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UMLN Retreat
Boston Public Schools
Transition to MA 2011 Frameworks (CCSSM)
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Boston Public Schools: A Snapshot Approximately 57,000 students
There are 125 schools in the BPS:
• 6 early learning centers (K–grade 1)
• 47 elementary schools (K–5)
• 25 elementary & middle schools (K–8)
• 9 middle schools (6–8)
• 2 middle & high schools (6–12)
• 24 high schools (9–12)
• 3 “exam” schools (7–12)
• 6 special education schools (K–12)
• 3 alternative (at-risk) programs
*21 are innovative pilot schools
78% of students on free/reduced
lunch
Student demographics:
42% Hispanic
35% Black
13% White
8% Asian
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Acceleration Agenda: Academic
Targets (2009-2014)
Academic Targets n
Reading by the end of Grade 1 n
Reading to learn in Grade 3 n
Skillful, analy?cal wri?ng in Grades 4-­‐12 n
Algebra 1 in Grade 8 n
English Language Learners acquire academic language mastery and fluency n
Significant academic growth for students with disabili?es n
"On-­‐track" to graduate by the end of Grade 10 n
High school gradua?on n
College-­‐ready and success-­‐bound +
The Boston Public Schools graduate... 1. Loves to learn, views the world as a classroom without walls, and thinks cri?cally about the issues within it. 2. Succeeds academically in college-­‐level courses across content areas. 3. Masters verbal and wriOen expression in English, with emerging proficiency in a second language. 4. Uses mathema@cal skill, scien@fic inquiry, and state-­‐of-­‐the-­‐art technology to invent new solu@ons to persistent and unan@cipated problems. 5. Exhibits growth, self-­‐discipline and reflec@on through innova@ve expression and ar@stry. 6. Acknowledges and respects people with diverse backgrounds, histories, and perspec?ves. 7. Assumes personal responsibility for physical and emo?onal well-­‐being by making healthy choices. 8. Contributes confidently and posi@vely in professional and social seLngs, both independently and as a member of a team. 9. Demonstrates resourcefulness and resilience in the face of setbacks and obstacles, relying on personal assets and support from others to achieve goals. 10. Par?cipates ac?vely in a democra?c society as a responsible, courageous leader who challenges injus?ce. +
GeUng Started: 2010-­‐2011 n  What are the CCSS for Mathema?cs? Examining the standards for ourselves with an eye to how they unfold across grade levels; n  Collabora?ng with the UMLN on key shi[s and implica?ons at network mee?ngs; n  Collabora?ng with the MA DESE on key shi[s through math liaison mee?ngs for mathema?cs directors and regional conferences; n  Beginning to review our curriculum materials to determine alignment and ordering CCSS guides for teachers; and n  Providing extended DESE-­‐sponsored summer professional development on Mathema?cs Content and Prac?ce Standards with funding from RTTT. +
Reaching Out: 2011-­‐2012 n  Designing ongoing professional development for Mathema?cs Facilitators who serve as mathema?cs leaders in their buildings; n  Crea?ng Mathema?cs Workgroups consis?ng of approximately 5 teacher leaders per grade level or course to review alignment between content standards and curriculum materials in order to create a new scope and sequence pacing guide; n  Providing informa?onal mee?ngs for principals including professional development sessions with elementary principals to explore aspects of the content and prac?ce standards; and n  Con?nuing to collaborate with UMLN and MA DESE in order to stay informed about new developments including upcoming PARCC assessments and shi[s in MCAS assessments. +
Con?nuing to Build: 2012-­‐2013 n
Crea?ng new unit assessments that measure student progress that reflect new scope and sequence pacing guides; n
Providing summer workshops on Mathema?cs Frameworks which were repeated in early fall; n
Providing limited coaching to struggling schools designed to support their transi?on to the 2011 MCF for Mathema?cs; n
Provide fluency workshops including support for First in Math; n
Providing 2-­‐day ins@tutes addressing Number and Opera?ons: Base Ten (GrK-­‐2), Number and Opera?ons: Base Ten (Gr3-­‐5), and Number and Opera?ons: Frac?ons (Gr3-­‐6); n
Con?nuing to provide Developing Mathema@cal Ideas seminars revised to explicitly align with the 2011 MCF for Mathema?cs; n
Con?nuing ongoing professional development for Mathema@cs Facilitators with a focus on preparing them to lead professional development sessions in their buildings; n
