Facilitating Teacher Growth for State-wide Student Success in Mathematics Professional Learning for...

http://kentuckymathematics.org

Facilitating Teacher Growth for State-wide Student Success in Mathematics

MARTI (MATHEMATICS RESPONSE TO INTERVENTION) NETWORK

Professional Learning for Intermediate Grades Teachers

Focused on Developing Foundational Fluency

Presented by MSP Project Director

Alice Gabbard January 9, 2014



PEOPLE

66 participating teachers and 34 participating administrators from 34 schools in 24 districts

5 cohorts:Northern Kentucky, led by Becky ReisterLexington, led by Linda MontgomeryJessamine County, led by Cindy Aossey*Owensboro, led by Mary Helen Hodges and Beth MeimanLondon, led by Gwen Morgan

*Cindy has also been an innovative leading force in designing and planning the PD, with assistance from other team members!



COURSE CONTENT OVERVIEW

Phase 1 Addition and Subtraction

July 2013 – 3 daysAugust 2013– 2 days

Phase 2 Multiplication and Division

September 2013 – 2 daysNovember 2013 – 3 days

Phase 3 Fractions January 2014 – 2 daysJuly 2014 – 3 days

Phase 4 Algebra Readiness

October 2014 – 3 daysJanuary 2015 – 2 days



MARTI BIG IDEAS The Professional Noticing Cycle Three Aspects of Number The KCAS for Mathematical Content and

Mathematical Practice The Kentucky System of Interventions The Institute for Educational Sciences What

Works Practice Guide Recommendations for Mathematics Intervention



An excerpt from the KY Committee for Mathematics Achievement Position Statement “Mathematical Fluency and Response to Intervention,” adopted February 25, 2012.

*Professional Noticing Cycle (Jacobs, et. al. 2010). Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010, March). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41, 169.

ATTENDING*Monitoring student

mathematical practices, including

words, actions, strategies

INTERPRETING*Making

determinations of student progress toward fluency,

including analysis of gaps in

understanding and skills

DECIDING*Implementation of targeted, research-based mathematics

intervention strategies to

advance fluency, based on individual student need, within

the context of expected

developmental progressions

ONGOING PROFESSIONAL

REFLECTIONCollegial student-

centered team meetings for

understanding and advancing

foundational fluency

Professional Noticing

Professional NoticingCycle



Extend the Range of Numbers

Increase the Arithmetic Complexity

Distance the Setting

Facilitating Progressive Mathematization (Differentiating

Task Selection)

Red Book, Page 21

3 Aspects of Number

quantitative

verbal symbolic7“seven”



From Dehaene, shared by Brown and Kroeger, UC



LET’S SHARE….

Fluency Standards for

Addition and Subtraction of whole numbers

K.OA.5 Within 5 Mental Strategies

1.OA.6 Within 10 Mental Strategies

2.OA.2 Within 20 Mental Strategies

2.NBT.5 Within 100 Strategies based upon:•Place Value•Add/sub chunks of 10 (1.NBT.5)•Properties of Operations•Relationships between add & sub

3.NBT.2 Within 1000 Strategies (see above) & algorithmsA range of algorithms may be used

4.NBT.4 Multi-digit Standard Algorithm



THE



1. Screen all students…

2. Focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on

rational numbers in grades 4 through 8.

3. Instruction during the intervention should be explicit and systematic…

4. Interventions should include instruction on solving word problems that is based on common underlying structures.

5. Intervention materials should include opportunities for students to work with visual representations…

6. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval

of basic arithmetic facts.

7. Monitor the progress of students receiving supplemental instruction and other students who are at risk.

8. Include motivational strategies in tier 2 and tier 3 interventions.

Recommendations

Which 2 have STRONG evidence?



1. Screen all students…

2. Focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on

rational numbers in grades 4 through 8.

3. Instruction during the intervention should be explicit and systematic…

4. Interventions should include instruction on solving word problems that is based on common underlying structures.

5. Intervention materials should include opportunities for students to work with visual representations…

6. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval

of basic arithmetic facts.7. Monitor the progress of students receiving supplemental instruction and other students who are

at risk.8. Include motivational strategies in tier 2 and tier 3 interventions.

Recommendations



GOAL 1 Improved Student Mathematics Achievement

Measures• School Data

(fall 2013/ spring 2014/ spring 2015)

• KPREP Data(spring 2013/ spring 2014)

.



GOAL 2Improved Teacher:

• Pedagogical Content Knowledge (as measured by the Learning Mathematics for Teaching Test)

• Beliefs and Attitudes (as measured by the Attitudes Towards Mathematics Inventory)

• Professional Noticing of Student Numeracy Development (as measured by the Professional Noticing Measure)

• Practice for Highly Effective Teaching and Learning (as measured by the Mathematics Quality of Instruction)



GOAL 3Improved administrators’ abilities to recognize and support best evidence-based practice for highly-effective teaching and learning of mathematics, as measured by the:

• Attitudes Towards Mathematics Inventory

• The Professional Noticing Measure• Teacher Observation



SUCCESSES

• Enthusiasm• Compliance • Persistence• School-based PD Offerings• Leader school visits• New ways of thinking• Learning communities

Thank you for your time and attention!

Facilitating Teacher Growth for State-wide Student Success in Mathematics Professional Learning for...

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