goal 1 review k-12 math curriculum and resources on an

Ladue Schools Mathematics Action Plan 1 Updated May 7, 2015

Goal 1 Review K-12 math curriculum and resources on an ongoing basis.

Team Members: Jennifer Gardner, Erin Heckendorn, Melora Pruneau, Tonee Simmons, Karen Thomas Mathematics Program Review - The ReSTEM Institute, University of Missouri Areas of Excellence (pg. 37)

1. Professionalism of teaching staff. It is clear that across grade levels, the teaching staff has maintained a level of excellence with regard to their preparation for lessons, their content knowledge, and their professionalism. Their demeanor toward students is generally characterized by respect and a true sense of caring.

2. Engagement of teaching staff. From the data, it was evident that the teaching staff is highly engaged and involved in committees and discussions centered on district initiatives.

4. Achievement. The district has consistently maintained a high level of student achievement as reported on MAPS that exceeds the state’s average. 6. Mathematics coordinator support. From multiple data sources, it is evident that the teaching staff values the support provided by the Curriculum Coordinating Teacher for Mathematics. Areas of Need (pgs. 37-38)

1. Curriculum. In order to meet the new standards, the current curriculum needs to be infused with rigorous tasks that focus on conceptual understanding and problem solving.

2. Instructional techniques. The Standards for Mathematical Practice precipitate the need for instructional techniques that engage students in reasoning; constructing and critiquing arguments, proofs and justifications; creating generalizations, recognizing regularity and structure; and modeling with multiple representations. Typically, instruction is currently more focused on developing skills through presentations of algorithms.

3. Curriculum materials. Having curriculum materials that match the standards for content and for mathematical practices will move teaching and learning closer to an alignment with the Common Core State Standards Mathematics. In classes, including some that are piloting new materials, a focus on skill-driven instruction is prevalent.


Recommendation #1 (pgs. 39-41) Curriculum materials are an important resource to support instruction and implementation of the Common Core State Standards Mathematics. Potential materials should be carefully reviewed for their alignment with the content standards and Standards for Mathematical Practice.

a. Identify potential curriculum materials for all grade bands/levels/courses, looking for consistency across grade levels with regard to how the mathematics is developed and the use of the Standards for Mathematical Practice.

b. Review potential materials through a structured process, noting areas that may not be sufficient in order to meet the Common Core State Standards Mathematics. i. Consider using review criteria such as Achieve the Core (http://achievethecore.org/page/285/materials-alignment-toolkit). ii. Provide training for the teachers so that their reviews are reliable across a broad group of teachers. iii. Use mixed teams to better ensure the consistency within and across grade levels and courses

c. Require professional development specific to the curriculum materials chosen that is ongoing, especially during the first year of implementation of the materials. i. Focus professional development on use of the curriculum materials so that teachers understand what the curriculum offers and how it can be used for

optimal results. This will produce higher fidelity to the program selected. ii. Include professional development on specific topics (see recommendation 2) to support instruction focused on Standards for Mathematical Practice.

d. Identify areas that will require additional supplementation and plan how to shore up those areas. i. During the review process, determine what topics or instructional areas are not as robust as others in terms of their alignment to the content standards

AND/OR mathematical practices. ii. Create curriculum unit maps that include the supplemental content enhancement, instructional techniques including a question bank of significant higher-

order questions that should be used in the unit, and assessments that include evidence of conceptual understanding, skill fluency, and ability to apply the mathematics in problem-solving situations.

iii. Use professional learning communities or lesson study formats to have substantive discussions regarding the progressions of learning across grades and grade bands to continue the focus on consistency across grade levels and to maintain the integrity of the program.

e. Review courses and their sequence in grades 9–12. There are a large number of courses offered at the high school level. Given the changes in student expectations, the district may want to review the number of courses and the student groups that populate them.

i. Review the courses with the new content standards but also consider the prerequisite skills and concepts that will be needed in order to be successful in a particular course.

ii. Consider how students’ progress will be monitored in courses and develop strategies to deal with students who are not successful. f. Consider common assessments so that a pool of data exists for making decisions regarding changes in curriculum and so on.

i. Use common assessments that can be reviewed by grade level (as well as below and above grade levels) for adherence to the Common Core State Standards Mathematics content standards and Standards for Mathematical Practice. These assessments should include conceptual, skill, and application tasks with mixed problem types that require students to explain their thinking (as opposed to showing their work), deal with multi-step problems, and represent rich mathematics.


Goal 1

Review K-12 math curriculum and resources on an ongoing basis Goal 1 - Objective 1: Adopt and implement research-based resources that utilize the Standards of Mathematical Practice (SMP) and meet or exceed Missouri Learning Standards (MLS).

Action Steps Timeline Responsibilities Resources Evidence of Success

Progress (Date)

1 Adopt new math resources for K-4. Conclude the review and pilot of resources. The K-4 Math Materials Search Team will propose materials for adoption in 2015-16. This adoption will be coordinated with the Fifth Grade Center. Implement new math resources for K-4(5) in 2015-2016. Create and implement a new K-4 math common assessment system.

Spring 2015 Spring 2015 2015-16 and ongoing Summer 2015 2015-16 ongoing

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Curriculum Consultant Elementary Math Materials Search/Pilot Team Principals Teachers

Funding for new materials and additional professional development Professional development for the effective implementation of the new materials Release time for teachers to observe teachers implementing the resources in other districts

Professional development was provided for all K-5, SSD and intervention teachers as part of the implementation process. All teachers implement the district-adopted math materials with fidelity. A new K-4 math common assessment system is implemented and the data is used to improve instruction and learning.

