Garden Grove A Snapshot of Garden Groves May

Garden Grove A Snapshot of Garden Grove’s May Convening NUMBER TALKS GOAL: Teachers engaged in facilitating discussions to have students participate in calculations using a variety of computation strategies. Students will communicate mathematically while peers listen and ask questions to clarify or build on student thinking. Students will increase their ability to make sense of mathematics through building their capacity to chose efficient strategies for specific problems. Click poster above for large version. Outcomes of *practice* goal-setting activity: By June 2015, we will…. We will increase structured student talk time in math from 5% to 25% Team Member Position Monica Ibarra. Acosta Director, K-6 Instruction PK Diffenbaugh Director, 7 -12 Instruction Kelly Mc. Amis Assistant Superintendent of Secondary Education “What does academic discourse look like in Math & ELA? How do we support teachers around that? ” – Julie/Justin “How can we support teachers in envisioning technology to support tech? Schools are using their time to discuss math tasks, so giving time to reflect on tech has been tough” – Sean Team Member Position Sean Dishong K-8 Math TOSA Julie Kawai K-8 Math TOSA Justin Pickens K-8 Math TOSA Sara Wescott Assistant Superintendent Role Alike Snippets “We need to develop tools to define what implementation data looks like” – Gabriella Team Member Position Jamie Shippee K-8 Math TOSA Marci Pena K-8 Math TOSA Gabriela Mafi Superintendent “Continue to emphasize why we are making these changes – to better prepare our students for college and careers of the future” – Kelly Emma Druitt Position Math in Common Grant Manager Kyle Benham K-8 Math TOSA Sunny Costello K-8 Math TOSA Susan Theran K-8 Math TOSA Team self-evaluation VISION • • • Develop and implement a shared, coherent, non-negotiable and compelling vision for mathematics instruction and assessment, Be able to demonstrate progress towards a district-wide understanding of that vision, and Establish and describe a multi-tiered evidence-gathering program that advances the math vision. Your Score N/A Mi. C Avg 2. 3 PROCESS • • • Identify and teach the components of its approach to building instructional leaders’ and teachers’ capacity to lead change; Identify the primary reasons this approach is effective; and Connect and align this approach to support its vision for instruction and assessment. Your Score N/A Mi. C Avg 2. 67 CONTENT • • • Articulated and refined a clear formative assessment cycle to support teacher instructional shifts; Developed associated tools and rubrics to support that cycle and its related instructional needs (curricular and otherwise); and Supported [all] teachers in deepening the use of a formative assessment cycle to catalyze shifts in instructional practice. Your Score N/A Mi. C Avg 2. 52 *These scores are from the self-evaluation rubric your team filled out before the convening. They will be constantly evolving as your team continues to fill out the self-evaluation rubric throughout the year(s). They are only used to help your team assess your progress toward vision, process and content over time.