As You Come In… Talk to other people in the room and try to find whose birthday (month and day) is...

As You Come In…As You Come In…

Talk to other people in the room and try to Talk to other people in the room and try to find whose birthday (month and day) is find whose birthday (month and day) is closest to yours.closest to yours.– Find at least two other things you have in Find at least two other things you have in

common with that personcommon with that person

Sit at the table corresponding to the card Sit at the table corresponding to the card you were given as you came into the roomyou were given as you came into the room

East Alabama Partnership for East Alabama Partnership for the Improvement of the Improvement of

Mathematics EducationMathematics Education

Kick-off MeetingKick-off Meeting

April 23, 2003April 23, 2003

Thoughts on the Warm-up…Thoughts on the Warm-up…

What similarities did you notice?What similarities did you notice?

Suppose each person held the hand of the Suppose each person held the hand of the person whose birthday is closest to theirs.person whose birthday is closest to theirs.

What would be the result?What would be the result?

Welcome and IntroductionsWelcome and Introductions

Dr. Renee Middleton, Auburn College of Dr. Renee Middleton, Auburn College of EducationEducation

Dr. Michel Smith, Auburn College of Dr. Michel Smith, Auburn College of Science and MathematicsScience and Mathematics

Dr. Carolyn Gathright, Tuskegee UniversityDr. Carolyn Gathright, Tuskegee University

Ms. Lorrie Crumley, Community Relations, Ms. Lorrie Crumley, Community Relations, Blue Cross Blue Shield of AlabamaBlue Cross Blue Shield of Alabama

Members of the Planning TeamMembers of the Planning Team

OverviewOverview

Why We Need a PartnershipWhy We Need a PartnershipActivity: The Lonesome LlamaActivity: The Lonesome LlamaBreakBreakA New Vision for School MathematicsA New Vision for School MathematicsLunch (11:30-12:15)Lunch (11:30-12:15)The New Alabama Course of StudyThe New Alabama Course of StudyDistrict PrioritiesDistrict PrioritiesBreakBreakThe Six-Month PlanThe Six-Month PlanClosing RemarksClosing Remarks

Why Do We Need a Why Do We Need a Partnership?Partnership?

Dr. Gary MartinDr. Gary Martin

Auburn UniversityAuburn University

#1. Achievement Levels#1. Achievement Levels

Our students are not achieving at an Our students are not achieving at an adequate level.adequate level.

There are substantial gaps in There are substantial gaps in performance.performance.

National Assessment of National Assessment of Educational Progress, 2000Educational Progress, 2000

Grade 4:Grade 4:– Alabama ranked 35Alabama ranked 35thth out of 40 states out of 40 states– Significantly worse than 27 states Significantly worse than 27 states

Grade 8:Grade 8:– Alabama ranked 35th of 39 statesAlabama ranked 35th of 39 states– Significantly worse than 29 states Significantly worse than 29 states

Comparison of East Alabama Comparison of East Alabama to State Averagesto State Averages

Grade 4 (SAT-9)Grade 4 (SAT-9)– State Average:State Average: 5656– East Alabama:East Alabama: 5252

Grade 8 (SAT-9)Grade 8 (SAT-9)– State Average:State Average: 5353– East Alabama:East Alabama: 4747

Grade 11 (Pass rate on AHSGE)Grade 11 (Pass rate on AHSGE)– State Average:State Average: 7979– East Alabama:East Alabama: 7373

Comparison of Subgroups in East Comparison of Subgroups in East Alabama (Alabama (2002 SAT-9)2002 SAT-9)

Grade 4Grade 4– White students: White students: 6161– Black students: Black students: 3939

– Fully-paid lunch: Fully-paid lunch: 66 66– Free/reduced lunch:Free/reduced lunch: 4242

– General education: General education: 5656– Special education: Special education: 1414

Grade 8Grade 8– White students:White students: 5555– Black students: Black students: 3535

– Fully-paid lunch: Fully-paid lunch: 58 58 – Free/reduced lunch:Free/reduced lunch: 3636

– General education:General education: 5050– Special education: Special education: 1414

Comparison of Subgroups in East Comparison of Subgroups in East Alabama (Alabama (2002 AHSGE Pass Rate)2002 AHSGE Pass Rate) Grade 11Grade 11– White students: White students: 8181– Black students: Black students: 6262

– Fully-paid lunch: Fully-paid lunch: 79 79– Free/reduced lunch:Free/reduced lunch: 6060

