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State of the District: Math
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Implementation of Key Initiatives

  • Provided targeted professional development from outside content experts four to six times per year for every K-6 teacher.
  • Professional development has focused on moving from math success to building ‘math power,’ moving beyond just the teaching of computation skills to the teaching (and building the understanding) of the importance of problem solving and reasoning skills.
  • Outside coaches have worked closely with grade level teams and have provided 1:1 targeted coaching instruction and support at every site, K-6.
  • The collaborative development of district-wide beginning-of-the-year and trimester assessments at each grade level has opened up rich, deep collegial dialogue focused on best practices and building math power and has provided important assessment data.
  • Professional reading, public lessons, video analysis, analysis of student work samples by grade level teams, facilitated by our coaches, has led to a deep understanding of math power and research-based math practice.
  • The implementation of Common Core Standards and the adoption of new math textbooks have led to the reconfiguration of the report card at every grade level, K-5. Through this process, teachers have engaged in extensive dialogue focused on best practices, assessment, and implementation of strategies learned.
  • The Do the Math intervention program, implemented at all sites in grades two through five, has provided a necessary, quality resource to assist targeted, low achieving math students.
  • Parent Education Nights, held twice per year, have focused on providing parents with pertinent information about grade level strategy instruction now being used in all classrooms.
  • Math classes at Stanley have been reconfigured to provide increased access to grade level content.

How do we measure success?

  • Teachers engage in analysis of beginning-of-the year and trimester assessment data by grade level through structured dialogue facilitated by a math coach. Data is input into Data Director, and a data protocol is used during math coaching sessions to provide deeper understanding of the data.
  • Feedback information from teachers is collected after each math session and is extremely positive. Teachers share how the math strategies they are learning are transforming their math instruction.
  • Observational data of math strategies from classroom walkthroughs at all sites shows implementation of strategies learned.
  • Data from CST scores remains high and shows continued growth.
  • Observational data and information shared during 1:1 coaching sessions and grade level planning meetings at each site shows increased confidence and ability at using newly learned strategies.
  • Analysis of student work samples provides concrete information about student progress.

What are the challenges?

  • Extensive blocks of time are needed for professional development, dialogue, and implementation
  • Providing on-going coaching support on a frequent basis
  • Finding time for strategy studies with administrators
  • Materials/textbooks that do not align with the need to focus on problem solving and reasoning skills
  • Integrating strategies learned with the current text
  • Implementation of re-configured math classes at Stanley
  • Providing targeted support to SpEd students in math so that CST scores show significant gains
  • Having to use CST data as a key measuring tool when problem solving and reasoning skills are over-shadowed by computation problems

What are the next steps?

  • Continue professional development, small group, and 1:1 coaching support provided by our outside coaches.
  • Continue in-depth analysis in grade level coaching sessions of beginning-of-the-year and trimester assessment data by each grade level.
  • Work to build capacity from within; identify potential coaches within the district to provide grade level support.
  • Continue to provide strategy studies for administrators focused on understanding and observing  the implementation of key strategies.
  • Monitor implementation of assessments, and tweak as necessary.
  • Continue building an understanding of the Common Core Standards at each grade level so that full implementation can occur.
  • Continue offering Parent Education evenings to provide information focused on math strategies being used in the classroom.
  • Continue to move beyond the successful teaching of math to the powerful teaching of math so that the powerful use of problem solving and reasoning skills becomes imbedded into the culture of all classrooms.
  • Monitor and evaluate the change in configuration of math classes at Stanley to determine success.
  • Expand professional development and coaching to grades seven and eight.
  • Continue to collect data and monitor the effectiveness of the Do the Math intervention program in grades K-5.
  • Begin implementation of Do the Math Now! at Stanley for low achieving math students.
  • Monitor and provide support for the Program Improvement work at Stanley, particularly as it applies to math.