K-5 Math Instructional Material Selection ProcessMargaret Hendrickson

margaret.hendrickson@wbsd.org

3,2,1 Bridge:3 Things You Want/Important2 Pet Peeves1 Question You Have

Analogy: Instructional materials

are like … because …

Overall Instructional Material Selection Process: A Big Picture

K -5 Instructional Materials Team

Math Advisory Elementary Coordinators Material Review

Math Expressions and BridgesPilot Team

Across GL’s and Bldgs, Experience

Level, Common Core Knowledge, RTI

Knowledge

1 Person Per Building plus 1

Special Education

1 Lower Elementary and 1 Upper Elementary

The Entire K-5 Instructional

Material Team and Additional Teachers

2-Kindergarten2-1st Grade

1-2nd Grade1-3rd Grade1-4th Grade1-5th Grade

1-Resource Room1-Principal

1-5th Grade2-3rd Grade2-1st Grade

1-Resource Room 1-Principal

1-5th Grade1-2nd Grade

Math Expressions:6 Teachers total in grade K, 1, 2, 4, 5

Bridges:8 Teachers total in

grade K, 1, 2, 3, 4, 5 including a Resource

Room

Design of Work Groups in the IM Process

Question Focused

Group Think:• What do we think (first individually and then) collectively about math

instruction and the role of instructional materials?

Personal Learning:• What am I thinking about my enactment and about math instruction over

time?• What have I learned about my Practice? My Students? My Math

Understanding?

Understanding the Materials:• What have we learned about the structure and nature of the materials?• Where are the strengths and weaknesses of the instructional materials?

Comparisons and Our Context:• How do the materials map to our thinking about math instruction?• How do these materials support teacher and student needs?• How do these materials live in the practical realm?

Session Design Considerations

Production and Collection of Data“Structure” that produced “data.”

Learner FocusedTeacher as Learner-Seek to Understand

Dialogue FocusedConsistent use of talk moves

Ways of Talking:I think …What I hear you saying …I agree because …I disagree because …I would like to add on to that …I noticed …Norms for Talking: Consider air timeConsider if a point is being belaboredShare the lesson and not the storyConsider other ideas

Reflection PromptsI used to do… and now I do …Since last time we met …

K-5 Math Instructional MaterialPreviewing Phase

• Build Math Instructional Model

• Learn about Evaluating Instructional Materials

• Review Instructional Model

• Establish Role of Instructional Materials

• Previewing Materials without Publishers

• Publisher Presentations of Materials

• Practiced with Rating Scales (End in Mind)

• Look at Middle School Math Model

• More Time Previewing Materials

1 2 3 4

Learner Focused * Production & Collection of Data/Artifacts * Dialogue FocusedThinking Routines – Dialogue Structures

Accessing Prior Individual and Group Thinking * Bring in 3rd Points

In the Beginning: Accessing Individual Thinking

Building Group Think

• Introductions: Me, One Word Association with this Work

• 3,2,1 Bridge:– 3 Things You Want/Important– 2 Pet Peeves– 1 Question You Have

• Analogy: Instructional materials are like … because …

• Picture: What does math instruction look like to support the Common Core?

Video Anchors:• Math Instruction in Action (3 Videos)

– Sharing Strategies– Representations– Multiple Entry Points– Discourse– Exploration

Reading Anchors:Math Instruction• A Reflection Framework for Teaching

Math (M Scan) – NCTM 2010• Principles to Action: Executive Summary

(NCTM)Instructional Material• Making Sure That Curriculum Meets

Mathematical Standards (MTMS 1999)• Evaluating Instructional Materials

(MTMS 1999)

In the Beginning: 3rd Point

Instructional Core Artifact and M Scan

Questions came back throughout process.

Our First Date!

Observing the

Materials without the

Publisher

Our Second Date!

Publisher’s Presentations

K-5 Math Instructional MaterialPilot Enactment and Debriefs

Professional Development to Prepare for Enactment &Time with Materials

Enactment Debrief & Review ofPrograms’

Instructional Models

Enactment Debrief & Review ofProgram

Assessment, Technology and

RTI Models

Personal and Group Rating

Scales andAnd Consensus

Building

Face to face, email, and phone contact with publisher

Face to face and email check ins/coaching with teachers

Pilot Enactment Survey (3X)

1 2 3 4

Targeted Lesson Walks and Sharing

Learner Focused * Production & Collection of Data/Artifacts * Dialogue FocusedThinking Routines – Dialogue Structures

Staff Memo Staff Math Prioritization Survey

On-Going Thread:Ongoing Reflection

Survey:Instructional Material Pilot Enactment Survey

Thinking Routines:Revision Prompts

– I used to think … and now I think …

– I used to do… and now I do …

– I used to struggle with … and now I …

Write to Learn– Since last time we met …– First and Last Thing– How do I adapt?

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Our Dialogue Revealed Instructional Design Questions.

• K-5 Math Advisory engaged in a prioritization task.

• A Graphic Organizer Artifact was built of our thinking.

• We were led to building a survey for staff.

Bringing in More Voices to Inform Our Thinking

K-5 Math Instructional MaterialComing to Consensus

Phase 1: How will we behave?• Define Dialogue Versus Discussion; When are we in each and for what reason?;

How do we talk in each?

Phase 2: What do I/We think?• Each Pilot Teacher rates their program on the Math Instructional Material Rating

Scale.• Pilot Teams by Program discuss their personal ratings and identify an average rating

and prepare a reason statement for each rating frame.

Phase 3: Let us share what we know.• Each Pilot Team by Program shares their ratings and reasoning.

Phase 4: What other data should we look at?The Whole Pilot Team looks at the Middle School Math Survey and Elementary Teacher Prioritization Survey.

Phase 5: What decision will we make?• Write to Learn: What does this data tell us?• Each teacher fills answer 5 questions (see Coming to Consensus).• Group engages in a discussion around a recommendation based on the Coming to

Consensus Results (compiled).

Rating Scales

Coming to ConsensusHow well will Bridges support our Math Instructional Model? 1 2 3 4 5(not at all) (fairly) (average) (very) (extremely)How well will Math Expressions support our Math Instructional Model? 1 2 3 4 5(not at all) (fairly) (average) (very) (extremely)

Do you recommend Bridges? Yes No Maybe

Do you recommend Math Expressions? Yes No Maybe

If the program you prefer does not move forward canyou support the will of the group? Yes No