– General education: General education: 7575– Special education: Special education: 3434

#2. State Cycle for Mathematics#2. State Cycle for Mathematics

Alabama Course of Study: Mathematics Alabama Course of Study: Mathematics approved in Februaryapproved in February– No overlap in contentNo overlap in content– Many fewer objectivesMany fewer objectives

Result: It is particularly important that Result: It is particularly important that curriculum and pacing guides be curriculum and pacing guides be developeddeveloped

Textbook Adoption the coming yearTextbook Adoption the coming year

#3. Teacher Preparation#3. Teacher Preparation

Shortage of qualified mathematics Shortage of qualified mathematics teachersteachers

““Highly Qualified” teachersHighly Qualified” teachers

Preparation of new teachersPreparation of new teachers

What is the Source of This What is the Source of This Problem?Problem?

Students Can Do Basics, ...Students Can Do Basics, ...

347 + 453347 + 453 90%

73%

Source: NAEP 1996Source: NAEP 1996Source: NAEP 1996Source: NAEP 1996

864 – 38864 – 38

… … But Students Cannot Solve But Students Cannot Solve ProblemsProblems

Ms. Yost’s class has read 174 books, Ms. Yost’s class has read 174 books, and Mr. Smith’s class has read 90 and Mr. Smith’s class has read 90 books. books. How many more books do they need How many more books do they need to read to reach the goal of reading to read to reach the goal of reading 575 books?575 books?

Ms. Yost’s class has read 174 books, Ms. Yost’s class has read 174 books, and Mr. Smith’s class has read 90 and Mr. Smith’s class has read 90 books. books. How many more books do they need How many more books do they need to read to reach the goal of reading to read to reach the goal of reading 575 books?575 books?

33%

Source: NAEP 1996

Long-term NAEPLong-term NAEP

Steady increases in basic skills since the Steady increases in basic skills since the 1970s1970s

However, there is a continuing However, there is a continuing “performance gap” in NAEP and other “performance gap” in NAEP and other measures where students are asked to measures where students are asked to apply their knowledgeapply their knowledge

The problem in mathematics education is The problem in mathematics education is NOTNOT a lack of the “basic skills.” a lack of the “basic skills.”

How How NOTNOT to Make Progress… to Make Progress…

Focusing on raising test scores by Focusing on raising test scores by “teaching to the test” results in only short-“teaching to the test” results in only short-term gains (1-2 years)term gains (1-2 years)

In the long term, the outcomes you get In the long term, the outcomes you get will only be as good as the instruction will only be as good as the instruction your students receive.your students receive.

A New Vision for School A New Vision for School MathematicsMathematics

National Council of Teachers of Mathematics:National Council of Teachers of Mathematics:Principles and Standards for School Principles and Standards for School MathematicsMathematics

The basis for:The basis for:Alabama Course of Study: MathematicsAlabama Course of Study: Mathematics

Characteristics of the VisionCharacteristics of the Vision

Designed to meet the needs of Designed to meet the needs of allall students students

Engages students in making sense of Engages students in making sense of mathematics— “inquiry based”mathematics— “inquiry based”

Focuses on the Focuses on the usefulnessusefulness of mathematics of mathematics

Includes a broad view of mathematicsIncludes a broad view of mathematics– More than arithmetic in elementary schoolMore than arithmetic in elementary school– Attention to statistics and data analysis across Attention to statistics and data analysis across

the curriculumthe curriculum

How Can We Accomplish the How Can We Accomplish the Vision?Vision?

Systemic Improvement of Systemic Improvement of Mathematics EducationMathematics Education

Pay attention to the entire systemPay attention to the entire system– Teachers, administrators, publicTeachers, administrators, public

AlignmentAlignment is the key to success: is the key to success:– State Course of StudyState Course of Study– Local Curriculum GuidesLocal Curriculum Guides– AssessmentAssessment– Textbook SelectionTextbook Selection– Professional DevelopmentProfessional Development

Long-term GoalsLong-term Goals

Improving mathematics achievement Improving mathematics achievement across partnershipacross partnership– Reducing gaps in performance between Reducing gaps in performance between

subpopulations of those studentssubpopulations of those students

Increasing the content and pedagogical Increasing the content and pedagogical knowledge of teachersknowledge of teachers– Increasing the supply of qualified teachersIncreasing the supply of qualified teachers– Developing mathematics teacher leadersDeveloping mathematics teacher leaders

