1. Giving Students a Voice in Mathematics Class Find info from this session online:

2. What is Math in Common?

3. Math in Common?

4. Our Community 10 districts learning together to lead the way in CCSS-Mathematics Implementation 4

5. Co-Presenters Eric Frandsen Math Project Specialist Mikila Fetzer Math Project Lead Dianne Willson Math Program Specialist

6. Bookmarks! @mathincommon

8. What is Math in Common? A Community of Practice with 10 California school districts, serving nearly 400,000 students, working together toward: Providing professional development opportunities to support strong instructional practices Aligning instructional materials to the higher demands of CCSS-M Building leadership capacity throughout the participating districts Developing strong evaluation plans, including formative and summative measures.

9. Ed Partners’ Approach  District Teams create a vision for instruction and assessment  District Teams set desired outcomes aligned to their vision and grounded in data  District Teams identify and implement key actions connected to each desired outcome  District teams create a monitoring approach, both formative and summative, to continuously understand if their efforts are making progress toward their desired outcomes

10. Innovative Virtual Engagement Designing structures and spaces to sustain the learning over time…

11. Workshop Objective Leave this workshop with at least one actionable take-away that he/she can bring back to their school or district related to……………….(focal area of workshop) Each educator in the room today will…….

12. Essential Questions "How can we use a student observation form, with calibrated observers, to identify increase in quality of student-to-student discourse? How do we make sense of the evidence and act on our findings?

13. Case Study #1 District: Garden Grove Nick will add demographic info Nick will add district logo Dr. Emma Druitt Director, K-8 Math edruitt@ggusd.us

14. Case Study #1: Focus on Peer-to-Peer Academic Discourse 2014-2015: Created Discourse Observation Tool to measure quantity of discourse Collaborated discourse observations in 37, 6 th -8 th grade classes (fall & spring) utilizing tool Administrator and TOSA training in use of tool 39, K-6 sites (1 grade level) and 3, 7-8 sites (math classes)using tool to determine next steps Summer Math Institute focused on discourse (40 teachers, 2 hours instruction, 2 hours PD for 9 days)

15. Student Transcription Sort

16. Case Study #1: Focus on Peer-to-Peer Academic Discourse 2015-2016: Majority of students scored “Beginning” on the Discourse Tool 31 of 40 Summer Math Institute teachers joining the Discourse Collaborative Administrators at 10 intermediate sites trained to use discourse tool and using it with math classes K-6 Administrators to receive “refresher” training in January to use with 2 grade levels

17. Case Study #1 Continued 3 Greatest Learnings from 2014-2015

18. Case Study #1 Continued 3 Greatest Learnings from 2014-2015 cont… Teachers were unaware of how to incorporate opportunities for authentic discourse into math lessons (beyond pair/share) More explicit professional development was needed for teachers in the area of discourse as well as how to train their students

19. Case Study #1 Continued What changes did your team make from 2014-2015 school year to this one based on your learnings? Modified the tool slightly to incorporate suggestions from the SMI group (comment box) Offering explicit professional development in peer-to-peer discourse through the Discourse Collaborative

20. Observation Tool ScoringTranscribing

21. Case Study #1 Continued What big question is your team still grappling with in relation to this area? “How do we continue to reach even more teachers about peer-to-peer discourse and move our students forward towards having proficient discourse in math?”

22. Case Study #2 District: Elk Grove Nick will add demographic info Nick will add district logo Please place a headshot of yourself with your name, title and e mail address here.

23. Case Study #2: Set the stage: – What are the key actions you are working to implement in this particular area and why? District logo

24. Case Study #2 Continued What were your three greatest learnings? District logo

25. Case Study #2 Continued What changes did your team make from 2014-2015 school year to this one based on your learnings? District logo

26. Case Study #2 Continued What big question is your team still grappling with in relation to this area? District logo

27. Case Study #3 District: Sac City Nick will add demographic info Nick will add district logo Please place a headshot of yourself with your name, title and e mail address here.

28. Case Study #3: Set the stage: – What are the key actions you are working to implement in this particular area and why? District logo

29. Case Study #3 Continued What were your three greatest learnings? District logo

30. Case Study #3 Continued What changes did your team make from 2014-2015 school year to this one based on your learnings? District logo

31. Case Study #3 Continued What big question is your team still grappling with in relation to this area? District logo

32. Exit Ticket 1) What was your greatest take-away from this session? *Consider something that is actionable as you return to your school site or district. 2) Do you have any lingering questions that are necessary to move that action forward? Link @ bit.ly/MiCCMCS or bit.ly/MiCCMCN Let’s stay connected: Check out our online community space! Bit.ly/MiCconferences QR Code