1. Changing the Course of High School Mathematics Classrooms: More than One Teacher at a Time Mary Mooney Laura Maly Mathematics Teaching Specialists, Milwaukee Public Schools www.mmp.uwm.edu The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

2. In this session participants will:  Examine the system of support a large urban school district is using in order to improve teaching and learning in high school mathematics.  Consider implementation strategies for advancing classroom instruction, improving content knowledge, and deepening understanding of a discovery approach.

3. Distributed Leadership Student Learning ContinuumTeacher Learning Continuum Mathematics Framework

4. How it all began…  Textbook Selection Committee for 9 th and 10 th grade  Rubric Wisconsin Standards District Learning Targets Additional Resources Comprehensive Math Framework

5. Comprehensive Mathematics Framework

6. Put your student hat on…  Describe as many ways as you can to multiply 34 by 34.

7. Laying the Groundwork Partnering with Key Curriculum Press  Curriculum Pacing Guides Discovering Algebra Discovering Geometry  Train the Trainer  Moodle  UWM Credit Option

8. And they’re off…

9. We had in place…  Algebra and Geometry Labs All day PD sessions designed to familiarize teachers with the content and pedagogy of the Discovering Series MPS and UWM collaborative session Any teacher could attend  Math Teacher Leader meetings All day PD for MTL’s involving content, assessment and leadership pieces

10. In December, we got snowed…  It snowed…a lot Wind, snow, and cold, cold temps  Publisher visits (from Texas) Three days of classroom visits Lessons learned

11. How do we dig ourselves out?  Mandatory PD for all high school MTL’s  PD offered to all Administrators  Classroom Visit Template

12. Classroom Visit Template  Designed with MTLs in mind  Communication tool to use with teachers  Data collection to help design meaningful PD based on teacher needs

13. Students are:Teachers are: Engaging in the exploration or investigationUsing investigation Gathering, organizing, and analyzing dataUsing technology Using technology toolsEmploying cooperative learning Sharing with their groupsMoving among groups Sharing results with the classAsking reflective questions Asking pertinent questionsPrompting and redirecting Making conjecturesAsking inquiry-type questions Testing conjecturesHighlighting mathematical content objectives Analyzing resultsOffering encouragement Explaining reasoningUsing ample wait time Justifying conclusionsInformally assessing Modifying instruction Highlighting appropriate vocabulary On target with curriculum pacing guide Using CABS Using resources from district-selected Discovering Mathematics

14. Working with Resistors  MTL request for PD on … ”everything”  Really?

15. Making Coherence  Fidelity with Discovering Mathematics Program  MMP Learning Team Continuum  MPS School Improvement Plan(SIP)

16. Stage 1 Learning Targets Stage 2 Alignment of State Framework & Math Program Stage 3 Common Classroom Assessments Stage 4 Student Work on CABS Stage 5 Descriptive Feedback on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. Provide a measure of consistency of student learning based on standards/descriptors and targets. Examine student work to monitor achievement and progress toward the targets and descriptors. Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback. School Professional Work Teachers develop an awareness of district learning targets for each mathematics strand. Teachers discuss what each learning target means and can articulate the math learning goals students are to reach. Teachers examine the development of mathematical ideas across grade levels. School Professional Work Teachers examine alignment of state descriptors to targets. Teachers identify the depth of knowledge in the descriptors. Teachers study how the mathematical ideas in the descriptors are developed in the school’s math program. For each lesson, teachers inform students of the math learning goals in terms that students understand. School Professional Work Teachers select and study common CABS that will be used within a grade level. Teachers identify math expectations of students assessed through the CABS. Teachers identify potential student misconceptions revealed through the CABS. Learning Team and teachers examine student WKCE and Benchmark Assessment data to identify areas of strengths and weaknesses for focusing teaching and learning. School Professional Work Teachers collaborate in grade-level meetings to discuss student work and implications for classroom practice. Teachers meet in cross grade-level meetings to discuss common expectations of student math learning and implications for school practice. Learning Team monitors and discusses student learning on CABS results from across the school, shares observations with staff, and uses data for Educational Plan. School Professional Work Teachers collaborate to write students descriptive feedback on Benchmark Assessments and on common CABS from the curriculum guides. Students use descriptive feedback to revise their work and improve learning. Teachers use descriptive feedback to continuously adjust and differentiate instruction. Learning Team monitors the successes and challenges of writing descriptive feedback and identifies professional learning needs of teachers. Tools Grade level lists of 9-11 big ideas per grade (the targets) Horizontal list of targets by content across grades Tools Target-descriptor alignment worksheets WKCE Depths of Knowledge Framework Curriculum Guides Tools Curriculum Guides District Model CABS Depths of Knowledge worksheet CABS Assessment Overview worksheet WKCE and Benchmarks student data Tools MMP Protocol for Analysis of Student Work DVD of MMP Protocol CABS Class Summary Report form School Educational Plan Tools Types of Feedback sheet Descriptive feedback worksheets CABS Class Feedback Summary worksheet

