1. Numeracy Leadership
Welcome!
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Numeracy Leadership

2. It Figures
$1000 40
1000 30 20 10
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Numeracy Leadership

3. 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.
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Numeracy Leadership

4. Welcome Introduce one of your partners: Name Position School
Goal for the training
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Numeracy Leadership

5. 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
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6. 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
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Numeracy Leadership

7. Course Overview Day Four: Numeracy Strategies
Teacher Preparation and Professional Development
Summary and Portfolio Assignments
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Numeracy Leadership

8. 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.
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9. 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
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Numeracy Leadership

10. Essential Question 1
What is numeracy? What affects numeracy and what does numeracy affect?
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11. 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
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Numeracy Leadership

12. “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”
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Numeracy Leadership

13. 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
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Numeracy Leadership

14. 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
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Numeracy Leadership

15. 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
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Numeracy Leadership

16. 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
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Numeracy Leadership

17. 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
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Numeracy Leadership

18. 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
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Numeracy Leadership

19. 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
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Numeracy Leadership

20. 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
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Numeracy Leadership

21. 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
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Numeracy Leadership

22. 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
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Numeracy Leadership

23. 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
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Numeracy Leadership

24. 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
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25. 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?
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26. Essential Question 2 What are good and poor numeracy practices? 12/02
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27. 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?
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28. 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
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29. 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?
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30. 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?
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31. Brain Teaser It is possible to drink out of this can without: How?
Opening it
Puncturing it
Destroying it in any way
How?
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32. Cut It Out!
There are at least two ways to cut the string so that the cup will remain suspended!
How?
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33. Questions and Answers I still have a question about _______.
I can answer a question about ______.
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34. 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?
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35. 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.
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36. 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.
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37. 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
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38. 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?
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Numeracy Leadership

39. Essential Question 5
What are the qualities of effective lessons, and how can I build or revise lessons to be effective?
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40. 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?
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41. 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
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42. 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?
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43. 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?
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Numeracy Leadership

44. Essential Question 8
How can we differentiate instruction to ensure that all students learn to their full potential?
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45. 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?
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Numeracy Leadership

46. Essential Question 9
What data should we gather and track related to numeracy?
What does this data tell us?
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47. 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?
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Numeracy Leadership

48. Essential Question 10
What objectives for numeracy should we set at the school level for the next year?
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49. 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.
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50. 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?
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Numeracy Leadership

51. 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?
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52. 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
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53. 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
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54. Essential Questions
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?
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Numeracy Leadership

55. 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
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56. 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!
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Numeracy Leadership