• Long Beach Unified School Distcit• Nick will add demographic info • Nick will add district logo

Kyoko Weber-SicklerMath Grant Coordinatorkwebersickler@lbschools.net

Identify Need & Develop Tool• Needed to know if what was taught in PD was

being implemented in the classroom• Looked at many tools:

– TRU Rubric– MQI– SERP 5 x 8 Card

All of the above to labor intensive to train how to use

Focus on LBUSD’s 4 Understandings

U1.Continued study and application of the California Standards and their learning progressions [supported by the Linked Learning approach] lead to high quality instruction that includes the appropriate scaffolds when needed to ensure all learners meet expectations.

U2. Regular practice with complex texts and tasks help students to develop the mature language skills and conceptual knowledge they need to effectively demonstrate their understanding orally and in writing.

U3. Preparation and participation in effective collaborative conversations

allow individuals to build on others’ ideas and express their own clearly.

U4. The strategic use of formative assessment strategies allows teachers and students to collect the best possible evidence about where students are in the learning and use the information to decide what to do next.

Identify Need & Develop Tool• Decided CIV Implementation Tool Literacy ~

Adapt to Math– Principals familiar with Tool– Stop the separation of ELA and Math

Implementation of Tool• Modeled after District-wide CIV Literacy

walkthroughs• CIV Math Walkthroughs on Voluntary Basis 2014-15

– Elementary Schools 4/45 = 9%– K-8 Schools 4/9= 44%– Middle Schools 14/16 = 88%– High School– Total Schools 28

• One-on-one PD with Principals– Math content specialist at each walk through

Key Learnings:• Walk through observations showed

approximately 68% of some, several or multiple examples (Ratings of 3, 4 or 5) of instruction aligned to standards (U1)

U1 Content and Practices= 68%

Key Learnings:• However in U2, U3 and U4 teachers were not

doing what they self-reported & trained to do

U2 Problem Solving = 56%

U3 Collaborative Conversations= 55%

U4 Formative Assessment= 53%

Other Key Learnings:• Principals uncomfortable with math• Calibration was better if each team at walk

through had a math specialist

Changes from 2014-15 to 2015-2016• Need for Principal & Teacher Leader

PD in addition to Teacher PD

Changes from 2014-15 to 2015-2016• Dr. Tim Kanold’s High Leverage Team ActionsHLTAs

Changes from 2014-15 to 2015-2016• Dr. Tim Kanold’s High Leverage Team Actions (HLTAs)• LBUSD

Understandings

Changes from 2014-15 to 2015-2016• Sample Evidence Tool Revised

U1. Continued study and application of the California Standards and their learning progressions [supported by the Linked Learning approach] lead to high quality instruction that includes the appropriate scaffolds when needed to ensure all learners meet expectations. (SMP 1-8)

In today’s lesson, teachers showed understanding by… Explicitly building on students’ prior skills and knowledge. Intentionally targeting conceptual understanding, procedural skill and fluency, and/or application

(the aspects of rigor) called for by the standard(s) being addressed. Making connections between the Content Standards and the Standards for Mathematical Practice

students are learning. Providing scaffolding for students who are ELL, have disabilities, or perform well-below the grade

level mathematics that enables them to grapple with the tasks at hand, but for which the challenge has not been removed.

Providing extensions for students who excel with the grade level mathematics.

Little to No Evidence Strong Evidence The content of the lesson observed does not address appropriate math Content Standards.

The content of the lesson is aligned to the appropriate Content Standards, and Standards for Mathematical Practice are explicitly taught.

Classroom activities are focused only on procedures, lacking opportunities for engagement in key practices such as reasoning and problem solving.

Classroom activities support meaningful connections between procedures, concepts, and contexts (where appropriate.)

The teacher makes an uncorrected mathematical error or uses incorrect mathematical language that will affect students’ understanding of the lesson.

Instruction is mathematically sound and language used is precise.

Instruction is aimed at answer getting without building on conceptual understanding.

Procedural fluency is built from conceptual understanding.

Some students are disengaged or marginalized, and differential access is not addressed.

The teacher actively supports and achieves broad and meaningful participation.

U2. Regular practice with complex texts and tasks help students to develop the mature language skills and conceptual knowledge they need to effectively demonstrate their understanding orally and in writing. (SMP 1-8)

In today’s lesson, teachers demonstrated understanding by… Choosing a variety of lower-level tasks and higher-level tasks by cognitive demand. (Goal is 3:1) Encouraging reasoning with thought-provoking questions. Encouraging problem solving with challenging problems that offer opportunities for productive

struggle. Anticipating likely student responses to challenging mathematical tasks and being prepared to

support them productively through the struggle. In today’s lesson, students demonstrated understanding by…

Engaging and persevering in solving problems at points of difficulty, challenge or error. Asking questions to understand the reasoning of others.

Little to No Evidence Strong Evidence Less than a third of the tasks used during the lesson are higher-level-cognitive-demand tasks.

Teachers roughly use a ratio of 3:1 lower-level-cognitive-demand tasks to higher-level-cognitive-demand tasks during the lesson.

The large majority of tasks are structured so that students mostly apply memorized procedures and/or work routine exercises.

Students engage in some tasks that require a high cognitive demand and may include multiple entry points, varied solution paths, more than one correct answer, or the use of varied tools and representations.

Teaching interactions “scaffold away” the challenges, removing opportunities for productive struggle.

