1. Long Beach Unified School Distcit
Nick will add demographic info
Nick will add district logo
Kyoko Weber-Sickler
Math Grant Coordinator

2. Identify Need & Develop Tool
Needed to know if what was taught in PD was being implemented in the classroom
Looked at many tools:
TRU Rubric
MQI
SERP 5 x 8 Card
All of the above to labor intensive to train how to use
“…and why?”: Was there some form of qualitative or quantitative data that your learn to prioritize these actions?

3. Focus on LBUSD’s 4 Understandings
U1. Continued study and application of the California Standards and their learning progressions [supported by the Linked Learning approach] lead to high quality instruction that includes the appropriate scaffolds when needed to ensure all learners meet expectations.
U2. Regular practice with complex texts and tasks help students to develop the mature language skills and conceptual knowledge they need to effectively demonstrate their understanding orally and in writing.
U3. Preparation and participation in effective collaborative conversations allow individuals to build on others’ ideas and express their own clearly.
U4. The strategic use of formative assessment strategies allows teachers and students to collect the best possible evidence about where students are in the learning and use the information to decide what to do next.
“…and why?”: Was there some form of qualitative or quantitative data that your learn to prioritize these actions?

4. Identify Need & Develop Tool
Decided CIV Implementation Tool Literacy ~ Adapt to Math
Principals familiar with Tool
Stop the separation of ELA and Math
“…and why?”: Was there some form of qualitative or quantitative data that your learn to prioritize these actions?

5. Implementation of Tool
Modeled after District-wide CIV Literacy walkthroughs
CIV Math Walkthroughs on Voluntary Basis
Elementary Schools 4/45 = 9%
K-8 Schools 4/9= 44%
Middle Schools 14/16 = 88%
High School
Total Schools 28
One-on-one PD with Principals
Math content specialist at each walk through
“…and why?”: Was there some form of qualitative or quantitative data that your learn to prioritize these actions?

6. U1 Content and Practices
Key Learnings:
Walk through observations showed approximately 68% of some, several or multiple examples (Ratings of 3, 4 or 5) of instruction aligned to standards (U1)
U1 Content and Practices
= 68%
Choose to elaborate on 1 or two, but not all three (due to time)

7. U3 Collaborative Conversations U4 Formative Assessment
Key Learnings:
However in U2, U3 and U4 teachers were not doing what they self-reported & trained to do
U2 Problem Solving
= 56%
U3 Collaborative Conversations
= 55%
Choose to elaborate on 1 or two, but not all three (due to time)
U4 Formative Assessment
= 53%

8. Principals uncomfortable with math
Other Key Learnings:
Principals uncomfortable with math
Calibration was better if each team at walk through had a math specialist
Choose to elaborate on 1 or two, but not all three (due to time)

9. Changes from to
Need for Principal & Teacher Leader PD in addition to Teacher PD

10. Changes from to
Dr. Tim Kanold’s
High Leverage Team Actions
HLTAs

11. Changes from to
Dr. Tim Kanold’s
High Leverage Team Actions (HLTAs)
LBUSD Understandings

12. Changes from to
Sample Evidence Tool Revised

13. Changes from to
Sample Evidence Tool Revised

14. Changes from to
Need to keep aligning with ELA in order to keep our work connected
(insert ELA CIV here?????)

15. Changes from to
All K-8, MS & HS schools are participating in CIV walk through
Elementary schools only by request

16. Can we make one form to use in every content are as an observational tool in classroom walk throughs that reflects all of our Understandings?
U1. Continued study and application of the California Standards and their learning progressions [supported by the Linked Learning approach] lead to high quality instruction that includes the appropriate scaffolds when needed to ensure all learners meet expectations.
U2. Regular practice with complex texts and tasks help students to develop the mature language skills and conceptual knowledge they need to effectively demonstrate their understanding orally and in writing.
U3. Preparation and participation in effective collaborative conversations allow individuals to build on others’ ideas and express their own clearly.
U4. The strategic use of formative assessment strategies allows teachers and students to collect the best possible evidence about where students are in the learning and use the information to decide what to do next.
Consideration: Depending on time you may end your session with stating this question, sharing your address, and inviting communication from any educators who have advice/experience/ideas to help support your question.
*If there is time, please consider unpacking your question and sharing a bit about where the question has come from.