework. 1.Go to the Elementary Math Website Homepage: http://elementarymath.dmschools.org/http://elementarymath.dmschools.org/ 2.Download the Math Needs Inventory listed on the homepage. 3.Complete the Inventory and then email it to Anna Taggart. (Subject - Math Inventory: School Name) 4.Go back to the homepage and log on to the Google Doc to sign up for a time for Anna Taggart to come for a School Visit to discuss the Math Needs Inventory. 5.Go back to the homepage and click on the link to fill out the survey about today’s Teaching and Learning Meeting.