(continued)(continued)

Increasing administrators’ understanding Increasing administrators’ understanding of mathematics goals and prioritiesof mathematics goals and priorities

Redesigning the preparation of teachersRedesigning the preparation of teachers

Aligning district curriculum, instructional Aligning district curriculum, instructional materials, and assessment practicesmaterials, and assessment practices

Improving parental and community Improving parental and community understanding of mathematics educationunderstanding of mathematics education

BACK

The Power of PartnershipThe Power of Partnership

By pooling resources, we can accomplish By pooling resources, we can accomplish more together than we can individuallymore together than we can individually

Example:Example:– How many teachers at your school teach the How many teachers at your school teach the

same grade or courses as you?same grade or courses as you?– How many teachers in your district teach the How many teachers in your district teach the

same grade or courses as you?same grade or courses as you?

The Lonesome LlamaThe Lonesome Llama

Dr. Marilyn StrutchensDr. Marilyn Strutchens

Purpose Purpose

The main purpose of this activity is to get The main purpose of this activity is to get participants to look at group processes participants to look at group processes and roles while they are engaged in and roles while they are engaged in problem solving.problem solving.

Everyone in the group must participate in Everyone in the group must participate in order for the task to be successfully order for the task to be successfully completed. completed.

Discuss why teamwork is important Discuss why teamwork is important in the workplace.in the workplace.

Why is teamwork important?Why is teamwork important?

Two heads are better than one. Two heads are better than one.

Complex problems require Complex problems require communication. communication.

TasksTasks1.1. Monitor how you are working together as a group on the Monitor how you are working together as a group on the

activity. activity. 2.2. Read the directions for the game.Read the directions for the game.3.3. Pass out the cards. Everyone will not receive the same Pass out the cards. Everyone will not receive the same

amount because there are only 46 cards.amount because there are only 46 cards.4.4. When a group decides that it has found the unique card When a group decides that it has found the unique card

(whether or not it is correct), the first stage of the activity (whether or not it is correct), the first stage of the activity is over for that group.is over for that group.

5.5. When the first stage is completed, each participant in When the first stage is completed, each participant in the group should write about these questions:the group should write about these questions:a.a. What were your group’s strengths and weaknesses in working What were your group’s strengths and weaknesses in working

together?together?b.b. How can you get the group to work together better?How can you get the group to work together better?c.c. How can you improve your individual contributions to the How can you improve your individual contributions to the

group?group?

How did you feel as you were How did you feel as you were working in the group?working in the group?

How did it feel to work in a setting where you How did it feel to work in a setting where you needed other participants’ cooperation?needed other participants’ cooperation?

How were you treated by the other group How were you treated by the other group members?members?

Was everybody equally involved in the activity?Was everybody equally involved in the activity?

Did it seem as if some people were “sponging” Did it seem as if some people were “sponging” off others?off others?

Group RolesGroup Roles

Recording resultsRecording resultsBeing supportive of others’ effortsBeing supportive of others’ effortsOffering new ideasOffering new ideasKeeping the group on taskKeeping the group on taskSummarizingSummarizingSeeking consensusSeeking consensusGetting clarificationGetting clarificationSuggesting compromisesSuggesting compromisesKeeping everyone actively involvedKeeping everyone actively involvedWatching out for and resolving conflictWatching out for and resolving conflict

TeamworkTeamwork is the fuel that is the fuel thatallows common people to allows common people to produce uncommon results.produce uncommon results. ---Unknown. ---Unknown.

A New Vision for School A New Vision for School MathematicsMathematics

Principles and Standards forPrinciples and Standards for School Mathematics School Mathematics

A comprehensive and A comprehensive and coherent set of goals for coherent set of goals for improving mathematics improving mathematics teaching and learning in teaching and learning in our schools. our schools.

35

Teaching Teaching AssessmentAssessmentTechnologyTechnology

The PrinciplesThe Principles

Describe particular features of Describe particular features of high-quality mathematics programshigh-quality mathematics programsDescribe particular features of Describe particular features of high-quality mathematics programshigh-quality mathematics programs

Equity Equity

CurriculumCurriculum

Learning Learning

Small GroupsSmall Groups

Choose one of the Principles and read its Choose one of the Principles and read its summary.summary.

