Facilitating Teacher Growth for State-wide Student Success in Mathematics Professional Learning for Intermediate Grades Teachers Focused on Developing Foundational Fluency Presented by MSP Project Director Alice Gabbard January 9, 2014

Facilitating Teacher Growth for State-wide Student Success in Mathematics  66 participating teachers and 34 participating administrators from 34 schools in 24 districts  5 cohorts: Northern Kentucky, led by Becky Reister Lexington, led by Linda Montgomery Jessamine County, led by Cindy Aossey* Owensboro, led by Mary Helen Hodges and Beth Meiman London, led by Gwen Morgan * Cindy has also been an innovative leading force in designing and planning the PD, with assistance from other team members!

Facilitating Teacher Growth for State-wide Student Success in Mathematics Phase 1Addition and Subtraction July 2013 – 3 days August 2013– 2 days Phase 2Multiplication and Division September 2013 – 2 days November 2013 – 3 days Phase 3FractionsJanuary 2014 – 2 days July 2014 – 3 days Phase 4Algebra Readiness October 2014 – 3 days January 2015 – 2 days

Facilitating Teacher Growth for State-wide Student Success in Mathematics  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

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, *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 REFLECTION Collegial student- centered team meetings for understanding and advancing foundational fluency Professional Noticing Cycle

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

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Facilitating Teacher Growth for State-wide Student Success in Mathematics From Dehaene, shared by Brown and Kroeger, UC

Facilitating Teacher Growth for State-wide Student Success in Mathematics Fluency Standards for Addition and Subtraction of whole numbers K.OA.5Within 5Mental Strategies 1.OA.6Within 10Mental Strategies 2.OA.2Within 20Mental Strategies 2.NBT.5Within 100Strategies based upon: Place Value Add/sub chunks of 10 (1.NBT.5) Properties of Operations Relationships between add & sub 3.NBT.2Within 1000Strategies (see above) & algorithms A range of algorithms may be used 4.NBT.4Multi-digitStandard Algorithm

Facilitating Teacher Growth for State-wide Student Success in Mathematics

Facilitating Teacher Growth for State-wide Student Success in Mathematics

Facilitating Teacher Growth for State-wide Student Success in Mathematics

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 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?

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 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

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).

Facilitating Teacher Growth for State-wide Student Success in Mathematics GOAL 2 Improved 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)

Facilitating Teacher Growth for State-wide Student Success in Mathematics GOAL 3 Improved 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

Facilitating Teacher Growth for State-wide Student Success in Mathematics Enthusiasm Compliance Persistence School-based PD Offerings Leader school visits New ways of thinking Learning communities

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