Semester I 2014 Selected teachers piloted lessons/units from Go Math and Math in Focus. After the pilots and a presentation from enVision Math, it was determined more time was needed to make a selection. 12/2015 The Ladue Administration postponed the plan for making a decision 2015-16 and implementing 2016-17. A Search Team will continue the process in the fall of 2015.


Action Steps Timeline Responsibilities Resources Evidence of Success Progress (Date)

2 Monitor and support the implementation of Go Math in Grade 5, the Big Ideas Math program in Math 6, Math 6E, Pre-Algebra 7, and Pre-Algebra 7E.

2014-15 and annually

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Principals FGC and LMS Math Teachers

Funding for additional materials, technology, release time, and professional development Professional development for effective implementation of the resources available in the Big Ideas Math program (teachers and administrators) Release time for unit planning and writing common assessments Opportunities to observe the Big Ideas Math program in other districts

Effective professional development was provided. All teachers implement the district-adopted math materials with fidelity. Teachers use a variety of resources available from the Big Ideas Math program (e.g. on-line text and resources, projects, journals, assessment, intervention).

Spring, 2015 Grade 8 Algebra I teachers were provided two release days to begin planning the implementation of the new materials in 2015-16. 11/2015 Additional PD was provided by HMH for implementing Big Ideas.



Progress (Date)

3 Monitor and support the implementation of the Big Ideas Math program in Foundations of Algebra, LHWHS Algebra I, (Advanced) Geometry, and (Advanced) Algebra II. Monitor and support the implementation the Big Ideas Math program in (Advanced) Algebra I at LMS.

2014-15 and annually 2015-16 and ongoing

Assistant Superintendent of Curriculum and Instruction STEM Coordinator LMS and LHWHS Math Teachers

Funding for new materials, technology, release time, and professional development Professional development for effective implementation of the resources available in the Big Ideas Math program Release time for unit planning and writing common assessments Opportunities to observe the Big Ideas program in other districts

Effective professional development was provided. All teachers implement the district-adopted math materials with fidelity. Teachers use a variety of resources available from the Big Ideas Math program (e.g. on-line text and resources, projects, journals, assessment, intervention, i-Pad app)



4 Analyze needs, review, select, and purchase resources for other HS math courses other than those using Big Ideas Math. Implement new resources in courses as needed per annual budget allocations.

Spring 2015 2015-16 and annually

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Principals HS Math Department Chair Teachers of HS Math Courses

Textbook Study Process Funding for new materials, technology, release time, and professional development Professional development for effective implementation of the resources available in the program(s) Release time for unit planning and writing common assessments Release time for teachers to observe teachers implementing the resources in other districts

New resource needs are identified and a plan for purchase and implementation is created. Effective professional development was provided. All teachers implement the district-adopted math materials with fidelity.

3/2015 Purchased Big Ideas for Grade 8 Algebra I.

5 Provide professional development for administrators on the Standards of Mathematical Practice, Missouri Learning Standards, and the Big Ideas Math program. Monitor implementation of adopted math materials to ensure fidelity K-12.

2014-15 and ongoing

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Coaches Principals

Math Coach in each building Professional development for principals on new resource expectations Common Look-Fors document for classroom observations

All teachers implement the district-adopted math materials with fidelity. All principals know the expectations of Ladue’s math curriculum objectives and appropriately use the “Look-Fors” for classroom observations.

3/4/2015 Presentation on Math Practices for A-Team.


Goal 1 Review K-12 math curriculum and resources on an ongoing basis.

Goal - Objective 2: Refine and communicate K-12 scope and sequence and essential skills to ensure vertical alignment between all levels, particularly in transition years between buildings.


Progress (Date)

1

Monitor and ensure the effective use of pacing guides for each grade level K-4. Provide Google Drive training on how to access pacing guides and resources available in math curriculum folders.

2014-15 and annually

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Curriculum Consultant Principals

Pacing Guide provided, monitored, and adjusted by Curriculum and Instruction

All teachers understand how to access and use pacing guides to inform instructional planning. Teachers in all K-4 buildings utilize pacing guides to ensure delivery of an equitable math program with fidelity.

8/2015 Elementary pacing guides were posted in Drive. Teachers were shown how to access them at the Pre-Session Math Curriculum meeting. They were revised and reposted throughout the school year, as needed.

2 Provide vertical teaming time for grade 4-7 teachers for professional development and vertical alignment.

2014-2015 and ongoing

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Curriculum Consultant Grades 4-7 Math Teachers

Release time for vertical teaming

Teachers meet on a regular basis to address vertical alignment.

2/2015 Vertical teaming was provided for grades 5-7 on the PD day. Scheduling makes it difficult for grade 4 to be included; however, grades 4-5 were able to meet for approximately one hour on the grade 4 curriculum day. As a result of this meeting, changes were made in the grade 4 pacing guide and summer packet to better prepare students for grade 5.


Action Steps Timeline Responsibilities Resources Evidence of

Success Progress

(Date) 3 Create a list of vocabulary

and terminology that includes preferred words and alternatives (e.g. equation, number sentence).

Fall of the 2015-2016 school year

STEM Coordinator Math Curriculum Consultant District Math Curriculum Committee

Release time for vertical teaming to develop vocabulary

A comprehensive list of vocabulary terms is created and provided to teachers.

12/2015 A list was started during the K-4 ER session.

4 Create a list of mastery skills (MLS objectives) and introductory skills (introduced but not tested) for each grade level.

