State of MDC Reports

Boone County

Meaningful Professional Learning Opportunities- CCSSWhat we have done…

• Readying training- several days outside the classroom to introduce CCSS, MDC, and lessons

•Support model for teachers as they enact lessons (co-teaching)

•Lessons placed into curriculum maps by teachers Unpacking sessions for each unit during which teachers consider placement of lessons and conceptual development of content

• After school sessions prior to enactment of Formative Assessment Lessons to work lesson, consider misconceptions and feedback• Job embedded training with after school sessions during which teachers collaborate to analyze student work:

• pre-assessment session to look at misconceptions and consider feedback• post-assessment session to analyze growth and consider implications

• Lead teachers (for each course) facilitate collaboration and communication among teachers at a specific grade/course level

• Continuous course-level work by teachers to engage in improving alignment to the CCSS and instructional shifts

•Collaboration with others at grade level to improve Implementation using a lesson study model

Meaningful Professional Learning Opportunities- CCSSScaling up Strategies…

• Summer sessions to engage teachers in adjusting maps and lessons to reflect the major work at each course level and choose Formative Assessment Lessons to align with revised instructional units

•Initial training and support for new teachers (including co-teaching with Leads and/or Consultant)

• Job embedded training with after school sessions during which teachers collaborate at grade level to analyze student work, develop feedback to be used during the lesson, analyze growth, and consider revision of classroom practice in light of the student work produced

• Unit planning sessions to discuss instructional shifts called for in the CCSS (as evidenced by student work) and revise instructional approach and placement of lessons if necessary

• Lead teachers facilitate collaboration and communication among teachers at a specific grade/course level

• Lead teachers and Consultant serve as a MDC mentors to new teachers in the district and those who need extra support

Gallatin County

Gallatin County School District Formative Assessment lessons are being

implemented at each grade level 6-12Success!

6th Grade Embedding the questioning within daily lessons

7th Grade MDC model addresses different learners

8th Grade • Students are taking control of their own learning. • A Rigorous level of learning is taking place

High School • The FALS are a wonderful resource—full of rich problems• The Middle School is laying the groundwork for the High

School• We have new teachers that are open to change

Challenges we are seeing …..Challenges

6th Grade 6th grade FALs seem to be in the shortest supply….finding FALs which fit appropriately with core content

7th Grade Amount of time required (example once a unit, 3 days per FAL, 6 units per year requires 18 days per year

8th Grade Lower level students are taking 5-6 days to finish a FAL.

High School • Loss of continuity due to faculty turnover • Students want to give up rather than ” struggle productively” • Disheartening to see post-tests that aren’t much better than

the pre-tests • Not enough time to “fix” all the misconceptions that are found

Campbell County MDC Update

Integration Grant Work

Where Are We Now?• First year in the grant, 6th-12th required to use FAL

• Have used Formative Assessment Lessons in the past through Math Network

• Various levels of participation among the grades

• Area of Success:-Teacher buy-in to the value of FALs and the idea of productive struggle

Coordinates To Help Our Journey

• PLC groups have been in place throughout the district for over 5 years with particular focus on Assessment Analysis

• Strong districtwide focus on the importance of Formative Assessment & Student Engagement

• Middle School work on Standard-Based Assessments

Where Do We Want To Go?• Build greater capacity among our teachers to lead this work. We

have chosen Course Teacher-Leaders but want to do additional training with them to fully understand and lead the process.

• Additional assistance in administering Formative Assessment Lessons in certain grade levels/subject areas – utilizing regional coaches and MDC leadership.

• Increase the number of required Formative Assessment Lessons so some teachers have more experience with the process

• Need more attention on the Theory of Action – “Teachers evaluate the Common Issues” and “Teachers analyze student growth & consider future modifications to Lesson Instruction”

• Most importantly, making it all a part of the work we do to greater inform general math instruction.