Crea?ng Elementary Mathema?cs Framework study groups facilitated by Workgroup leaders that meet throughout the year; +
Con?nuing to Build: 2012-­‐2013 n  Crea?ng another genera?on of Mathema?cs Workgroups to revise scope and sequence pacing guides based on feedback and also to provide embedded assessments and create model lessons with support from outside partners; n  Con?nuing informa?onal mee?ngs with principals that include resources such as classroom “Look Fors” and highlights of important content in upcoming lessons; n  Pilo?ng CWA (Common Wri?ng Assessments) that include prototype PARCC assessment items; n  Con?nuing to collaborate with UMLN and MA DESE in order to stay informed about new developments including upcoming PARCC assessments shi[s in MCAS assessments; and n  Con?nuing to provide extended DESE-­‐sponsored summer professional development on Mathema?cs Content and Prac?ce Standards with funding from RTTT. +
Algebra I n  Design and facilitate ongoing PD for teachers of CME Algebra I in the 8th and 9th grade that support the “habits of mind” reflected in prac?ce standards of the 2011 MCF for Mathema?cs; n  Provide hybrid Insights into Algebra for all educators with a focus on alignment to the 2011 MCF for Mathema?cs; n  Provide coaching support specific to teachers of Algebra around aligning to the 2011 MCF for Mathema?cs; and n  Co-­‐crea?on of Algebra I end-­‐of-­‐course assessment collabora?vely designed by Math department and Algebra I teachers for accurate placement into secondary courses. +
Tools for Communication & Outreach
n  BPS Curriculum and Instruc?on Weebly with documents that support the transi?on to the 2011 MCF for Mathema?cs; n  Parent University workshops designed to communicate with parents about the expecta?ons of the 2011 MCF for Mathema?cs; n  Links to resources available to support the transi?on the the 2011 MCF for Mathema?cs; n  Weekly C&I newsleOer planned for teachers and principals describing ac?vi?es that support the transi?on to the 2011 MCF for Mathema?cs n  Ongoing updates around the department’s shi[s towards the MCF through twiOer and Facebook +
District Priori?es n New Student Informa?on System n New School Assignment Plan n Teaching & Learning Framework n New District Organiza?on +
Teaching and Learning Framework District Priority Element of Teacher Rubric Element of Admin Rubric Professional Growth and Evalua?on Goal SeUng Educator Goals Observa?on and Feedback Using Data to Differen?ate Instruc?on Adjustments to Prac?ce Access to Knowledge Adjustments to Prac?ce Diverse Learners’ Needs Increasing Academic Rigor Well-­‐Structured Lessons Lesson Development Support Engaging Families, Communi?es and Partner Parent/Family Engagement Two-­‐Way Communica?on Parent/Family Engagement Two-­‐Way Communica?on +
New District Organiza?on +
Looking Ahead: 2013 -­‐ 2014 I Develop expert groups per network •  Assistant Network Superintendent •  Academic Content Liaison •  1 principal from each of a Early Educa?on Building, Middle School, and K-­‐8s, •  Teachers from schools with par?cipa?ng Principals to represent grade bands 1-­‐3, 4-­‐6, 7-­‐9 with grade 9 coming from geography HS; Goals •  Content and Prac?ce shi[s in the field •  Elevate teacher leaders •  Elevate school leaders as instruc?onal leaders •  Create urgency in the field around the work that needs doing for success in 2014 +
Looking Ahead: 2013 -­‐ 2014 II Content Liaisons •
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Progression study Task Implementa?on and Reflec?on Model Unit Development and Reflec?on Goals •
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Support MA 2011 Framework Implementa?on Support the BPS Math Agenda Support struggling schools for the long-­‐term gain Create urgency in the field around the work that needs doing for success in 2014 +
Looking Ahead: 2013 -­‐ 2014 III Math Facilitators •
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Progression study Task Implementa?on and Reflec?on Model Unit Development and Reflec?on Goals •
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Support MA 2011 Framework Implementa?on Implement Tasks and gain feedback Enrich Curriculum Development Create urgency in the field around the work that needs doing for success in 2014 +
More Informa?on Weebly hOp://bpsmathema?cs.weebly.com/ Chris?ne Hall, Director, K-­‐12 Mathema2cs Linda Ruiz Davenport, Senior Director, Elementary Mathema2cs Chimdi Uchendu, Senior Director, Secondary Mathema2cs