2015-2016 school year Ongoing as MLS changes

STEM Coordinator Math Curriculum Consultant District Math Curriculum Committee

Release time for development of mastery and introductory skills Time to introduce skills that are not tested at each grade level

Skill lists are produced for each grade level and given to teachers for planning.

5/2015 Objectives for mathematics have undergone a four-year transition to the MLS based on CCSS. They were taken to the Ladue School Board 5/13/2015 for approval.


Goal 1

Review of K-12 math curriculum and resources on an ongoing basis. Goal 1 - Objective 3: Infuse the Standards for Mathematical Practices into classroom instruction at all levels.


1 Ensure the Standards for Mathematical Practice are posted in every classroom.

2015-16 and ongoing

STEM Coordinator Math Curriculum Consultant Principals

Posters Walk-Through Observations make note of posted/provided mathematical practices posters

8/2013 All secondary teachers were provided with a large poster of the mathematical practices from MCTM. Elementary teachers were sent posters that were more appropriate for their grade level. A check-in should be made in the 8/2015 to ensure all teachers have them posted.

2 Provide teachers with beginning of the year lessons to introduce the standards to students at each grade level.

2016-17 and ongoing

STEM Coordinator Math Coaches

Financial support to pay the teachers who are creating the lessons Time to create the lessons

Lessons are made available and teachers are trained as outlined in the action step.



Progress (Date)

3 Provide training for evaluators in the mathematical practices so they know what to look for when observing lessons in math.

Spring/ Summer 2015

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Curriculum Consultant Math Coaches

Release time for professional development

Training is developed and implemented.

3/2015 Administrators were provided with a document of teacher and student Look-fors for the Mathematical Practices.

4 Hire a math coach for each building to move between classrooms and model/coach the mathematical practices for teachers.

To be hired by spring 2015

Assistant Superintendent of Curriculum and Instruction Human Resources

Cost for the coaches Math coaches are hired and working with teachers.

Due to budget constraints math coaches were not hired for the 2015-16 school year.


Goal 1

Review of K-12 math curriculum and resources on an ongoing basis. Goal 1 - Objective 4: Develop and implement a district wide plan for gathering appropriate data and using that data to drive instruction.


Success Progress

(Date) 1 Identify specific sources of

data (MAP, Discovery Education Assessment, etc.) by grade level that should be used for individual and building instructional decision-making.

Spring 2015

Assistant Superintendent of Curriculum and Instruction STEM Coordinator District Math Committee

Release time for the committee to create the list

A list of data sources is compiled for each grade level.

5/2015 A district-wide RtI committee is beginning work on this Action Step.

2 Create a district-wide model for a student data profile of all test scores for individual students and give all teachers, administrators, and counselors who work with those students access.

Spring of 2015 2015-16 and annually

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Data Coordinator Math Coaches

Identifying and choosing data resources

Reliable data is available and understood by all personnel who work with students in mathematics. Student data profiles are used effectively to drive instruction.


Goal 2

Expand the student use of technology in the K-12 mathematics classroom.

Team Members: Curtis Graham, Sarah Oberman, Carolyn Parham, Sarah Vogt, Kathryn Ward Mathematics Program Review - The ReSTEM Institute, University of Missouri Areas of Excellence (pg. 37) 4. Technology infrastructure. The district has an excellent technology infrastructure, including hardware and software, to support teaching and learning, with knowledgeable technology coordinators. There is an abundance of technology available across the grades in classrooms. Areas of Need (pgs. 37-38) 6. Technology usage. The district has an excellent technology infrastructure, but the actual classroom usage appears to be disconnected from what is available. The level of usage could be enhanced to take full advantage of the capabilities of the available technologies. Recommendation #2 (pgs. 42-44) d. Include professional development on how to use technology resources in innovative ways to enhance teaching and learning.

i. Pair the mathematics curriculum coordinator and a technology coordinator to deliver professional development. With specific attention to the Standards for Mathematical Practice, it should be expected that implementation of these standards would have a great impact on instruction. The eight standards in this area will change the types of tasks that students encounter and the way in which they demonstrate their understanding of the mathematics. Specifically, to meet these standards, it is important that the professional development have foci related to the following: Technology in the classroom. With such a strong infrastructure for technology, it would benefit teaching and learning to have content-based professional development. This could be accomplished by having a content expert with a technology expert deliver professional development focused on how to incorporate technology to enrich the content in the classroom. For example, rather than using computers or iPads for IXL or Khan Academy, students can use computer cameras or iPad cameras to video their small group discussions. By using Apple TV or an LCD connection, students can play the video for the class to critique their justification or argument.


Goal 2 - Objective 1: Teachers will utilize technology resources to expand students’ understanding of mathematics.


Progress (Date)

1 Provide additional Professional Development on SAMR (Substitution, Augmentation, Modification, Redefinition) Model.

2015-16 and ongoing

Technology Instructional Coaches Technology Leadership Academy Technology Committee K-12 Math Teachers Math Coaches DPDC Committee STEM Coordinator Principals

Professional development time to learn SAMR PD time to evaluate current and create additional resources (lesson plans) to implement it Release time during the school day to observe others implementing lessons Time for ongoing PD Time for collaboration Scheduling observations

A multitude of specific lesson plans infused with technology that enhance mathematics understanding for all students



Progress (Date)

2 Formulate a group to identify and select a universally deployed set of digital resources that are regularly updated and incorporated into math standards.


