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State of MDC Reports

State of MDC Reports. Boone County. Meaningful Professional Learning Opportunities- CCSS What 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)

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State of MDC Reports

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  1. State of MDC Reports

  2. Boone County

  3. Meaningful Professional Learning Opportunities- CCSS What 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

  4. Meaningful Professional Learning Opportunities- CCSS Scaling 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

  5. Gallatin County

  6. Gallatin County School District Formative Assessment lessons are being implemented at each grade level 6-12

  7. Challenges we are seeing …..

  8. Integration Grant Work Campbell County MDC Update

  9. 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

  10. 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

  11. 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.

  12. Fayette County

  13. State of MDC in Fayette County Challenges Successes • 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

  14. FCPS Leadership Component Teacher Learning Time Model Adapted 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)

  15. Module 1 Module 2 Module 4 Module 3

  16. Fleming County

  17. 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

  18. 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

  19. ES • -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 County

  20. Washington County

  21. ES 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

  22. S • 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

  23. Daviess County

  24. Daviess Co.Strengths: Math Staff Developer Support to New Teachers Out in the Field Daily Provides Continued Refinement of 5 Key Formative Assessment StrategiesCCSS—Digging Deeper Minnesota Slice to Check the Percentages of Conceptual Understanding, Fluency/Skill and Application Identified Challenge:  Teachers Need More Understanding of Conceptual Understandings IntegrationLDC/MDC Perfect Math for Framework for TeachingCDIP—Merger of Many Goals with Greater FocusIdentified Challenge:  Student Growth Goals—How Do You Make Them Meaningful Across All Grade Levels and Contents

  25. Next Steps:More Depth of CCSSContinue Learning Walk Data—Focus on 5 StrategiesIllustrate How Formative Assessment Lessons Connect to Framework for TeachingConcerns:Struggle with buy-in of MDC work, mostly high school Geometry and Alg 2 courses

  26. Math Design Collaborative in Owen County SchoolsSuccesses&Challenges

  27. Owen County Elementary School • 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.

  28. Maurice Bowling Middle 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).

  29. Owen County High 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.

  30. CoachingCollaboration Teacher Leaders Planning and Providing Cross-District, Secondary Math Support

  31. How do we assess at the level of rigor intended in the standards? What are the standards really asking?

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