Briefly discuss:Briefly discuss:– How does your principle compare to current How does your principle compare to current

practice?practice?– What would it take to make this principle a What would it take to make this principle a

reality?reality?

Statements of PrinciplesStatements of Principles

The Equity PrincipleThe Equity Principle

Excellence in mathematics education requires equity– high expectations Excellence in mathematics education requires equity– high expectations and strong support for all students.and strong support for all students.

The Curriculum PrincipleThe Curriculum Principle

A curriculum is more than a collection of activities: it must be coherent, A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades.focused on important mathematics, and well articulated across the grades.

The Teaching PrincipleThe Teaching Principle

Effective mathematics teaching requires understanding what students know Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.and need to learn and then challenging and supporting them to learn it well.

Statements of PrinciplesStatements of Principles

The Learning PrincipleThe Learning PrincipleStudents must learn mathematics with understanding, actively building new Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.knowledge from experience and prior knowledge.

The Assessment PrincipleThe Assessment Principle

Assessment should support the learning of important mathematics Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.and furnish useful information to both teachers and students.

The Technology PrincipleThe Technology Principle

Technology is essential in teaching and learning mathematics; it influences Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.the mathematics that is taught and enhances students’ learning.

Examples of the VisionExamples of the Vision

Which is the Better Deal?Which is the Better Deal?

ChitChatChitChatChitChatChitChatKeep-in-TouchKeep-in-TouchKeep-in-TouchKeep-in-Touch

$20 per month$20 per month NO monthly fee

NO monthly fee

NO monthly fee

NO monthly fee

45¢ per 45¢ per minuteminute45¢ per 45¢ per minuteminuteOnly 10Only 10¢¢ for for

each minuteeach minuteOnly 10Only 10¢¢ for for each minuteeach minute

A Student’s Solution A Student’s Solution

No. of minutesNo. of minutes

Keep in TouchKeep in Touch

ChitChatChitChat

$20.00$20.00

00

$0.00$0.00

$21.00$21.00

1010

$4.50$4.50

$22.00$22.00

2020

$9.00$9.00

$23.00$23.00

3030

$13.50$13.50

$24.00$24.00

4040

$18.00$18.00

$25.00$25.00

5050

$22.50$22.50

Other ApproachesOther Approaches

Keep in touch Keep in touch yy = 20 + .10 = 20 + .10xx

Keep in touch Keep in touch yy = 20 + .10 = 20 + .10xx

cost

# of minutes

Chit chat Chit chat yy = .45 = .45xx

Chit chat Chit chat yy = .45 = .45xx

Pattern Block ProblemPattern Block Problem

How many different pattern block How many different pattern block arrangements will cover a yellow arrangements will cover a yellow hexagon?hexagon?

How many different pattern block How many different pattern block arrangements will cover a yellow arrangements will cover a yellow hexagon?hexagon?

One Student’s SolutionsOne Student’s Solutions

Looking for SquaresLooking for Squares

On the 5-dot-by-5-dot grids on Labsheet 2.2, draw squares of various sizes by connecting dots. Try to draw squares with as many different areas as possible. Label each square with its area.

Solutions to 2.2Solutions to 2.2

Problem 2.2 Follow-UpProblem 2.2 Follow-Up

1.1. We will call squares with vertical and We will call squares with vertical and horizontal sides "upright" squares. Which horizontal sides "upright" squares. Which of the squares you drew are upright of the squares you drew are upright squares? Identify each square by giving squares? Identify each square by giving its area.its area.

Problem 2.2 Follow-UpProblem 2.2 Follow-Up

2.2. We will call squares with sides that are We will call squares with sides that are not vertical and horizontal "tilted" not vertical and horizontal "tilted" squares. Which of the squares you drew squares. Which of the squares you drew are tilted squares? Identify each square are tilted squares? Identify each square by giving its area.by giving its area.

Problem 2.2 Follow-UpProblem 2.2 Follow-Up

3.3. For which kind of square—upright or tiltedFor which kind of square—upright or tilted—is it easier to find the length of a side? —is it easier to find the length of a side? Why? Why?

4

Problem 2.2 Follow-UpProblem 2.2 Follow-Up

4.4. a.a. What is the value of What is the value of 1?1?b.b. What is the value of What is the value of 9?9?c.c. What is the value of What is the value of 16?16?d.d. What is the value of What is the value of 25?25?

