Numeracy Leadership Welcome! 12/02 Numeracy Leadership

It Figures $1000 40 1000 30 20 10 12/02 Numeracy Leadership

Soda Challenge The challenge is to get the coin completely under the bottom of the can of soda without anyone touching the can of soda. 12/02 Numeracy Leadership

Welcome Introduce one of your partners: Name Position School Goal for the training 12/02 Numeracy Leadership

Course Overview Day One: Introduction Who Cares? Why Numeracy is Everyone’s Job Day Two: What Are Our Math Expectations? Standards Vertical Alignment What is Good Math Instruction? Best Practice in Lesson Design 12/02 Numeracy Leadership

Course Overview Day Three: What is Good Math Instruction? Part II Differentiating Instruction Choosing and Using Textbooks The Work of the Numeracy Leadership Team Data Needs Setting Goals Action Steps 12/02 Numeracy Leadership

Course Overview Day Four: Numeracy Strategies Teacher Preparation and Professional Development Summary and Portfolio Assignments 12/02 Numeracy Leadership

Module Goal By the time school leaders successfully complete this module, you will be able to: Lead a school-based team in the planning and implementation of a comprehensive process that will increase numeracy throughout the school. 12/02 Numeracy Leadership

Group Norms and Housekeeping Participate Listen with an open mind Ask questions Work toward solutions Honor confidentiality Meet commitments or let others know if you are struggling to do so Logistics: Phone calls Rest rooms Breaks Lunch Punctuality Sharing 12/02 Numeracy Leadership

Essential Question 1 What is numeracy? What affects numeracy and what does numeracy affect? 12/02 Numeracy Leadership

A Story From Elementary School Parent Teacher Student in 2nd grade (low level group) Student in 2nd grade (high level group) Same students in ninth grade 12/02 Numeracy Leadership

“Quantitative literacy” What is numeracy? Numeracy is more than just math. Numeracy is the ability to understand quantitative information in academics, the workplace, and in daily life. Those who lead the school in promoting numeracy must understand numeracy. “Quantitative literacy” 12/02 Numeracy Leadership

Just an Excuse? 1 Students aren’t ready to learn. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 2 Teachers and administrators have low expectations for students. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 3 Parents aren’t doing enough. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 4 I was just following orders. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 5 We don’t have enough money. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 6 Teachers do not have adequate training. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 7 The tests used to measure achievement do not provide a fair assessment of what our students are learning. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 8 We don’t have enough time. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 9 This is just a fad. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 10 Students are using math materials that have been dumbed down. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 11 Ineffective instructional methods are being used. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Just an Excuse? 12 Schools waste too much time on nonacademics. --Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998. 12/02 Numeracy Leadership

Essential Question 1 What is numeracy? What affects numeracy and what does numeracy affect? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Essential Question 2 What are good and poor numeracy practices? 12/02 Numeracy Leadership

Reflections Think of a specific time when you had high levels of confidence and satisfaction in your math abilities. What conditions led to this feeling? 12/02 Numeracy Leadership

Small Group Activity Assignments: Handout E: Numeracy in K-12 Handout F: Survey Results Handout G: Instruction Handout H: Acceleration Handout I: Tracking, Opportunity Handout J: Student Success, Homework 12/02 Numeracy Leadership

Team Activity For each of the three surveys: What trends and patterns are there in the responses? What are “best practices?” How does the data here relate to best practice? What can we learn from this? 12/02 Numeracy Leadership

Essential Question 2 What are good and poor numeracy practices? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Brain Teaser It is possible to drink out of this can without: How? Opening it Puncturing it Destroying it in any way How? 12/02 Numeracy Leadership

Cut It Out! There are at least two ways to cut the string so that the cup will remain suspended! How? 12/02 Numeracy Leadership

Questions and Answers I still have a question about _______. I can answer a question about ______. 12/02 Numeracy Leadership

Essential Questions 3 and 4 How can we ensure that our curriculum is structured for maximum student achievement from K-12? How can we make sure that standards, assessment, and instruction are aligned and we all have a deep understanding of the progression? 12/02 Numeracy Leadership

