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K-5 Math Materials Adoption: Illustrative Mathematics from LearnZillion SCHOOL BOARD MEETING JUNE 7, 2021
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K-5 Math Materials Adoption:Illustrative Mathematics from LearnZillion

SCHOOL BOARD MEETINGJUNE 7, 2021

Presenter
Presentation Notes
Introduce

K-5 Math Adoption• Review the K-5 Math Adoption Process• Give overview of research-aligned practices • Share elements that lead to deep

engagement and student-centered learning • Share elements that support high levels of

learning and achievement• Outline next steps in implementation

2

Presenter
Presentation Notes
Jen Ensuring equitable access with elements of recommended curriculum

K-5 Math Adoption Process

3

• Committee formed in fall of 2019 with balanced representation from all elementary schools

• Goal was to evaluate status and quality of K-5 math curriculum and recommend next steps

• Process of committee followed adoption processes and procedures• Focus of learning and outcomes on current effective practices in

math and equity• A need for new materials was determined and the Committee

began the formal adoption process

Presentation TeamDr. Jen Rose◦ Director of Teaching & Learning

Jennifer Gaylord◦ Elementary Math Specialist

Danielle Lankester◦ Dickinson Elementary

Stephanie Miller◦ Lakeview Elementary

Kenny Short◦ Muir Elementary

4

Presenter
Presentation Notes
Jen will introduce

Two-Year Adoption ProcessYear One: 2019-20

1) Review best practice research2) Examine student achievement data

2) Engage in learning about equitable practices in math 3) Determine criteria for materials selection

5

Two-Year Adoption ProcessYear Two: 2020-21

1) Review instructional materials

2) Continue learning about inclusive practices and equity

3) Pilot instructional materials

4) Adopt instructional materials5) Plan professional development

6

Addressing Issues of Equity Through Curriculum

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• Data analysis of student outcomes in math in LWSD

• In-depth study of Principles to Actions from NCTM• Implementation strategies…designed to attain much higher levels of mathematics achievement for each and

every student

• Unproductive and productive beliefs, obstacles, and key actions that must be understood, acknowledged, and addressed by all stakeholders

• Strategies for teachers to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning

• Collaboration with Equity Department to use equity rubrics/tools

• Collaboration and learning with multiple departments to identify and include elements of inclusive practice: Special Education, Intervention Services, Accelerated Programs, Equity

• Use of modified OSPI’s Screening for Biased Content tool

Math Adoption Process:Stakeholder Input OpportunitiesStakeholders Feedback Opportunities

Students • Student survey about relevant learning experiences after each pilot• Informal conversations with teachers

Teachers • Remote and in-person classroom visits during pilot by the Teaching and Learning Math Department

• Informal conversations throughout the pilot• Microsoft Form post pilot

Administrators • Informal conversations throughout the pilot• Microsoft Form post pilot• Meeting with Teaching and Learning Math Department

Community • Parent and Community Information Night• Curriculum review and survey online during pilot (Connections)• Curriculum review and survey information at Resource Center

8

Presenter
Presentation Notes
Jen

Student Centered Math InstructionRESEARCH BASED WITH EQUITABLE PRACTICES + ACCESS FOR ALL LEARNERS

9

Presenter
Presentation Notes
Jennifer

Committee’s Professional Learning

10

F r o m P r i n c i p l e s t o A c t i o n s : E n s u r i n g M a t h e m a t i c a l S u c c e s s f o r A l l ( N a t i o n a l C o u n c i l o f T e a c h e r s o f M a t h e m a t i c s , 2 0 1 4 )

NCTM

• Principles to Actions

• Taking Action

• Catalyzing Change

Jo Boaler’s work

Practices centered on equity

Presenter
Presentation Notes
Jennifer: PL in general Research based instructional practices NCTM: Principles to Actions, Taking Action, Catalyzing Change Jo Boaler, You cubed

Standards-Based

• Clear goals with student-facing language

• Goals align with learning progression from conceptual to procedural

• Balanced instruction with Math Content Standards + Standards for Mathematical Practice

11

Presenter
Presentation Notes
Danielle

Student Centered Tasks• Access for ALL learners• Open-ended: Multiple

paths and representations to find an answer

• Low-floor, high-ceiling• Move from concrete

abstract

Student Centered Routines• Number Talks for

procedural fluency• Centers for connecting

conceptual to procedural12

Presenter
Presentation Notes
Danielle Rather than giving students different tasks based on their abilities, IM provides “weighty” tasks that ALL students can begin. Students with more procedural fluency can use calculations and show their knowledge while concrete learners can draw models. Teachers will use these strategies to connect a concrete model to a visual representation and then to a more abstract generalization or procedure.

