ATTENDEES

Alderwood: Patricia Dubiel, Jamie Smith, Paula Jacobsen, Debora Haney Birchwood: Mikel Panagos, Kathy Leathers Carl Cozier: Janet McElroy, Cheryl Kirkelie Columbia: Leanne Uttech Geneva: Linda Young, Michelle Ostendorff, Blossom Neece Happy Valley Kathy Shore, Jill DeJong Larrabee: Jan Nelson Lowell: Diane Tjomsland, Anne Franzmann Northern Heights: Kyla Stefani, Tamara Littlejohn, Hollie Roberts, Cherl Isaacs, Wendy Barrett Parkview: Mary Hatch, Tiffany Knudsen Roosevelt: Joan Abbott, Donna Aarstol, Julie Craddoch Silver Beach: Maggie Van Deuren Sunnyland Nina Richardson, Supriya Mookherjee

OUTCOMES

To provide consistent, powerful instruction in all classrooms across our district by learning from each other and refining our individual practice

OBJECTIVES

New – Through a deeper understanding of each unit, teachers will explore and design a yearlong structure for implementing Investigations

Shared - By sharing experiences with implementing the Investigations, teachers will refine their practice, the structure, and the management of each unit

Alignment – By understanding the purpose of a clear articulated curriculum, teachers will discuss strategies for a consistent implementation of Investigations

NEW LEARNING

Teachers read a statement on table tents from Improving Student Achievement in Mathematics, Part 2: Recommendations for the Classroom. The full text can be found at: http://www.ericdigests.org/2003-1/math3.htm. Everyone had an opportunity to read the research that supported the statements and to discuss their current thinking about the article. Teachers shared teaching strategies and practices that support student achievement in mathematics.

SHARED

Teachers chose an investigation that they would like to discuss with others at their grade level. A recording sheet was provided to support table discussions and included approach, grouping, resources, technology, materials management, assessments and parent connections.

ALIGNMENT

Teachers regrouped to include members from each of the shared learning discussions.

The teachers discussed the suggested pacing and sequence for the Components of Investigations in Number, Data, and Space for the school year.

Table leaders used a recording sheet, to guide the discussion and to make recommendations to the Elementary Math Task Force about pacing, sequencing, curriculum connection and challenges to overcome at their grade level. This work will be used by the Elementary Math Task Force in creating the Bellingham School District Math Support Guide.

ALIGNMENT

Members from the Elementary Math Task Force shared progress and current work they are doing. They are planning to have a Bellingham School District Math Support Guide out in September 2005. Input and questions were gathered from the teachers and will be shared with the Task Force.

Math WASL scores from Grades 10 and 7 were shared with the group. Both middle school and high school levels are implementing new math curriculum and using resources that are similar to Investigations. Both levels are receiving professional development to support implementation of the new direction in mathematics instruction. The data indicates a clear upward trend in student math scores.

Wendy Barrett, Northern Heights principal, Steve Morse, Roosevelt principal, Jean Prohaska, Sunnyland principal, Susan Peterson, Director of Federal and Special Programs, Jim Stevens, Assistant Superintendent shared a proposal from the Kindergarten committee to move toward a half day, every day schedule. Teachers gave input and shared current thinking about the proposal, which will be given to the committee.

QUESTIONS & ANSWERS

Q A

KINDERGARTEN SUGGESTIONS AND KEY LEARNINGS

SUGGESTIONS

A focus on one aspect of math – i.e. a sequence of concepts throughout the year or activities for one concept
Let's talk about aligning the report card with the GLEs (2)
Science – hands on
Schedule grade level meetings after report cards – it's difficult to find adequate assessment time in Kindergarten
Perhaps, we could have a meeting devoted to teaching one of the TERC units.
Guided reading
Please ask ahead of time what we would like to do at the meetings.
More time to talk about issues , share, in groups, report card assessments, strategies, work time (10)
Revisit math.

KEY LEARNINGS

Lot's of people are using resources other than TERC to teach math in their classrooms (Kathy Richardson, Math Their Way…) (2)
The Mathematical Thinking Book seems to be an important book for teaching the foundation for math.
We need another meeting to continue our discussion in order to truly assess the units we are using, sequence and the what extent.
In regard to TERC units, we pick and choose activities
TERC is the District curriculum – Kathy Richardson is only supplemental.
The overlap of the different Investigations
Many use TERC as a resource, but feel that Kathy Richardson is more grade level appropriate. (2)
Demonstration, whole and small groups
Repetition and practice and review
Exploration is important without structured “lessons”
Many are unfamiliar with Investigations
Got some key elements for planning done on my geometry unit
Most K teachers aren't using TERC Investigations. Most prefer Kathy Richardson's materials (10)
TERC has various levels
Investigations are what the GLEs are aligned with
Pros and cons of TERC
I want to try the “How Many in All” unit (2)
How to better align math curriculum (3)
Finding holes in teaching that can now be met through certain Investigations