SouthernRegionalEducationBoard
Numeracy Leadership 112/02
Numeracy Leadership
Welcome!
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It Figures
$100040
100030
100020
100010
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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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Welcome
Introduce one of your partners:• Name• Position• School• Goal for the training
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Course Overview
Day One: Introduction Who Cares? Why Numeracy is
Everyone’s JobDay Two: What Are Our Math Expectations?
• Standards• Vertical Alignment
What is Good Math Instruction?• Best Practice in Lesson Design
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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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Course Overview
Day Four: Numeracy Strategies Teacher Preparation and
Professional Development Summary and Portfolio
Assignments
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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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Group Norms and Housekeeping
Group Norms: 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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Essential Question 1
What is numeracy? What affects numeracy and what does numeracy affect?
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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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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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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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. 1998.
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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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Essential Question 2
What are good and poor numeracy practices?
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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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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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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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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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Brain Teaser
It is possible to drink out of this can without:• Opening it• Puncturing it• Destroying it in any way
How?
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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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Questions and Answers
I still have a question about _______.
I can answer a question about ______.
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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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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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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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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.
PAGESAll: 37 – 40
K - 2: 90 – 963rd – 5th: 158 – 163 6th – 8th: 222 – 2319th – 12th: 296 – 307
Table for all: 394
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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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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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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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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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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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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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Essential Question 8
How can we differentiate instruction to ensure that all students learn to their full potential?
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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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Essential Question 9
What data should we gather and track related to numeracy?
What does this data tell us?
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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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Essential Question 10
What objectives for numeracy should we set at the school level for the next year?
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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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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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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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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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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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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?
What squares with my
thinking?
What’s still rolling around in my mind? What do
I need to
change?
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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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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!