STEM Coordinator K-12 Math Teachers Math Coaches Member(s) from the Technology Committee and Math Curriculum Committee

Ladue Curriculum Guides Knowledgeable Curriculum Committee Members Comparable (private/public) districts’ current technological resources Funding to purchase chosen resources Time for group to meet Choosing compatible districts Funding for resources

A multitude of specific lesson plans infused with technology for mathematics instruction as well as other curricular areas

3 Infuse the Ladue Technology Scope and Sequence into mathematics instruction and develop student digital literacy.

2015-16 and ongoing

Technology Instructional Coaches Technology Leadership Academy K-12 Math Teachers Math Coaches

Ladue Technology Scope and Sequence Ladue Math Curriculum New K-4 Math Materials Time Personal experience and comfort with technology

Increased student learning in mathematics



Progress (Date)

4 Implement consistent technology laden lesson plans across grade levels/courses.

2015-16 and ongoing


iPads, computers, applications, calculators, colleagues, newly created district digital library and curriculum guides Time to review and prepare for new lessons Personal experience/ comfort level with technology Hardware constraints

Improved student interest and understanding of mathematics

5 Share current Best Practice technology lessons by developing a math digital library.



Exemplary lessons infused with technology currently taught in Ladue A district database that allows for uploading and providing feedback (ratings and comments) Time to upload lessons in digital library Time to evaluate uploaded lessons Willingness to share teacher-created lessons

Accessible district digital library and curriculum guides filled with technology laden lessons and resources


Goal 3

Provide ongoing, math-specific professional development for administration and all staff involved in mathematics instruction K-12.

Team Members: Issac Bjerk, Drew Crismon, Barb Dwyer Mathematics Program Review - The ReSTEM Institute, University of Missouri Areas of Excellence (pg. 37)


2. Engagement of teaching staff. From the data, it was evident that the teaching staff is highly engaged and involved in committees and discussions centered on district initiatives.

6. Mathematics coordinator support. From multiple data sources, it is evident that the teaching staff values the support provided by the Curriculum Coordinating Teacher for Mathematics. Areas of Need (pgs. 37-38) 2. Instructional techniques. The Standards for Mathematical Practice precipitate the need for instructional techniques that engage students in reasoning; constructing and critiquing arguments, proofs and justifications; creating generalizations, recognizing regularity and structure; and modeling with multiple representations. Typically, instruction is currently more focused on developing skills through presentations of algorithms.


Recommendation #2 (pgs. 42-45) Professional development supports teachers’ implementation of the Common Core State Standards, especially ongoing, structured professional development for all grade levels.

a. Focus on both content and Standards for Mathematical Practice. i. Identify clusters of Standards for Mathematical Practice that should receive high priority. For example, standards 2, 7, and 8 might be

clustered together for specific targets for professional development. ii. Select specific domains in the Common Core State Standards Mathematics for all grade bands as a content focus. It is often assumed

that high school teachers do not need professional development on content. However, with changes in the foundational underpinnings for the mathematics, consider professional development for all teachers on content.

b. Link the professional development to the curriculum materials. i. Use the curriculum materials (textbooks) as an integral part of professional development on instructional techniques so that teachers can

immediately apply the new learnings to the materials they use in the classroom to augment implementation. c. Provide opportunities for a mathematics specialist/coach to co-teach across the grade levels to model desired instructional practices in practice-

embedded professional development. i. Use practice-embedded professional development to create a common experience. For example, instead of working only one-to-one with

a teacher, use reverse coaching so that the mathematics specialist/coach teaches a model class, co-planned with the classroom teacher. Invite other teachers across the grade band to observe the class, using a structured observation protocol. Debrief with the group.

d. See Goal #2 Technology. e. Set up an accountability plan with each teacher when they attend professional development.

i. Require teachers to have a personal professional learning plan that outlines how key components from professional development will be implemented in the classroom.

ii. Establish a policy related to documenting the adherence to the personal professional learning plan. f. See Goal #4 Communication.

See pgs. 43-45 of the report for detailed suggestions for professional development.


Goal 3

Provide ongoing, math-specific professional development for administration and all staff involved in mathematics instruction K-12.

Goal 3 - Objective 1: Create and implement an annual ongoing professional development plan specific to mathematics and individual grade levels/grade groupings.


Progress (Date)

1 Identify a representative team that will create the master Professional Development Plan for mathematics (topics, calendar, etc.).

Spring 2015 Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Curriculum Committee Math PD Team

Time for meetings

A Math Professional Development Team will be identified. The role of this committee is to develop a master plan for mathematics professional development. Members of this committee should include (at minimum): a math teacher from each building, members of the Curriculum & Instruction Department

2 Collaborate with DPDC to determine available times and dates for mathematics professional development.

Spring 2015

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math PD Team DPDC

DPDC meeting time PD dates/times will be identified for specific math training. Working with DPDC will allow the math-specific professional development to occur during district-based days. Note: when scheduling, think outside the box - consider early release days, pull-out days, “summer institutes”.

5/13/2015 Attend DPDC and discuss PD needs for mathematics.



3 Collaborate with grade/course groupings to select topics needed for professional development.

Spring 2015 Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math PD Team

Time to meet

Topics for math PD are selected. Grade levels and courses know best what the specific professional development needs for that level or course are. Teachers need to have the freedom and input to determine what those specific needs are and to have the time to address them accordingly. For example, the high school may want a workshop on TI-Nspires while an elementary grade level may want time to create reteaching opportunities based on data.

4a Create the Math PD plan/calendar to be implemented, making sure to place emphasis on technology, content, and best practices, and including time for the Peer Educational Rounds.