Students are supported in engaging productively with central mathematical ideas. This may involve struggle; it certainly involves having time to think things through.

Students are observed to not attempt challenging problems, or abandon their efforts in the face of difficulty.

The teacher helps students realize that confusion and errors are a natural part of learning. Mistakes are embraced as an opportunity to learn.

Changes from 2014-15 to 2015-2016• Sample Evidence Tool Revised

U3. Preparation and participation in effective collaborative conversations allow individuals to build on others’ ideas and express their own clearly. (SMP 3 Construct arguments and critique reasoning, SMP 6 Attend to precision)

In today’s lesson, students demonstrated understanding by… Being thoroughly prepared for discussions, having read or studied the required material and

drawing on that preparation to explore ideas under discussion. Effectively following set behaviors and norms for discussion. Effectively engaging in conversations by clearly exploring original thoughts, asking insightful

questions, listening attentively and respectfully to others, and appropriately challenging others’ ideas and opinions.

Effectively synthesizing ideas discussed and explaining their new ideas in light of the conversation.

Demonstrating accurate knowledge and speaking effectively about the topic. In today’s lesson the teacher demonstrated understanding by...

Actively participating, observing conversations, and collecting evidence, to reteach or redirect as needed.

Little to No Evidence Strong Evidence Students do not complete the tasks independently before entering into discussion.

Students have engaged independently with the task before sharing with their peers.

There is no explicit expectation for students to respond to and build on each other’s ideas.

Procedures are used that require students to frequently interact with each other’s reasoning.

Student conversations may be largely procedural, short (e.g., “yes”, “no”, “ok”), or imprecise.

Students use precise language to explain their ideas and reasoning.

When students are working in groups, the teacher is solely monitoring behavior.

When students are working in groups, the teacher has anticipated likely student responses and notes who is doing what in order to facilitate a whole class discussion.

In a whole group discussion, the teacher is only one to verbalize the students’ learning, or if students are selected to share, there is not a purposeful order to their selection.

In a whole group discussion, the teacher sequences the student responses in a specific order and connects different students’ responses to key mathematical ideas.

When participating in lessons focused on concept development, student ideas are not explored or built upon.

When participating in lessons focused on concept development, students present and explain their ideas, reasoning, and representations to one another.

When working on problem solving tasks, students’ discussion is focused on one predetermined approach to solving the problem without consideration for other possible correct approaches.

When working on problem solving tasks, students seek to understand the approaches used by peers by asking clarifying questions, trying out others’ strategies, and describing the approaches used by others.

U4. The strategic use of formative assessment strategies allows teachers and students to collect the best possible evidence about where students are in the learning and use the information to decide what to do next.

In today’s lesson, teachers and students showed understanding by… Being clear about the learning intentions and success criteria. Providing feedback focused on the learning target and to determine next steps.

In today’s lesson the teacher demonstrated understanding by... Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of

learning. Regularly collects evidence of student learning.

In today’s lesson, students demonstrated understanding by… Responding to feedback. Acting as instructional resources for one another. Reflecting on their own learning, setting goals, and planning next steps.

Little to No Evidence Strong Evidence A learning target is posted but not always aligned to the learning.

Learning targets are aligned to the grade level Content Standards and Standards for Mathematical Practice, understood by both teacher and student, and revisited throughout the lesson.

The teacher determines whether or not students understand based on the response of only a few.

The teacher consistently uses strategies to elicit a response from all students to determine understanding and responds accordingly.

The teacher gives students feedback, but it may not be focused on the mathematical learning or require action on the part of students. (e.g., “that’s good”, “nice work”, “keep trying”.)

The teacher provides feedback focused on the mathematical learning that requires action from the student. Students adjust or apply teacher feedback to their learning.

Students do not have the opportunity to give or receive feedback to or from their peers.

Students ask questions, respond to, and give suggestions to support their learning or the learning of their classmates.

Students are not given an opportunity to reflect on their learning. Students expect the teacher to take ownership for their learning.

Students assess and monitor their own progress toward mathematics learning goals and identify areas in which they need to improve.

Changes from 2014-15 to 2015-2016• Need to keep aligning with ELA in order to

keep our work connected• (insert ELA CIV here?????)

Changes from 2014-15 to 2015-2016• All K-8, MS & HS schools are

participating in CIV walk through• Elementary schools only by request

2014 – 15 Voluntary Math Walkthrough Participation

2015 – 16 Required CIV Participation including Math

Elementary Schools 4/45 = 9% 0/45 = 0%

K-8 Schools 4/9 = 44% 9/9 = 100%

Middle Schools 14/16 = 88% 16/16 = 100%

High Schools 6/10 = 60% 10/10 = 100%

Total schools included = 28 Total schools included = 35

• Can we make one form to use in every content are as an observational tool in classroom walk throughs that reflects all of our Understandings?

U1. Continued study and application of the California Standards and their learning progressions [supported by the Linked Learning approach] lead to high quality instruction that includes the appropriate scaffolds when needed to ensure all learners meet expectations.

U2. Regular practice with complex texts and tasks help students to develop the mature language skills and conceptual knowledge they need to effectively demonstrate their understanding orally and in writing.

U3. Preparation and participation in effective collaborative conversations allow individuals to build

on others’ ideas and express their own clearly.

U4. The strategic use of formative assessment strategies allows teachers and students to collect the best possible evidence about where students are in the learning and use the information to decide what to do next.