Problem 2.2 Follow-UpProblem 2.2 Follow-Up5.5. a.  a.  Is Is 22 greater than 1? Is it greater than 2? Explain your greater than 1? Is it greater than 2? Explain your

reasoning.reasoning.

b. b. The side length of a square with an area of 2 square units is The side length of a square with an area of 2 square units is 2 units. In Problem 2.2, you drew a square with an area 2 units. In Problem 2.2, you drew a square with an area

of 2 of 2 square units. Use a centimeter ruler to find the side length square units. Use a centimeter ruler to find the side length of of this square. You made your drawings on centimeter dot this square. You made your drawings on centimeter dot grids, grids, so 1 centimeter = 1 unit.so 1 centimeter = 1 unit.

c. c. Use the square root button on your calculator to find Use the square root button on your calculator to find 2. How 2. How does the answer compare to your answer to part b? does the answer compare to your answer to part b? 

Show Video ClipsShow Video Clips

Connected Math ProjectConnected Math Project (CMP) (CMP)

Reflection QuestionsReflection Questions

What was the major purpose of the What was the major purpose of the activity?activity?

What mathematical knowledge and skills What mathematical knowledge and skills did the students display?did the students display?

How was the orchestration of this lesson How was the orchestration of this lesson similar and different from ones that you similar and different from ones that you teach?teach?

Counting ProductsCounting Products

Are there more even or odd products in Are there more even or odd products in this multiplication table? Explain why.this multiplication table? Explain why.Are there more even or odd products in Are there more even or odd products in this multiplication table? Explain why.this multiplication table? Explain why.

2 4 6 8 10 12 14 16 18

4 8 12 16 20 24 28 32 36

6 12 18 24 30 36 42 48 54

8 16 24 32 40 48 56 64 72

10

6

14

18

2 4

12

20

28

36

6

18

30

42

54

8

24

40

56

72

The StandardsThe Standards

““Content Standards”Content Standards”

Number and Number and OperationsOperations

AlgebraAlgebra

GeometryGeometry

MeasurementMeasurement

Data Analysis and Data Analysis and ProbabilityProbability

““Process Standards”Process Standards”

Problem SolvingProblem Solving

Reasoning and Reasoning and ProofProof

CommunicationCommunication

ConnectionsConnections

RepresentationRepresentation

Number and Operations Number and Operations StandardStandard

Understand numbers, ways of representing Understand numbers, ways of representing numbers, relationships among numbers, and numbers, relationships among numbers, and number systemsnumber systemsUnderstand meanings of operations and how Understand meanings of operations and how they relate to one anotherthey relate to one anotherCompute fluently and make reasonable Compute fluently and make reasonable estimatesestimates

Instructional programs from prekindergarten Instructional programs from prekindergarten through grade 12 should enable all students tothrough grade 12 should enable all students toInstructional programs from prekindergarten Instructional programs from prekindergarten through grade 12 should enable all students tothrough grade 12 should enable all students to

Pre-K-2Pre-K-2

Develop and analyze algorithms for computing with fractions, decimals, and integers and develop fluency in their use

6-86-8

Develop fluency in adding, subtracting, multiplying, and dividing whole numbers3-53-5

Develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases

9-129-12

Develop fluency with basic number combinations for addition and subtraction

Number and Operations Number and Operations • • Compute fluently and make Compute fluently and make reasonable estimatesreasonable estimates

58

How do you think a kindergartner How do you think a kindergartner would solve this problem?would solve this problem?

2

1

4

32

1

4

3

A bee has six legs. How many legs do five bees have?

Show CGI Classroom EpisodeShow CGI Classroom Episode

QuestionsQuestions

What kind of knowledge did the students What kind of knowledge did the students display?display?

What was the teacher’s role?What was the teacher’s role?

Small GroupsSmall Groups

Under one of the Content Standards, pick one of Under one of the Content Standards, pick one of the 2-4 goals, and read the recommendations for the 2-4 goals, and read the recommendations for each of the grade bands.each of the grade bands.

Discuss: Discuss: – What evidence of growth can you see across the What evidence of growth can you see across the

gradebands?gradebands?Do the topics increase in difficulty?Do the topics increase in difficulty?

Do the topics at one grade band build on those from the Do the topics at one grade band build on those from the preceding gradebands? preceding gradebands?

– How does the content compare to what is currently How does the content compare to what is currently being taught?being taught?

