as you come in… talk to other people in the room and try to find whose birthday (month and day) is...
TRANSCRIPT
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