June 2015 Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Curriculum Committee Math PD Team

PD funding PD time Trainers

A Math PD Plan is developed and implemented. With the current emphasis in the strategic plan on math, there is a need for specialized and focused professional development for all staff involved in math instruction.



Success Progress

(Date) 4b Revise vertical team

meetings to focus on common, foundational concepts within the K-12 curriculum.

2-3? days in May after school ends

STEM Coordinator Math PD Team

Plan time for Math Leaders

This is more than just vertical teaming and presenting to each other what math concepts are taught at each level. It’s important that teachers understand the common foundational concepts that exist throughout the K-12 math curriculum and how those concepts are introduced, reinforced, and mastered through the different grade levels. The focus during this time should be on how their teaching fits into that scope and sequence. The critical question for each teacher should be - “Does my teaching of this foundational concept best prepare students for the upcoming curriculum in further grades?”



Success Progress

(Date) 5 Plan and implement

summer workshop sessions for administrators, the Board of Education, Counselors, and Parent Association to learn current math objectives and practices.

1 day in June On-going

Assistant Superintendent of Curriculum and Instruction STEM Coordinator

Time at A-Team Meeting Parent Association involvement and meeting time Board Meeting time for presentation

Sessions will be scheduled and conducted. Principals need to be aware of the changing mathematical practices, curriculum, and technology so that they know what to look for in providing evaluations to staff. In order for evaluations to be meaningful, building principals must be able to provide feedback that directly relates to the most current math objectives and practices.

6 Set up an accountability plan with each teacher when they attend professional development.

On-going STEM Coordinator Principals

Outline key components and expectations from professional development will be implemented in the classroom.

Peer or teacher observation and reflection indicate implementation of mathematical strategies and practices. (Set personal goals to implement new strategies, reflect with grade or team)



Success Progress

(Date) 7 Hire a math coach for each

building to move between classrooms to model/coach mathematics instruction. (Also see Goal 1, Action 4)

To be hired by spring 2015

Assistant Superintendent of Curriculum and Instruction Human Resources

Hire full-time certified math coaches.

Math coaches would be in place by fall 2017. Math Coaches will guide teachers in implementing differentiated instruction in Tier 1, deliver dictated professional development when needed, track, analyze share data with teachers and administration, communicate data to the next building, work with teachers, students, and administrators on coaching the best practices in math instruction by observing and modeling instruction.


Goal 3

Goal: Provide ongoing, math-specific professional development for all staff involved in mathematics instruction K-12.

Goal 3 - Objective 2: Create and implement - in conjunction with the District Mentor Committee - a new-teacher training program specific to mathematics.


Progress (Date)

1 Establish who will create the new-teacher training program.

12/2015 Principals STEM Coordinator DPDC/Mentor Committee Math Curriculum Committee

N/A Members of this committee should include “master” math teachers and lead math teachers. This committee would be selected by building principals, lead math teachers, curriculum and instruction department members. Note: Add a mentoring program provided by District Math Coach that involves monthly check-ins, help planning, model lessons, observing, coaching, etc. Also have “best practices” sharing led by Ladue teachers.



Success Progress

(Date) 2 Determine the necessary

components of the new-teacher training program.

Spring 2016 Principals STEM Coordinator DPDC/Mentor Committee Math Curriculum Committee

Technology that supports instruction (i.e. - calculator, SMART, videos, etc.) Curriculum and/or textbook Common assessments Program components will vary from grade level to grade level, building to building.

The role of this committee is to develop a program for mathematics professional development for teachers new to the Ladue School District. With continual changes to math curriculum as well as the role of technology in math instruction, the necessary information regarding curricular materials and supports cannot be learned to the needed depth within the traditional pre-service new teacher training sessions. This training should be specific to individual elementary, 5th grade, middle school and high school levels and led by “master” math teachers. Presentations would be on Standards for Mathematical Practices, the various technology resources used to enhance instruction, Google Drive resources, etc. and the role of each in daily class instruction.



Success Progress

(Date) 3 Decide and schedule when

training will occur throughout the year.

Spring 2016

Work in conjunction with new teacher training committee

TIME

A new-teacher training schedule is developed and implemented at times when teachers are available and not overwhelmed by other initiatives.

4 Identify and contact new teachers who have math responsibilities.

Summer 2016 Curriculum and Instruction Department

New staff contacted should include all core classroom teachers, any resource teachers (i.e. - interventionists), teacher assistants, and any other staff who has a role in teaching mathematics.

5 Expand program to include all 2nd and 3rd year teachers

Spring 2017 Curriculum and Instruction Department Building principals

TIME Since this is a new program, we should open this program up to second and third year teachers for whom math professional development is still an area of growth or a professional goal. However, the initial implementation of the program would be for new teachers. Then after one year, the program could be expanded to the second and third year teachers in the district.


Goal 3

Goal: Provide ongoing, math-specific professional development for all staff involved in mathematics instruction K-12.

Goal 3 - Objective 3: As part of professional development, math teachers will gain proficiency in the practice of utilizing student data gathered through current district testing for the purpose of improved instruction.


1a Establish who will provide professional development regarding utilization of student data for the purpose of improved instruction.

Summer 2016 Assistant Superintendent of Curriculum and Instruction STEM Coordinator RtI Leadership Team

Members of this committee should include teachers who are already adept at the PLC process of collecting, analyzing, and adjusting instruction according to data. This committee would be selected by building principals, lead math teachers, curriculum and instruction department members. Because this process will take a significant amount of time (time to plan, time to assess, time to create, time to analyze, time to reteach, etc.), it is very important that a building principal be part of the conversation and training from the beginning of the process so that time in the schedule is set aside and protected.


