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)
•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
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
Gallatin County
Gallatin County School District
Formative Assessment lessons are being
implemented at each grade level 6-12
Success!
6th Grade
Embedding the questioning within daily lessons
7th Grade
MDC model addresses different learners
8th Grade
• Students are taking control of their own learning.
• A Rigorous level of learning is taking place
High School
• The FALS are a wonderful resource—full of rich problems
• The Middle School is laying the groundwork for the High
School
• We have new teachers that are open to change
Challenges we are seeing …..
Challenges
6th Grade
6th grade FALs seem to be in the shortest supply….finding FALs
which fit appropriately with core content
7th Grade
Amount of time required (example once a unit, 3 days per FAL, 6
units per year requires 18 days per year
8th Grade
Lower level students are taking 5-6 days to finish a FAL.
High School
• Loss of continuity due to faculty turnover
• Students want to give up rather than ” struggle productively”
• Disheartening to see post-tests that aren’t much better than
the pre-tests
• Not enough time to “fix” all the misconceptions that are found
Integration Grant Work
Campbell County
MDC Update
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
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
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.
FAYETTE COUNTY
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
 Began implementation
in October 2013 with
focus on Algebra I
 Expanding to reach a larger
audience
 Compiling and analyze data
to determine effectiveness
 Leadership responsibilities
and follow-through
 Over 17 schools and 70
teachers and school
leaders currently
participating
 Leadership component
 PGES component
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)
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Fleming
County
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
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
•
•
Washington County
-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
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
Washington County
• 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
Daviess County
Daviess Co.
Strengths:
Math Staff Developer
Support to New Teachers
Out in the Field Daily
Provides Continued Refinement of 5 Key Formative Assessment Strategies
CCSS—Digging Deeper
Minnesota Slice to Check the Percentages of Conceptual Understanding, Fluency/Skill and
Application
Identified Challenge: Teachers Need More Understanding of Conceptual Understandings
Integration
LDC/MDC Perfect Math for Framework for Teaching
CDIP—Merger of Many Goals with Greater Focus
Identified Challenge: Student Growth Goals—How Do You Make Them Meaningful Across
All Grade Levels and Contents
Next Steps:
More Depth of CCSS
Continue Learning Walk Data—Focus on 5 Strategies
Illustrate How Formative Assessment Lessons Connect to Framework for
Teaching
Concerns:
Struggle with buy-in of MDC work, mostly high school Geometry and
Alg 2 courses
Math Design Collaborative
in
Owen County Schools
Successes
&
Challenges
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.
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).
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.
Coaching
Collaboration
Teacher Leaders Planning and
Providing Cross-District,
Secondary Math Support