Fellows Meeting 4Sue BluesteinRegional Mathematics Coordinator

April 20, 2015

Objectives

Apply your developing skills as a Teacher Leader to Case Stories.

Learn methods to increase effective student discourse and work with ELL students

Reflect on your growth as a teacher leader in your role as a Fellow this year.

Module 4 – Case Story Discussion

CSTP Building Teacher LeadershipApril 20, 2015

Learning Through Case Stories You are going to role play different

characters from a Leadership Team case study.

Read through the case study to become familiar with the different personalities involved and the issues they are dealing with.

“Overwhelmed and Underappreciated”

As you read, consider what you know from the Teacher Leadership Framework that might connect to the Case Story – Working with adult learners Communication Collaboration Knowledge of Content and Pedagogy Systems Thinking

You can make notes on the case story as you read

Learning Through Case Stories

How do you and don’t you see yourself in this dilemma?

What from the Teacher Leadership Framework might assist these teacher leaders in managing this dilemma?

Set-Up: Circle of Viewpoints Brainstorm a list of players in this

dilemma – in other words, who is part of the system described in the Case Story?

Each person in your group takes on the role of one of the players identified in your brainstorm

Circle of ViewpointsGoing one at a time, each group member contributes to the following two prompts:

I think… A question from my viewpoint I have is…

What might shared leadership look like from your perspective?

How can the leadership be nurtured and sustained?

Reflections & Next Steps After using the Circle of Viewpoints

routine, what new ideas do you have that you didn’t have before?

What implications or realizations did you have for your own work as a fellow in reading this Case Story?

Turn and Talk How has the book study around the 8

teaching practices deepened your understanding around your vision of mathematics reform efforts?

How has the study impacted your work with your building/district?

Facilitating DiscourseSimply having students talk does not necessarily advance the mathematical goals of a lesson. o How can the Five Practices identified on page 30,

as described by Smith and Stein (2011), support and facilitate the purposeful exchange of ideas in the mathematics classroom?

o Now consider Mr. Donnelly’s lesson and how he incorporated the Five Practices to facilitate classroom discussion. (p. 34)

Five Practices to Support Facilitating Discourse

1. Anticipating student response prior to the lesson2. Monitoring students’ work on and engagement with

the tasks3. Selecting* particular students to present their

mathematical work4. Sequencing students’ responses in a specific order for

discussion5. Connecting different students’ responses and

connecting the responses to key mathematical ideas

Take a 10 minute break

Facilitating Meaningful Discourse

Levels of Student Discourse (. 32)

Considering the Levels of Student Discourse:o Which of these practices are under utilized

in classrooms?

Review Levels of Discourse

Principles to Actions (p. 32)

o What do you see as next steps for you to move along the continuum?

o How does this continuum help you think about your work with teachers?

Pose Purposeful Questionso Gathering Informationo Probing Thinkingo Making the Mathematics Visibleo Encouraging Reflection and Justification• Funneling VS Focusing

• Talk in your group about what you found interesting in this section of your reading.

• Write down 3 main ideas.

Mix it up! Match yourselves with another table

group and share your 3 main ideas and implications for your own teaching or working with other teachers.

Pre and Post Task scores Pair up with someone and talk about

your reflection from your pre and post test scores.

Think about how the cycle of Mathematics Teaching Practices could help increase student success

Survey Data Entry We are collecting data on how your

student scores pre and post. Please take a few minutes to enter your data into survey monkey.

Washington State Math Fellows Student Data Survey:

Each year the Regional Math Coordinators are asked to link professional learning opportunities provided with student growth data. As part of your Fellows commitment, you gave a pre-test task to your students prior to instruction on a major concept for your grade level. You were asked to give that task again this spring after instruction (Post-test). The following survey will allow you to record your students’ results.

You will be asked to report your pre-test task and post-test task scores You will also be asked to report the number of students that increased, decreased or remained

the same. To complete this question, you must be able to match a particular students’ pre score to their post score.

The deadline to complete this survey is May 1, 2015

http://www.surveygizmo.com/s3/2033499/Fellows-Pre-and-Post-Assessment-Survey

Washington State Math Fellows Pre/Post Fellows (2014-15) Survey:

This year’s Fellows work has focused on the Standards for Mathematical Practice and how these fit into Mathematics classrooms K-12. We know mathematically proficient students understand and use stated assumptions, definitions and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They justify their conclusions, communicate them to others and respond to the arguments of others. Please take a few minutes to respond to a survey to help us evaluate this work. Each question will ask you to rate your knowledge/experience on a scale of 1-4 prior to this year’s Fellows work (PRE) and after having completed this year’s Fellows work (POST). I appreciate your feedback and look forward to using this data to guide future work.

The deadline to complete this survey is May 1, 2015

Instructional Practice Reflection:

http://www.surveygizmo.com/s3/2101191/Math-Fellows-CCSS-Instructional-Practice-Reflection

Time for Lunch

Increasing Student Discourse for English Language Learners

Helping students communicate mathematical understanding while constructing viable arguments and crit iquing the reasoning of others.