Action Steps Timeline Responsibilities Resources Evidence of Success Progress

(Date) 1b Determine individual

grade level and course group needs regarding basic principles of data-driven instruction.

Fall 2016 Assistant Superintendent of Curriculum and Instruction STEM Coordinator RtI Leadership Team

Survey Needs of each building/grade level are determined. Math teachers throughout the district will very likely have differing levels of experience in this process. The first step in providing professional development regarding data analysis is to assess each individuals expertise in both creating different assessments and using the subsequent results to inform and direct teaching.

2 Investigate the possibility of one universal data tool for K-12.

Summer 2015 Math Cadre RtI Leadership Team

A universal data tool for K-12 is being implemented.

3 Provide differentiated professional development regarding basic principles of data-driven instruction.

Spring 2017 Building principals, lead math teachers, and teachers who are already adept at the PLC process.

TIME Teachers receive the professional development they need in order to use data to inform instruction. For example: Level 1: Creating authentic formative assessments Level 2: Analyzing formative assessments and using the results to inform instruction Level 3: Creating authentic pre and post assessments Level 4: Using standardized test results to inform instruction Examples: Discovery Ed, iReady, Moby Max


Goal 4

Proactively communicate our purpose within the community and district. Team Members: Amy Bullman, Renee Burton, Amy Garland, Jessica Moore, Alicia Vance

Mathematics Program Review - The ReSTEM Institute, University of Missouri Areas of Excellence (pg. 37)


Areas of Need (pgs. 37-38)

1. Curriculum. In order to meet the new standards, the current curriculum needs to be infused with rigorous tasks that focus on conceptual understanding and problem solving.

2. Instructional techniques. The Standards for Mathematical Practice precipitate the need for instructional techniques that engage students in reasoning; constructing and critiquing arguments, proofs and justifications; creating generalizations, recognizing regularity and structure; and modeling with multiple representations. Typically, instruction is currently more focused on developing skills through presentations of algorithms.

3. Curriculum materials. Having curriculum materials that match the standards for content and for mathematical practices will move teaching and learning closer to an alignment with the Common Core State Standards Mathematics. In classes, including some that are piloting new materials, a focus on skill-driven instruction is prevalent.

4. Acceleration policy. A policy is currently in place in the district to identify students for acceleration to more advanced mathematics courses. However, this policy needs to be reviewed in light of the new standards for students, taking into account where content is now placed (for example, about 65% of traditional Algebra I is now in the middle grades). Additionally, with concerns expressed about students’ success in advanced courses, a review of the policy may be in order.

5. Support for students who struggle. At the other end of the spectrum, there are students who are struggling in the mathematics courses. There does not appear to be a consistent approach to help these students attain higher achievement levels.

Recommendation #2 (pgs. 42-43) Professional development supports teachers’ implementation of the Common Core State Standards, especially ongoing, structured professional development for all grade levels. f. Provide ‘professional development’ for parents

i. With shifts in student expectations, parents will need to support the classroom teachers as changes are made in terms of the types of tasks, the way in which the content is structured, and so on. In order to support the classroom teacher, parents need to understand why the changes are being made and how it will help their child as they move forward. Thus having parent professional development during open house or creating other opportunities where parents can learn about the changes would benefit all parties.

ii. Provide parents with ways to help their child, regardless of the grade or course. This may include questions that parents can ask, specific ways to work with the content, or resources to which they can direct their child. These special helps can be uploaded to a parent resource page on the schools’ websites.


Goal 4

Proactively communicate our purpose within the community and district.

Goal 4 - Objective 1: Communicate to parents and students about the math program using multiple methods


Progress (Date)

1 Develop and communicate a math mission statement.

Beginning of school year 2015 and consistently make visible. Create Semester 2 2014-15

Assistant Superintendent of Curriculum and Instruction Individual Teachers or Teams

Websites Newsletters Infinite Campus Posters in Classrooms Ways to encourage parents to check the websites, newsletters, etc.

A math mission statement is created and shared with staff, parents, and community.



Success Progress

(Date) 2 Clearly communicate to

parents and students requirements and placement for future math courses

2015 - 2016 School Year

Assistant Superintendent of Curriculum and Instruction High School, Middle School, and Fifth Grade Center Counselors STEM Coordinator

Time Flow-chart and curriculum handbook for teachers/counselors Teachers can used the “canned comments” section of Infinite Campus to type in these recommendations

Flow-chart is updated regularly. Students in the correct classes and fewer parent phone calls to counselors. The canned comment section is filled out on the report cards Parents understand placement requirements and math flow chart. All administration, counselors, and teachers follow the requirements.

3 Communicate to parents to inform them of current and upcoming units, strategies, resources through a variety of means

Ongoing K-12 Teachers Broadcast Technology Instructor(s)

Blogger Paper Copies Emails Videos Ways to encourage parents to check the websites, newsletters, etc.

Parents are informed of classroom activities.