Videotape Discussion Questions Which factors do/don’t affect differences in student achievement between the US and other countries? Compare and contrast US and Japanese curricula. 12/02 Numeracy Leadership

Big Ideas Coherence: Important mathematical ideas are organized. Typically, there are fewer, but richer and deeper, topics. Strands: Algebra, geometry, etc. Must be interconnected, with interconnections prominent in the curriculum and class materials. Articulation: There are clear relationships among lessons, units, courses, and grade level, with increasingly rigorous development of ideas. Focus: Work is meaningful to academic and life pursuits. Adapted from EDThoughts: What We Know About Mathematics and Teaching. McREL, 2002. 12/02 Numeracy Leadership

Team Activity Organize curriculum standards related to algebra from K-12. Discuss/unwrap them— deep understanding Check for: Coherence Articulation Focus Check match among curriculum, assessment, and instruction. PAGES All: 37 – 40 K - 2: 90 – 96 3rd – 5th: 158 – 163 6th – 8th: 222 – 231 9th – 12th: 296 – 307 Table for all: 394 12/02 Numeracy Leadership

Essential Questions 3 and 4 How can we ensure that our curriculum is structured for maximum student achievement from K-12? How can we make sure that standards, assessment, and instruction are aligned and we all have a deep understanding of the progression? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Essential Question 5 What are the qualities of effective lessons, and how can I build or revise lessons to be effective? 12/02 Numeracy Leadership

Essential Question 5 What are the qualities of effective lessons, and how can I build or revise lessons to be effective? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Review of Days 1 and 2 What are the key learning points from Days One and Two? Refer to your notes and Participant’s Guide 12/02 Numeracy Leadership

Essential Questions 6 and 7 How can we tell if our textbooks support the curriculum? How can we best use parts of text to support learning? 12/02 Numeracy Leadership

Essential Questions 6 and 7 How can we tell if our textbooks support the curriculum? How can we best use parts of text to support learning? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Essential Question 8 How can we differentiate instruction to ensure that all students learn to their full potential? 12/02 Numeracy Leadership

Essential Question 8 How can we differentiate instruction to ensure that all students learn to their full potential? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Essential Question 9 What data should we gather and track related to numeracy? What does this data tell us? 12/02 Numeracy Leadership

Essential Question 9 What data should we gather and track related to numeracy? What does this data tell us? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Essential Question 10 What objectives for numeracy should we set at the school level for the next year? 12/02 Numeracy Leadership

Objectives What objectives do we expect to reach as a school? Which ones are our top, immediate priorities? Ask each individual to mark three priorities. Tally the totals. Come to consensus. 12/02 Numeracy Leadership

Essential Question 10 What objectives for numeracy should we set at the school level for the next year? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Essential Questions 11-13 How can we put a numeracy leadership team in place and help it to be successful? What steps should we include in our team’s action plan? What kind of professional development can we put in place that will really make a difference in numeracy? 12/02 Numeracy Leadership

Keys to Professional Development Sharing Lesson study Action research Customizing and solving problems Study groups on professional reading Reflection/analysis of classroom practice Coaching and mentoring Teacher rounds 12/02 Numeracy Leadership

Team Action Planning Choose three goals Work toward best practices Support school improvement plan Develop an action plan for each goal May divide up the work Include professional development Address culture issues 12/02 Numeracy Leadership

Essential Questions 11- 13 How can we put a numeracy leadership team in place and help it to be successful? What steps should we include in our team’s action plan? What kind of professional development can we put in place that will really make a difference in numeracy? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 12/02 Numeracy Leadership

Team Presentations Our plan (goals and action steps) What we did right What we’d do differently Impact so far Issues (from your homework log) Questions for the group 12/02 Numeracy Leadership

Concurrent Sessions Three rounds Choice of topics in each round During the round, you may choose to: Share strategies Choose one strategy and discuss it in detail Demonstrate a strategy Discuss common elements that made a variety of strategies successful Please help us keep strictly to the time limits! 12/02 Numeracy Leadership