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 Emma Druitt Director K-8 Math Justin Pickens K-6 Math Teacher on Special Assignment 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 Please place a headshot of yourself with your name, title and e mail address here.

14. Case Study #1: Set the stage: – What are the key actions you are working to implement in this particular area and why? District logo

15. Case Study #1 Continued What were your three greatest learnings? District logo

16. Case Study #1 Continued What changes did your team make from 2014-2015 school year to this one based on your learnings? District logo

17. Case Study #1 Continued What big question is your team still grappling with in relation to this area? District logo

18. Case Study #2 District: Elk Grove Nick will add demographic info Nick will add district logo Dianne Willson – Math Program Specialist – dwillson@egusd.net

19. Case Study #2: Key Actions Focus on Peer-to-Peer Academic Discourse Visited Garden Grove, modified the Discourse Observation tool, trained and calibrated our district math team. 56 classroom observations. Lesson studies, grades 4-8. Follow-up observations will be in April and May. District logo

20. Case Study #2: Three Greatest Learnings 1.Observation tool used in 2014-2015 was too broad, vague, and not quantifiable. District logo

21. Anecdotal District logo

22. Case Study #2: Three Greatest Learnings 1.Observation tool used in 2014-2015 was too broad, vague, and not quantifiable. 2.Student discourse quality is not related to quantity. 3.Teachers need support to create questions/lessons that will foster quality student discourse. District logo

23. Case Study #2: Changes 1.Revised Garden Grove’s observation tool to suit our needs. District logo

24. QuantifiableScan-ableCore 4 District logo

25. Case Study #2: Changes 1.Revised Garden Grove’s observation tool to suit our needs. 2.Revised lesson study days to focus on student discourse. District logo

26. Case Study #2: Changes 1.Revised Garden Grove’s observation tool to suit our needs. 2.Revised lesson study days to focus on student discourse. 3.Professional Development to PLC leaders and coach support to teachers. District logo

27. Case Study #2: Questions We Have 1.How do we better support ~1,400 elementary and ~240 secondary math teachers as we make this transition? 2.How do we work with our counterparts so we are working toward a common goal of quality student discourse across all content areas? District logo

28. 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.

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

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

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

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

33. 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