Molding a Millennium Mindset for Math Charting improvement in Federal Way Schools

1. Molding a MillenniumMindset for MathCharting improvement in Federal Way Schools

2. Juan Alvarado (not his real name)

3. Greta Bornemann Cheryl Lydon Barbara Peterson Nancy Potter Federal Way District target by 2020 Video

4. What Makes Our District Distinctive?

5. Poverty in State, Federal Way Schools

6. Who are our students?

7. How are our students doing in math?

8. What are our goals? All students will see the relevance of and succeed in math. 100% of African American, Pacific Islanders, and Latinos see math as relevant.

9. How are students achieving on MSP and ReadiStep?

10. What are our choices?

11. What do School Improvement Plans say?

12. Common Formative Assessments

13. All School Improvement Plans Use Professional Learning Communities

14. Common Use of Coaches

15. A Sense of Urgency:Common Core Challenges

16. Common Core State Standards

17. A Sense of Urgency:Common Core Challenges • Academic standards – not a standardized curriculum • Standard across states • Defining college and career readiness • Need to build a common agenda • Smarter Balance Assessment – will challenge our students and teachers • Move now to be as proactive as possible • With a goal – to lose as little ground as possible • Achieve at levels above state averages

18. Our Theory of Action • Vision • Structures • Cycle of Collaboration Based on Data • Impacting Classroom Practice

19. Vision

20. Structure

21. Cycle of Collaboration Based on Data

22. Impacting Classroom Practice

23. Our Professional Learning Plan • VISION • Structures • Cycle of collaboration • Application to Classroom Practice

24. What does high quality teaching and learning look like? A common vision (District, CCSS, CEL 5-D+, TPEP) A learning mindset and engaged students Teachers + rigorous core instruction Ongoing, system-wide engagement Data driven decision-making

25. Building a vision • A leadership team engages in discussion of Middle School math • Builds a Common framework • Designs a ‘vision template’ • Middle School buildings build their own aligned vision + design observation protocols to assess the plan’s impact

26. Our Professional Learning Plan • Vision • Structures • Cycle of collaboration • Application to Classroom Practice

27. Distributed Leadership for Learning

28. Our Professional Learning Plan • Vision • Structures • Cycle of Collaboration • Application to Classroom Practice

29. Cycle of Collaboration- District Leadership Team 1) Meet monthly 2) Vet tools and resources 3) Learn together to support adult learners 4) Use data for ongoing course correction

30. Cycle of Collaboration- Principal Team • Meet with team monthly 2) Create structures to support teachers teams 3) Ensure understanding of high quality math 4) Use data for ongoing course correction

31. Tools, Resources & Joint Work • Observation practice guide – Achieve the Core • CCSS progression documents • Exemplar tasks – Achieve the Core • Mathematics tasks – Illustrative mathematics project

32. Our Professional Learning Plan • Vision • Structures • Cycle of collaboration • Application to Classroom Practice

33. Building a Shared Vision

34. Building a Shared Vision

35. Cycle of Collaboration- Educators 1) Use progression documents to deeply understand the math concepts in the unit 2) Chose a lesson within a unit & identify a common task 3) Observe lesson & task in lab class 4) Teach lesson and bring student work to collaborative time

36. The Lab Classroom • Reflecting on personal practice • Observing Expertise • Attempting change in practice • Debriefing experience using student work as evidence

37. Preparing to Observe

38. The Lab Classroom • Reflecting on personal practice • Observing Expertise • Attempting change in practice • Debriefing experience using student work as evidence

39. Visiting the Lab Classroom Mindset Discourse Engagement Perseverance Formative Assessment

40. Cost Implications • Costs we will incur: • Substitute teachers: $20,000 • Professional Development consultants: $50,000 • Other time: Bottom line: $250,000 beyond what our 2014-15 budget will bear Our efforts to date: Recast our use of time for

41. I Know My Math! I Can Teach Math!