17. What to do with all that snow?  What does it look like?  How do we package it?  How do we market it?

18. Talk a Mile a Minute  CONSTANT  PRODUCT  TERM  QUADRATIC EQUATION  TRINOMIAL

19. Talk a Mile a Minute  BINOMIAL  EXPRESSION  VARIABLES  POLYNOMIAL  SQUARED

20. Sharing Learning Intentions  We are learning to use a rectangle diagram to model multiplication.  We know we are successful when we can recognize and use properties of a perfect square.

21. “…children are more motivated and task oriented if they know the learning intention of the task, but they are also able to make better decisions about how to go about the task. “ Shirley Clark, 2001

22.  What is the area of each of the inner rectangles?  What is the sum of the rectangular areas?  What is the area of the overall square?  What conclusions can you make? Back to the Mathematics…

23.  Draw a rectangle diagram for each expression. Combine any like terms and express as a trinomial. a. (x+5) 2 b. (x-3) 2 Just Do It!

24.  Make a rectangle diagram for each expression. How did you decide on the dimensions? a. x 2 + 14x + 49 b. x 2 - 18x + 81 Let’s “Undo”!

25.  Which of these trinomials are perfect squares? How do you know? a. x 2 + 14x + 49 b. x 2 - 18x + 81 c. x 2 + 20x + 25 d. x 2 - 12x - 36 Perfect Squares

26. Tasks that require students to perform a memorized procedure in a routine manner lead to one type of opportunity for student thinking; tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas lead to a different set of opportunities for student thinking. (Stein et al., 2009) Questioning & Cognitive Demand

27.  We are learning to use a rectangle diagram to model multiplication.  We know we are successful when we can recognize and use properties of a perfect square. Check for Understanding

28.  Examine the system of support a large urban school district is using in order to improve teaching and learning in high school mathematics.  Consider implementation strategies for advancing classroom instruction, improving content knowledge, and deepening understanding of a discovery approach. Check for Understanding

29.  Changes we’ve made Teacher-driven PD sessions Collaborative lesson planning  Changes we want to make Meaningful and timely follow-up after PD More explicit support for professionals who support math classrooms Looking Back and Looking Forward

31. “Labs refresh my motivation to be creative and to create higher level thinking activities and lesson plans that are interesting and engaging. They have helped me be a better teacher! I now know and have experienced the potential of a classroom environment.” Quotes from Lab Participants

32. “Labs have given me different ways of approaching lessons, connections with fellow colleagues (sharing lesson plans, ideas, etc.), and a chance to actually do the lesson plans prior to the students. Gives me good insights!” Quotes from Lab Participants

33. Personal Reflections An idea that squares with my beliefs... A question or concern going around in my head... A point I would like to make...

34. Resources  Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through assessment. Phi Delta Kappan, 80(2), 139-148.  Brookhart, S.M., (2007). Feedback that fits. Educational Leadership, 65(4), 54-59.  Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. Abingdon, UK: Bookpoint LTD.  Stein et al. (2009). Implementing Standards-Based Mathematics Instruction. Columbia University: Teachers College Press.  Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.  Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation

35. www.mmp.uwm.edu Mary Mooney: mooneyme@milwaukee.k12.wi.usmooneyme@milwaukee.k12.wi.us Laura Maly: guzmanlm@milwaukee.k12.wi.usguzmanlm@milwaukee.k12.wi.us