FAYETTE COUNTY

State of MDC in Fayette County

Where do we go from here? Moving from pre-created FALs to full integration of formative assessment learning opportunities

Expanding to reach a larger audience

Compiling and analyze data to determine effectiveness

Leadership responsibilities and follow-through

Began implementation in October 2013 with focus on Algebra I

Over 17 schools and 70 teachers and school leaders currently participating

Leadership component PGES component

Challenges Successes

FCPS Leadership Component

Teacher Learning Time ModelAdapted from Stiggins, R. J., Arter, J. A., Chappuis, J. & Chappuis, S. J. (2006). Classroom assessment for student

learning: Doing it right – using it well (1st ed.). Pearson. (p. 23)

  Ineffective

Developing

Accomplished

Exemplary

Clothes

Can’t tell where clothes end and floor begins.

Inconsistently picks up clothes from the floor.

Frequently picks up clothes from the floor.

Always picks up clothes from the floor.

Bed making        

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Fleming County

The MDC State of Fleming Co. Schools

Successes:• Scaling Plan – Year 1 – Teacher leaders implemented

FALs• Scaling Plan – Year 2 – Teacher leaders “cloned”

themselves; both groups implemented FALs• Scaling Plan – Year 3 – All math teachers K-12 have had

training and are implementing FALs• Scaling Plan – Intentional connections between MDC

and PGES• New Math Pacing Guides – FALs embedded

The MDC State of Fleming Co. Schools

• Math Vertical Team – K-12 & Horizontal Discussions around the formative assessment practices, the math involved in completing specific FALs, student misconceptions, which questions to ask

• Professional learning moving beyond implementation of FALs to embedding mathematical practices daily

Challenges:• Structures/Dedicated time for continuing the

conversations• Fidelity of implementation

• -100% of Middle/HS Math• teachers implementing Formative Assessment Lessons with full support of School and District Leadership• Integrating Student Growth Goal Setting

and TPGES with MDC• Mathematical Practices as every day

instruction• FAL Kits ready and waiting

Washington CountyES

Washington County

• Implementing strategies and lessons that allow an entry point for ALL students to participate/engage

• Changing students AND teachers frame of mind from fixed to having a growth mindset

• Cultivating an environment where student work is more descriptive in which data analysis of that work informs the instruction

• Identifying common misconceptions across district-finding new strategies of teaching in order to correct/avoid students developing those misconceptions

Washington County

ES

• TIME, TIME, TIME• New Standards, New Initiatives (just lots of

stuff going on!) • SUSTAINING the Work• Feedback Questions

– Difficulty of writing questions– Collaborating- time and opportunity to work

together on the questions

Washington County

S

Daviess County

Daviess Co.Strengths:

Math Staff Developer Support to New Teachers Out in the Field Daily Provides Continued Refinement of 5 Key Formative Assessment Strategies

CCSS—Digging Deeper Minnesota Slice to Check the Percentages of Conceptual Understanding, Fluency/Skill and Application Identified Challenge: Teachers Need More Understanding of Conceptual Understandings Integration

LDC/MDC Perfect Math for Framework for Teaching

CDIP—Merger of Many Goals with Greater Focus

Identified Challenge: Student Growth Goals—How Do You Make Them Meaningful Across All Grade Levels and Contents

Next Steps:

More Depth of CCSSContinue Learning Walk Data—Focus on 5 StrategiesIllustrate How Formative Assessment Lessons Connect to Framework for Teaching

Concerns:Struggle with buy-in of MDC work, mostly high school Geometry and Alg 2 courses

Math Design Collaborative in

Owen County Schools

Successes&

Challenges

• Successes• Higher order skills and thinking occurring in

the classroom, even at the primary levels.• Students taking responsibility for learning.

• Challenges• Time.• Working the FALs into current curriculum

pacing.• Monitoring for consistency.• Lack of resources for primary grades.

Owen County Elementary School

• Successes• Students enjoy working together.• FALs are great for students that can

challenge each other.

• Challenges• Small group of students that are behavior

problems to stay on task (Grouping and staying on task).

Maurice Bowling Middle School

• Successes• Collaborative teamwork of aligning the new

common core.• Conversations across all grades when

dividing up the formative lessons.

• Challenges• Several of our classes do not have all the

prior knowledge to be successful at the FALs (prior skills that are not covered in our particular class).

• The time to prepare and implement is a struggle.

Owen County High School

CoachingCollaboration

Teacher Leaders Planning and Providing Cross-District,

Secondary Math Support

How do we assess at the level of rigor

intended in the standards?

What are

the

standards

really

asking?