Emphasis Across the GradesEmphasis Across the Grades

NumberNumber

AlgebraAlgebra

GeometryGeometry

MeasurementMeasurement

Data Analysis Data Analysis and Probabilityand Probability

Pre-K–2Pre-K–2 3–53–5 6–86–8 9–129–12

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Process StandardsProcess Standards

Reasoning and Proof StandardReasoning and Proof Standard

Recognize reasoning and proof as Recognize reasoning and proof as fundamental aspects of mathematicsfundamental aspects of mathematicsMake and investigate mathematical Make and investigate mathematical conjecturesconjecturesDevelop and evaluate mathematical Develop and evaluate mathematical arguments and proofsarguments and proofsSelect and use various types of reasoning Select and use various types of reasoning and methods of proofand methods of proof

Instructional programs from prekindergarten Instructional programs from prekindergarten through grade 12 should enable all students tothrough grade 12 should enable all students toInstructional programs from prekindergarten Instructional programs from prekindergarten through grade 12 should enable all students tothrough grade 12 should enable all students to

LunchLunch

As You Return From Lunch…As You Return From Lunch…

Sit at the same table with other people Sit at the same table with other people who are in your same gradebandwho are in your same gradeband– Primary (K-2)Primary (K-2)– Intermediate (3-5)Intermediate (3-5)– Middle School (6-8)Middle School (6-8)– High School (9-12)High School (9-12)

The Alabama Course of The Alabama Course of StudyStudy

Nancy WashburnNancy Washburn

Alexander CityAlexander City

Overview of the Course of StudyOverview of the Course of Study

The PrinciplesThe Principles

The StrandsThe Strands

The StandardsThe Standards– BulletsBullets– ExamplesExamples

Changes from the old Course of StudyChanges from the old Course of Study– Fewer objectivesFewer objectives– No repeated contentNo repeated content

Small GroupsSmall Groups

Along with 2-3 colleagues, select a grade or Along with 2-3 colleagues, select a grade or course from the Course of Studycourse from the Course of Study

Examine the state standards in relationship to Examine the state standards in relationship to the the Principles and StandardsPrinciples and Standards– You may want to divide up by strandYou may want to divide up by strand

Discuss:Discuss:– How well do the two documents agree?How well do the two documents agree?– How does this compare to the current Course of How does this compare to the current Course of

Study?Study?– To what is currently happening in classrooms?To what is currently happening in classrooms?

Short BreakShort Break

Sit with other folks from your district.Sit with other folks from your district.– Elmore County might want to form two Elmore County might want to form two

groups.groups.

District PrioritiesDistrict Priorities

QuestionsQuestions1.1. What mathematics innovations or reforms has your What mathematics innovations or reforms has your

district implemented within the past two years?district implemented within the past two years?2.2. What mathematics goals does your district have for its What mathematics goals does your district have for its

students?students?3.3. What beliefs about the teaching and learning of What beliefs about the teaching and learning of

mathematics are prevalent among the teachers in your mathematics are prevalent among the teachers in your district?district?

4.4. What challenges does your district face related to the What challenges does your district face related to the recruitment and retention of qualified mathematics recruitment and retention of qualified mathematics teachers?teachers?

5.5. How effective is the communication about what How effective is the communication about what mathematics should be taught at each grade level mathematics should be taught at each grade level across grades K-12?across grades K-12?

6.6. What other current problems or challenges related to What other current problems or challenges related to mathematics education are faced by your district? mathematics education are faced by your district?

Small GroupsSmall Groups

1.1. Discuss the question on the chart paper Discuss the question on the chart paper on your table.on your table.

2.2. Write down 1-2 responses.Write down 1-2 responses.3.3. On the signal, rotate to the next table.On the signal, rotate to the next table.4.4. Read what the previous group(s) have Read what the previous group(s) have

written.written.5.5. Discuss and add 1-2 additional Discuss and add 1-2 additional

responses. responses. 6.6. Repeat Step 3.Repeat Step 3.

Reporting BackReporting Back

The group left with the poster for each The group left with the poster for each question will report what the collective question will report what the collective groups have written.groups have written.

Members from other groups may elaborate Members from other groups may elaborate on what is written up to a maximum of 3 on what is written up to a maximum of 3 people.people.

Posters will be collected to aid in future Posters will be collected to aid in future planning sessions.planning sessions.

Six-Month PlanSix-Month Plan

FundingFunding

Submitted proposal for $1.7 million per year for Submitted proposal for $1.7 million per year for five years to the National Science Foundationfive years to the National Science Foundation– Funding would begin October 2003Funding would begin October 2003– Won’t hear until July!!Won’t hear until July!!

