K-5 Math Materials Adoption:Illustrative Mathematics from LearnZillion
SCHOOL BOARD MEETINGJUNE 7, 2021
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
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K-5 Math Adoption Process
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• 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
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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
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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
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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
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Student Centered Math InstructionRESEARCH BASED WITH EQUITABLE PRACTICES + ACCESS FOR ALL LEARNERS
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Committee’s Professional Learning
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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
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
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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
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
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Equity Framework –OSPI Screening Tool +
LWSD Math Adoption Committee Tool
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• Student Voice is >50% of lessons• Multiple levels of questioning• Opportunities for all to engage
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• Relevant situations + background building• Family letters with examples of learning +
questions to focus student thinking
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• Work toward Standards-based on student strengths
• Complex task with multiple solution pathways• Invites productive struggle to lead to deeper
learning
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• Critical Thinking + Real World Applications • Students are Empowered as Problem
Solvers
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
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• Partner talk and class discussions
• Explaining and comparing different strategies and solutions
• Questions to further discussion in teacher materials
• Discussions during centers and activities
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Illustrative Mathematics is student-centered because of the…Rich Discussions
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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
AssessmentSTUDENT MATH CONCEPTIONS ON DISPLAY
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"There are no misconceptions, only signals to student conceptions.“ – Elham Kazemi
Pose Purposeful Questions
23Source: Taking Action, Chapter 5, Questioning
Daily & Weekly AssessmentsCool-downs aka Exit Tickets: Section Checkpoints:
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Unit AssessmentsPre-Assessments: Summative, End-of-Unit Assessments:
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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.
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.
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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.
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