Math Strategy Group July 19, 2010

1. Addressing the Concerns Math Strategy GroupJuly 19, 2010

2. Definition “Math Instructional Program” throughout this presentation refers to the systemic and comprehensive approach to K-8 math instruction which includes: leadership, professional development, instructional delivery, alignment of instructional materials and text with research and standards, student assessment and program evaluation.

3. GOALS of CCS Math Instructional Program

4. Goals of CCS Math Instructional Program • To provide all students with robust, current, research based math instruction that: • supports the potential for all students to meet or exceed state and national performance standards. • is aligned with teacher professional development in content and pedagogy, and supports ‘Best Practice’. • Utilizes materials, resources and texts that are aligned with state and national standards (including new Common Core), aligned with professional development and current research in mathematics. • To develop engaged, fluent math thinkers • To engage students in rich, cognitively complex math tasks and discourse as appropriate by age • To engender in students a desire to think deeply and enjoy the process of mathematical thinking CCS Action Plan CSSU Frameworks

5. Cohesive, strong math instruction requires several essential elements. 1. Leadership 2. Professional Development 3. Alignment with Standards and Research 4. Current Instructional Materials 5. Monitoring Progress

6. 1. LEADERSHIP

7. 1. Leadership A high quality math instructional program requires strong leadership. - Principals - Math Coordinator - Teacher Leaders - CSSU“Leadership is the bridge between a school’s attitudes and beliefs and its actions...Effective leadership is critical to translating attitudes into systems and practices that support student learning.”Roots of Success, research study of effective schools, Vermont Department of Education

8. 2. PROFESSIONAL DEVELOPMENT

9. 2. Professional Development Current research demonstrates that the quality of instruction is a crucial factor in successful student learning. What is the professional development plan for math?

10. CSSU Comprehensive K-8 professional development plan for Math Six part plan: -School leadership -Teachers Development Group will be offering a course “Best Practices in Teaching Mathematics” , as well as embedded classroom follow-up with studio classroom coaching and classroom observation. This is a three year commitment at CCS. -VMI-Vermont Math Initiative will continue to offer Phase II courses cyclically. One course was completed in April 2010, the second class begins August 16th and will run through the fall. -OGAP- Ongoing Assessment Project- Teachers will attend trainings in formative assessment strategies to better inform day to day differentiated instructional planning in math -Math Learning Center- Teachers will receive on-going training on instructional strategies and implementation of Bridges. -DI- Differentiated Instruction - CCS is launching a school wide focus on Differentiated Instruction. Bill Rich will work with the faculty to strengthen the use of DI strategies in the classroom.

11. 3. ALIGNMENT WITH STANDARDS AND RESEARCH

12. 3. The new math program will be aligned with the new Common Core Standardsand revised Grade Level Expectations. • Strong math instruction is guided by math standards, grade level expectations and current research. • VT Standards, GE’s, and the new Common Core were among the criteria used in the evaluation of new math programs. (*See CSSU Math Program Recommendation Report.) • Math Learning Center provides specific supplements that align Bridges to VT Standards and GE’s. Alignment with the Common Core is underway. (*See MLC website.)

13. Additionally, the new program will be aligned with recommendations from current research. • A balance of concept development, computational fluency and problem solving was closely examined when evaluating math programs. “….The curriculum must simultaneously develop conceptual understanding, computational fluency, and problem solving skills. Debates regarding the relative importance of these aspects of mathematical knowledge are misguided. These capabilities are mutually supportive, each facilitating learning of the others.” National Math Advisory Panel Report • Research based sources from which program selection criteria were developed included: • VMI recommendations (Vermont Math Initiative) • NMAP - National Math Advisory Panel recommendations from which CCS criteria were developed

14. 4. INSTRUCTIONAL MATERIALS AND TEXTS

15. 4. Instructional Materials and Texts • In order to stay current in any discipline, professional development and program materials must stay abreast of research in content and instructional practice (pedagogy). Driven by current research in the field, program materials should be reviewed cyclically. The examination of EDM and subsequent evaluation of new math programs was undertaken to assure that our math program materials are aligned with professional training in content and pedagogy as well as current research in mathematics education.

16. Math materials and texts that are reflective of current research include all five strands or building blocks for mathematical proficiency. • The five instructional strands of mathematical proficiency are discussed in the research report, “Adding It Up.” (This report is used as a math content resource in VMI courses. Authors Kilpatrick, Swafford, Findell, with editors, Math Learning Study Committee and National Research Council) • “Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition are interdependent and represent aspects of a complex whole. The five strands [of mathematical instruction] are interwoven and interdependent in the development of proficiency in mathematics.”

17. “Helping Children Acquire Mathematical Proficiency Calls for Instructional Programs that Address All Strands”

18. Strengths of Bridges Program based on Alignment of Standards and Research: • Meets the criteria from standards and current research • Deep mathematical thinking and cognitive challenge • Mile deep rather than mile wide • Balance of teacher and student focus • Balance of five proficiency strands • Student discourse and inquiry encouraged • Less supplementation required for concept acquisition, more depth and practice offered within the program • Pre-algebra is strong • Increased focus on computational fluency • Provides math engagement for all kinds of learners • Cultivation of positive math culture and attitude

19. Computational Fluency is an essential component in any high quality math program and provides students necessary automaticity with numbers. To achieve automaticity, most students require supplemental fluency practice. It should be a consistent part of the math program. Computational fluency is being addressed in several ways: • An investigation of computational fluency at CCS, per the CCS Math Action Plan, has been completed resulting in the development of a systemic, CSSU wide, computation kit for each grade level. The tool kits include formats and resources for instructional practice, assessments, benchmarks for each grade, and data collection procedures. This will be implemented in fall 2010. • CCS has purchased Fast Math, a computation practice program. • Computation instruction is strong in the Bridges program.

20. 5. MONITORING OUR PROGRESS

21. How will we monitor the effectiveness of our math instructional program? - Information gathered from Principal “walk-throughs” - Number of teachers participating in math-related professional development - Computational fluency benchmarks and data collection 5. How will we know?

22. - CSSU End of Year test scores - NECAP results and item analysis - # of students eligible for algebra 1 in 8thgrade - CCS math enrollment at CVUIt is important to keep in mind that implementation of a systemic, comprehensive improvement plan such as this is a 3-5 year endeavor, and progress is bumpy. Monitoring Our Progress… continued

23. Resources to Fund Math Instructional Program

24. Resources to Fund Math Instructional Program • Fiscally conservative implementation model, grades 1-2, 2010-11, then 3-5 will follow 2011-12. • Kits for some teachers ,grades 3-5, will be purchased through CSSU and be available for exploration in the 2010 school year. These will not have to be purchased in 2011-12. • Computational Fluency materials are accommodated in the FY 2011 budget. • Grant monies are being used to supplement professional development.

25. Resources to Fund Math Instructional Program

26. Resources to Fund Math Instructional Program • Fiscal consequences of waiting a year to implement a new math program: • Local funding of all math kits • Local funding for professional development - $2,300/day • Other consequences of waiting: • Delays alignment and consistency of math instruction across CCS grades and teams • Makes Math leadership supporting instructional progress more challenging • Impedes professional discourse around math instruction at CCS • Causes disconnect between pedagogy and instructional format of EDM lessons. EDM does not align with the ‘Best Practices’ professional development that will be occurring at CCS. • Impedes professional collegial discourse about math across CSSU