Students are EMPOWERED as Mathematicians who think deeply and share their thinking

• Productive Struggle / Questioning

• “I don’t have my answer quite YET, but here’s how I started…” (3rd Grade Student)

• Discourse / Engagement

• 21st Century Skills

13

Presenter
Presentation Notes
Danielle Mathematicians need to know foundational skills so that they can solve new problems – we want kids to use what they know to solve new things! With IM students build these skills as they apply them to real world problems. 21st Century Skills – Collaboration / Communication / Creativity / Critical Thinking – CONNECT different strategies, ANALYZE and EVALUTE student thinking

Equity Framework –OSPI Screening Tool +

LWSD Math Adoption Committee Tool

14

Presenter
Presentation Notes
Danielle OSPI Tool used first, committee members developed additional tool in partnership with LWSD Equity & Family Engagement Facilitator Concept, here’s what it looks like in practice for each of the 4 buckets (give example from curriculum for each)

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• Student Voice is >50% of lessons• Multiple levels of questioning• Opportunities for all to engage

Presenter
Presentation Notes
Family engagement with tips for FOCUSING questions that help children identify what they already know and start moving forward with a solution, not with re-teaching materials.

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• Relevant situations + background building• Family letters with examples of learning +

questions to focus student thinking

Presenter
Presentation Notes
Family engagement with tips for FOCUSING questions that help children identify what they already know and start moving forward with a solution, not with re-teaching materials.

17

• Work toward Standards-based on student strengths

• Complex task with multiple solution pathways• Invites productive struggle to lead to deeper

learning

Presenter
Presentation Notes
Rigorous tasks that are open-ended Balance of group or partner work, whole class discussion, and individual practice Connect concepts with procedures

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• Critical Thinking + Real World Applications • Students are Empowered as Problem

Solvers

Presenter
Presentation Notes
There are multiple cultures represented in IM materials and the beauty of math is shown in real world applications across many contexts. Students practice using what they know to solve real world problems. Real world application??

Illustrative Mathematics is student-centered because of the… Differentiation

• Teacher Manual: Supports for EL students, students with disabilities, and advancing student thinking

• Activities allow multiple entry points-students can choose their strategy

• Developing conceptual understanding by explaining and comparing strategies and solutions

• Engaging all students in high-level, challenging tasks

• Centers: Multiple Stages

19

Presenter
Presentation Notes
Stephanie

• Partner talk and class discussions

• Explaining and comparing different strategies and solutions

• Questions to further discussion in teacher materials

• Discussions during centers and activities

20

Illustrative Mathematics is student-centered because of the…Rich Discussions

Presenter
Presentation Notes
Stephanie

21

Illustrative Mathematics is student-centered because of the… Centers: Games & Activities

• Multiple stages• Students can use and show

different strategies they choose

• Engaging for students• Work with peers• Allow for mathematical

discussions between students

Presenter
Presentation Notes
Stephanie

AssessmentSTUDENT MATH CONCEPTIONS ON DISPLAY

22

"There are no misconceptions, only signals to student conceptions.“ – Elham Kazemi

Presenter
Presentation Notes
Kenny will present

Pose Purposeful Questions

23Source: Taking Action, Chapter 5, Questioning

Presenter
Presentation Notes
Kenny

Daily & Weekly AssessmentsCool-downs aka Exit Tickets: Section Checkpoints:

24

Presenter
Presentation Notes
Kenny

Unit AssessmentsPre-Assessments: Summative, End-of-Unit Assessments:

25

Presenter
Presentation Notes
Kenny

Student FeedbackGrades 3 - 5• I liked that it was fun hearing other peoples

opinions of "Which One Doesn't Belong?". I also enjoyed the paper activities, and the lessons, too.

• I like that the paperwork has many models and that it asks you if you notice the patterns in certain math equations.

• [M]ath talk and discussions really make you think. Everybody can have their own ideas for how to get right answers.

• [T]hat there were questions that made you discover something so it really challenged your brain.

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Grades K - 2• [T]hat on some of the questions it says you can

choose your own strategies.• [I] liked that it uses a lot of models and models

are my favorite strategy.• [T]he discussion helpt me unstogl (helped me

unstruggle)• [W]orking together with my friends.

Presenter
Presentation Notes
Jennifer Generalize the types of content: collaboration, mindset, working hard Whats important about the feedback; highlights the type of learning we want for them to engage in/research supports Learning might look different thani t has in the past

Next Steps if Materials are Approved• Provide professional learning for equitable

teaching strategies in math as part of the implementation process.

• Collaborate with Illustrative Mathematics professional learning team to ensure high-quality training and smooth implementation.

• Plan district and school-based parent engagement and learning opportunities.

27

Presenter
Presentation Notes
Jen

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We Would Like To Thank

• The Adoption Committee who worked for two years to arrive at this recommendation.

• Multiple departments who partnered with us to ensure diverse perspectives.

• Pilot teachers who piloted during in-person and remote learning.

• Students who rose to the challenge, engaged in learning in both settings and shared their feedback.

29

Presenter
Presentation Notes
Jen/Jennifer Thank you for your time and support!

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