Post on 25-Dec-2015
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
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
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!
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
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
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
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
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Facilitating Teacher Growth for State-wide Student Success in Mathematics
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
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Facilitating Teacher Growth for State-wide Student Success in Mathematics
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”
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Facilitating Teacher Growth for State-wide Student Success in Mathematics
From Dehaene, shared by Brown and Kroeger, UC
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
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
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
THE
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
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?
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
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
http://kentuckymathematics.org
Facilitating Teacher Growth for State-wide Student Success in Mathematics
GOAL 1 Improved Student Mathematics Achievement
Measures• School Data
(fall 2013/ spring 2014/ spring 2015)
• KPREP Data(spring 2013/ spring 2014)
.
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Facilitating Teacher Growth for State-wide Student Success in Mathematics
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)
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Facilitating Teacher Growth for State-wide Student Success in Mathematics
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
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Facilitating Teacher Growth for State-wide Student Success in Mathematics
SUCCESSES
• Enthusiasm• Compliance • Persistence• School-based PD Offerings• Leader school visits• New ways of thinking• Learning communities
Thank you for your time and attention!