What do you know about English Language Learners in Washington State?

Languages Spoken in Washington State Schools

219 Different Home Languages Most identified language is Spanish, spoken by 67.4% of students

Next were Russian, Vietnamese, Somali, Chinese, Ukrainian, Arabic, Tagalog, Korean, Marshallese, spoken by 19% of Students

ELL’s in Washington State 2013-14

Around 110,000 Bilingual Student a 5.3% increase from the previous year

Comprises 9.7% of the statewide student population - 0.6% points higher than the previous year

Since 2005–06, the number of ELLs served by TBIP in the state has increased by 32.6%

ELL’s in Washington State 2013-14

Twenty-seven districts had an ELL headcount of at least 25% of their total student population.

Thirty districts enrolled more than 1,000 ELLs. These districts collectively served 72% of all ELL’s statewide.

Forty-seven districts enrolled 500 or more ELL students.

Thirteen districts reported an increase of 10–15%.

ELL’s in Washington State 2013-14

Fifty-six districts enrolled fewer than 50 ELL students.

Fifteen districts reported fewer than 10 ELLs. 55.9% served by the TBIP were enrolled in grades K–3.

25% are newly eligible students

ELL’s in Washington State 2013-14

42 districts have more than 20 languages 19 of these districts had more than 50 languages. Of the 219 languages, 103 of these languages have less than 10 students

The largest language increase is in Spanish The greatest decrease is in Korean

Realizing the potential of all our students…

GroupingBehaviorsProceduresAccountabilityMonitoring

Considering Small GroupsIn linguistically diverse classrooms, unstructured small group and partnering activities continually fail to produce substantive L2 oral language growth. Merely increasing student interaction without explicit, coached language instruction and accountability for application leads to discussions with minimal cognitive or linguistic challenge and negligible academic content.

Gersten & Baker, 2001

Saunders and Goldenberg, 2010

Preparing ELL’sTo meet both content and language standards

Talk Build on prior knowledge about new ideas

Read Introduce new content

Talk Integrate new content into schema

Write Informally show what you know and ask questions you still have

Talk Refine thinking and deepen learning

“Reading and writing float on a sea of talk.” James Britton

Tiered Vocabulary Talk at your table about what you know about Tiered Vocabulary

Tier 1-everyday words

Tier 2-words that might have dual meanings

Tier 3-content specific words that need to be taught

What do you know about races?

A RaceAmy and Rebecca are running in a road race. The map, drawn to scale, shows the route of the race:

The race consists of four laps of the route and Amy andRebecca run clockwise along the route at a constant speed.

It takes Amy 8 minutes to run a mile.Rebecca takes 12 minutes to run a mile.

Graphic Organizers…

Private think time

Sharing Individual Solutions

P-44

1. Take turns sharing your individual work with your partner(s).

2. Use the Present an Idea Card (yellow) and Pose a Question (blue) to guide your conversation.

3. Listen carefully to each other, asking questions if you don’t understand.

Sample Responses to Discuss: Sally

P-47

Sample Responses to Discuss

P-48

1. Read your piece of sample student work carefully.

2. Use the E.L. Achieve Discussion Cards: Build on and Idea (Purple) and Challenge and Idea (green) to understand Sally, Diane or George’s mathematical thinking.

3. Take turns explaining your thinking to your partner.

E.L. Achieve Discussion CardsSupport Your Thinking-Secondary Math

Simple Academic Language•The solution is reasonable because…•Look at the data / pattern / structure. I see…

•My method / strategy for solving this problem can also work with / to / for …

E.L. Achieve Discussion CardsSupport Your Thinking-Secondary Math

Solid Academic Language

The solution demonstrates / shows that / is evidence that … because …Based on the data / pattern / structure, I see / reason that… My method / strategy for solving this problem can also be applied to / used for ….

E.L. Achieve Discussion CardsSupport Your Thinking-Secondary Math

Sophisticated Academic LanguageAlthough I estimated …., my solution is reasonable because…Based on the rule … I can reason / justify / that … because…Because …, I can generalize the that the method / strategy for solving this problem applies to …

Exploration and Extensions…

How did the use of the E.L. Achieve Cards an other graphic organizers help support critiquing the reasoning of others?

How might you utilize a teaching tool such as the E.L. Achieve Cards and graphic organizers?

+Larger context

Advocate and Systematize

Leadership of Self

Know and Model

Leadership of Others

Leadership in the Extended Community

District PlansWhy do American’s Stink at Math?

Fundamentals of Learning

Principles to Actions Book

SBAC Claims, DOK, Item Types

Digital Library

Links to resources

Student Tasks and scoring rubric

Working with Adult Learners

Ideas Engage NY Materials

Parent Workshops

Leadership Issues

Up to date information on what is happening in the state

Survey www.washingtonesds.org