Interim funding from Auburn UniversityInterim funding from Auburn University– College of Education, College of Science and College of Education, College of Science and

Mathematics, Outreach OfficeMathematics, Outreach Office

Bottom LineBottom Line: We are committed to the : We are committed to the partnership and will continue to seek funding to partnership and will continue to seek funding to support its activities.support its activities.

Long-term Goals (Long-term Goals (reviewreview))

Who can name one or more of the long-Who can name one or more of the long-term goals?term goals?

Short-term GoalsShort-term Goals

To begin building the To begin building the infrastructureinfrastructure needed to support the long-term, systemic needed to support the long-term, systemic improvement of mathematics educationimprovement of mathematics education

To take actions that can have an To take actions that can have an immediate impact on mathematics immediate impact on mathematics educationeducation

Proposed ActivitiesProposed Activities

Begin development of mathematics Begin development of mathematics teacher leadersteacher leaders

Work on curriculum guides for each Work on curriculum guides for each course and grade course and grade

Review textbooks based on the curriculum Review textbooks based on the curriculum guides to support district reviewsguides to support district reviews

Teacher LeadershipTeacher Leadership

District Mathematics Specialist:District Mathematics Specialist:– One district mathematics specialist to provide One district mathematics specialist to provide

district-wide leadership district-wide leadership – To be selected from one of two nominations To be selected from one of two nominations

per district in order to create balance of grade per district in order to create balance of grade levels across the partnershiplevels across the partnership

School-based Teacher Leaders (STL):School-based Teacher Leaders (STL):– A representative from each school or one A representative from each school or one

across two schoolsacross two schools

Meetings and EventsMeetings and Events

April 30, 4:00-7:00April 30, 4:00-7:00– Meeting with district mathematics education Meeting with district mathematics education

specialistspecialist

We are also considering a 3-5 day We are also considering a 3-5 day Summer Workshop, depending on funding Summer Workshop, depending on funding and prioritiesand priorities

Curriculum Writing TeamCurriculum Writing Team

Goal: To create a workable curriculum guide for Goal: To create a workable curriculum guide for each course and grade, based on the Alabama each course and grade, based on the Alabama Course of Study, that will guide instructionCourse of Study, that will guide instructionFour gradeband committees (K-2, 3-5, 6-8, 9-12)Four gradeband committees (K-2, 3-5, 6-8, 9-12)– About 18 school district personnel and 3 university About 18 school district personnel and 3 university

consultants on eachconsultants on each– Subcommittees for each grade and courseSubcommittees for each grade and course

TimelineTimeline– Kick-off meeting: May 14, 4:00-7:00 Kick-off meeting: May 14, 4:00-7:00

VOLUNTEERS TO HOST?VOLUNTEERS TO HOST?

– Working meetings: Six weekly full-day meetings Working meetings: Six weekly full-day meetings beginning the end of Maybeginning the end of May

Textbook Review TeamTextbook Review Team

Goal: To review textbooks that will support Goal: To review textbooks that will support the Curriculum Guides developedthe Curriculum Guides developed

Three committees (K-5, 6-8, 9-12)Three committees (K-5, 6-8, 9-12)– At least representative from each district on At least representative from each district on

each committee, along with two university each committee, along with two university consultantsconsultants

TimelineTimeline– Kick off late summerKick off late summer– Meetings early FallMeetings early Fall

Other ActivitiesOther Activities

Set up Advisory BoardSet up Advisory Board– Need nominations from districtsNeed nominations from districts

Workshop for administratorsWorkshop for administrators– Possibly late summer, depending on funding Possibly late summer, depending on funding

and prioritiesand priorities

Work on teacher educationWork on teacher education

Small GroupsSmall Groups

Discuss the Six Month Plan:Discuss the Six Month Plan:– Are the goals important and valuable?Are the goals important and valuable?– Are they consistent with the priorities Are they consistent with the priorities

discussed earlier?discussed earlier?– Do the activities support the achievement of Do the activities support the achievement of

those goals?those goals?– What obstacles might the partners face in What obstacles might the partners face in

achieving these goals?achieving these goals?

Closing RemarksClosing Remarks

Mr. John PainterMr. John Painter

SuperintendentSuperintendent

Lee County SchoolsLee County Schools