Success Progress

(Date) 4 Host Math Nights or other

curriculum informational meeting for parents at all levels to promote strategies, resources, tools and philosophies in teaching math, access to on-line information

Annually First Quarter beginning 15-16

Teachers School Administrators

Facilities Time to create math night Students to help demonstrate

High Parent participation rate at Math Nights


Goal 4

Proactively communicate our purpose within the community and district

Goal 4 - Objective 2: Maintain an ongoing inter-district dialogue regarding the math program to ensure consistency among buildings


Progress (Date)

1 Enhance vertical team time/communication to include student data and course placement

2015 - 2016 School Year

Admin Teacher STEM Coordinator

Time Meeting facility

Smooth communication amongst faculty. The successful transition of students as they progress through the math program over the years. Teachers come to meetings prepared with data and other information for course placement.

2 Revise and implement a common Reconsideration System 6-12

Jan. 2015

Counselors Teachers STEM Coordinator Gifted Coordinating Teacher

Team to re-create reconsideration form and communicate with the counselors. Student is part of process.

Form is re-created. Signature of not-recommending teacher on every waiver. All administration, counselors, and teachers follow the requirements.

New program developed got high school 2015-2016


Goal 4

Proactively communicate our purpose within the community and district

Goal 4 - Objective 3: Ladue School District parents and students will be provided the opportunity to give feedback of the K-12 math program to faculty and staff


Progress (Date)

1 Determine a committee to develop and implement separate surveys to parents, students, and teachers to gain insight into the mathematics program.

Annually Beginning/ End of each school year Start Spring of 14-15 school year

Administration Teachers Technology and Communication Departments

Technology High parent, student, and teacher participation rate


Goal 5

Provide mathematical support for all students K-12.

Team Members: Evy Bickel, Brooke Bilby, Nancy Chambers, Drew Crismon, Gina Czarnecki, Sara Eller, Lindsey Mayer Mathematics Program Review - The ReSTEM Institute, University of Missouri Areas of Excellence (pg. 37)

3. District processes. The district has put structured processes in place to support teachers and students. For example, the acceleration process is

structured to provide consistency across buildings and grades. 4. Achievement. The district has consistently maintained a high level of student achievement as reported on MAP that exceeds the state’s

average. 6. Mathematics coordinator support. From multiple data sources, it is evident that the teaching staff values the support provided by the

Curriculum Coordinating Teacher for Mathematics.

Areas of Need (pgs. 37-38) 4. Acceleration policy. A policy is currently in place in the district to identify students for acceleration to more advanced mathematics courses. However, this policy needs to be reviewed in light of the new standards for students, taking into account where content is now placed (for example, about 65% of traditional Algebra I is now in the middle grades). Additionally, with concerns expressed about students’ success in advanced courses, a review of the policy may be in order. 5. Support for students who struggle. At the other end of the spectrum, there are students who are struggling in the mathematics courses.

There does not appear to be a consistent approach to help these students attain higher achievement levels.


Recommendation #3 (pgs. 46-47) With the implementation of the Common Core State Standards Mathematics, the expectations will change for all students. While in the past, it may be acceptable for students to perform algorithms as a means to demonstrate their understanding or for students who struggle to focus on below grade-level mathematics, new outcomes are require a deeper learning of content that would have previously been expected at later grades or of students identified as advanced.

a. Align the new expectations with criteria for advanced placement or acceleration. i. Revisit the acceleration policy to determine if students are prepared for the increased expectations when they are accelerated. ii. Determine a process that supports students who are accelerated and then not able to meet the expectations.

b. Align the new expectations with criteria for remediation, including Response to Intervention classes for Tier 2 support. i. Revisit the policy to determine how students are identified early for intervention. ii. Review the curriculum used in remediation classes so that there is more consistency across classes within and across grade levels. iii. Provide targeted professional development for teachers working with students receiving intervention so that they are using research-

based practices. c. Review assessments, beyond state-mandated ones, and other evidence used to determine acceleration so that the data gained from these are

aligned with Common Core State Standards Mathematics content standards and Standards for Mathematical Practice. i. Review the assessment instruments and their associated data used for acceleration so that the depth and rigor of the mathematics is at

the forefront. ii. Review the assessment instruments and their associated data for evidence of the Standards for Mathematical Practice.

d. Review assessments, beyond state-mandated ones, and other evidence used to determine remediation so that the data gained from these are aligned with Common Core State Standards Mathematics content standards and Standards for Mathematical Practice.

i. Review the assessment instruments and their associated data used for screening and progress monitoring so that students are appropriately identified.

ii. Include rigorous mathematics in the Tier 2 classes, with a focus on the Standards for Mathematical Practice, by identifying appropriate curriculum that supports students in acquiring the grade-level outcomes.


Goal 5

Provide mathematical support for all students K-12.

Goal 5 - Objective 1: Implement targeted math instruction for students throughout the school year.


Progress (Date)

1 Define and implement best practices for math intervention based on the National RtI model including time intensity, *group size (teacher-student ratio), scheduling, and delivery of instruction. *This should include the determination of general education math class sizes (especially the Tier 1 classes that have a majority of students who are identified as Tier 2 or Tier 3 like Math 6 or 7, Foundations of Algebra, Discovery Algebra, Geometry Concepts, and Algebra II Concepts).

2015-16 and ongoing

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Building Principals Intervention Specialists Selected Classroom Teachers

Time and funding for research and planning

Best practices for math intervention are defined and implemented by spring 2016.



Success Progress

(Date) 2 Provide staffing which

consists of at least one full-time qualified math intervention specialist for each building (in addition to Title I staffing). Staffing should be based on number of students who qualified for services. Interventionists would provide Tier 2 and Tier 3 instruction and be paid through district funds. (These teachers should not be pulled from their scheduled classes for duties or substitute teaching.)

2015-16 and ongoing

Assistant Superintendent of Curriculum and Instruction Human Resources Director of Student Services (Learning Lab and Title I) STEM Coordinator

Title I regulations Qualified Math Intervention Specialists District/Title funding

Each K-12 building has at least one math intervention specialist (not a teacher’s assistant). There is consistency in program delivery from year-to-year. Teachers utilize the materials effectively, and can strengthen the overall program. Teachers know kids’ strengths and weaknesses and the culture of the school. More students are successful.

3 Review current resources and materials, determine needs, and provide multiple common research-based resources for math intervention in Tier I, Tier 2, and Tier 3. (Resources need to be available for teachers, parents, and students.)

2015-16 Conduct review 2016 and ongoing Implement

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Building Principals Intervention Specialists Selected Classroom Teachers

Time for research and review Funding for resources and materials

Appropriate intervention resources are provided and implemented by fall 2016



Progress (Date)

4 Provide all students K-12 students with a minimum of 60 minutes of Tier 1 math instruction daily. Tier 2 and Tier 3 minutes must be additional time beyond the Tier 1 instruction minutes.

2015-16 and beyond

Superintendent Ladue School Board Assistant Superintendent of Curriculum and Instruction STEM Coordinator Building Principals

Research and time for making scheduling changes

All buildings provide a minimum of 60 minutes (daily) of Tier 1 math instruction by fall 2016

5 Hire full-time, certified enrichment teachers at elementary level, based on determined criteria.

Complete by the end of 2014-15 school year

Human Resources Four full time FTE positions.

One full time FTE enrichment teacher is in place at each elementary.

6 Create a process to review current elementary enrichment processes, practices, and procedures. Develop and implement an updated enrichment model for K-5 students.

2014-15 2015-16

Gifted Coordinator STEM Coordinator Gifted Teachers Enrichment Teachers

Time for planning and training teachers

An updated enrichment model is implemented during fall 2015. The enrichment program in each building follows the same enrichment model.


Goal 5

Provide mathematical support for all students K-12. Goal 5 - Objective 2: Identify students who need formal differentiated instruction through math intervention, math enrichment, or math acceleration.


Progress (Date)

1 Review and revise criteria (assessments and data points) for placement into K-12 math intervention in order to create universal entrance, progress monitoring, and exit guidelines. Share criteria with all stakeholders. Monitor and ensure the district criteria to identify students for math intervention is used with fidelity.

2014-15 Spring 2015 2015-16 and ongoing

Assistant Superintendent of Curriculum and Instruction *STEM Coordinator Building Principals Math Interventionists Representation of Classroom Teachers K-12

Funding for substitutes for release time for action team to meet Funding for assessments Time for giving and scoring assessments and organizing data

Guidelines are clear, include entrance, progress monitoring, and exit criteria, and are easily accessible by all stakeholders. All buildings implement the district criteria to identify students for math intervention with fidelity. Students are appropriately placed in math intervention based on data and team decisions.



Progress (Date)

2 Review and revise criteria (assessments and data points) for placement into K-5 math enrichment in order to create universal entrance, progress monitoring, and exit guidelines. Share criteria with all stakeholders. Monitor and ensure the district criteria to identify students for math enrichment is used with fidelity.


Assistant Superintendent of Curriculum and Instruction STEM Coordinator *Gifted Coordinator Gifted Teachers K-5 Representation of Classroom Teachers K-5

Funding for substitutes for release time for action team to meet Funding for assessments Time for giving and scoring assessments and organizing data Stipend for additional duties for the Gifted Coordinator (testing, parent contacts, placement)

Guidelines are clear, include entrance, progress monitoring, and exit criteria, and are easily accessible by all stakeholders. All buildings implement the district criteria to identify students for math enrichment with fidelity. Students are appropriately placed in math enrichment based on data and team decisions.



Success Progress

(Date) 3 Review and revise criteria

(assessments and data points) for K-12 math acceleration in order to create universal entrance, progress monitoring, and exit guidelines. Share criteria with all stakeholders. Monitor and ensure the district criteria to identify students for math acceleration is used with fidelity.


Assistant Superintendent of Curriculum and Instruction *STEM Coordinator Building Principals K-5 Gifted Teachers LMS/LHWHS Counselors Representation of Classroom Teachers K-12 who teach accelerated students

Funding for substitutes for release time for action team to meet Funding for assessments Time for giving and scoring assessments and organizing data Stipend position(s) to implement, score, and place students in the summer.

Guidelines are clear, include entrance, progress monitoring, and exit criteria, and are easily accessible by all stakeholders. All buildings implement the district criteria to identify students for math acceleration with fidelity. Teachers are compensated for summer hours for giving and scoring assessments, and assisting with placement. Students are accelerated into higher level classes based on data and team decisions.



Success Progress

(Date) 4 Review, revise, and

implement consistent criteria (assessments and data points) for placement in mathematics in middle school and high school.

Spring 2015 and beyond

Assistant Superintendent of Curriculum and Instruction STEM Coordinator Math Consultant Building Principals Counselors Representation of Classroom Teachers from grades 5-12

Funding for assessments Time for giving and scoring assessments, organizing data, and making placements

Guidelines are clear, include entrance, progress monitoring, and exit criteria, and are easily accessible by all stakeholders. District criteria is used to identify students for math placement. Students are appropriately placed in middle school math classes based on data and team decisions.

Spring 2015 LMS teachers reviewed data and set new criteria for placement into each LMS mathematics course. These criteria were used for placement for fall 2015.

goal 1 review k-12 math curriculum and resources on an

Documents