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What do we need to consider when delivering the math framework message?
The framework provides the foundation for HOW, WHY, and WHAT we expect students to learn mathematics.

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Message-nothing has changed-everything goes back to a focus on the learner.  classroom culture is created with a growth mindset on mathematics

Consider - brand new teachers who are unfamiliar-clear language and definition of terms, consider range of knowledge of teachers, show old visual for teacher comparison. Having some staff talk about it too-not just the coach, when/how it will be rolled out (in person or technology)

Why - Consistency, clarification

Sections:
Instruction, planning and the math practices all go together. Start with the red section and purposefully plan out what you intend to teach your students. This comes from your pre-assessments and formative assessments throughout
Which are based on your standards/curriculum. You should always know your students strengths and goals through your choice of record keeping. Mathematical assessments are embedded in your purposeful instruction and planning.

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What is our common message about the entire framework?
This framework represents our core beliefs about math instruction, best practices in math, and how students become mathematicians.
What would you say about each section?
Problem solving is interwoven throughout each component of the framework.
Purposeful Planning and Intentional Instruction:
Components of instruction: To meet the diverse needs of our young mathematicians, these components should be implemented daily.  These components allow for a balance of learning among procedural skill, conceptual understanding, and application.  It is important that students are able to flexibly apply their math learning in a variety of contexts.
Math Practices: The mathematical practices are the "how" we get to the standards, or the "what".  You may not hit all of these in one day.
How does it all connect?

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Learner:
We chose to put the learner at the center because all of the instructional decisions should be based on creating opportunities for students to drive their own learning (set goals, reflect, passionate about math, use math to make sense of the world).

Classroom Culture:
The culture of the classroom should promote risk and inquiry through an environment that embraces mistakes, growth mindset, and multiple paths of thinking.

The next outer circle is made up of 3 sections connected by arrows because they are all important and influence one another.
Components of Instruction:
These are the experiences offered to learners in our classroom. Opportunities for exploration and making connections helps students develop number sense and build fluency.  *Fluency is the ability to use efficient, accurate, and flexible methods for computing. Fluency does not imply timed tests. (From Ohio's Learning Standards for Mathematics, 2017)

Purposeful Planning & Intentional Instruction:
A balanced approach to rigor (application, conceptual understanding, & procedural fluency), coherence, and focus is important to provide learners with the opportunities to connect mathematical ideas and see how those ideas apply to the real world.

Mathematical Practices:
The Standards for Mathematical Practice (SMP) are the HOW we do mathematics.  While the SMPs are described as habits of learners, it is important for teachers to be aware of how they can support learners and what they need to look for in SMPs.

Problem Solving:
Problem solving is the heart of mathematics - what strategies will your students need when they don't know what to do. :-) (This needs to be cleaned up.....)

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Definitions for Focus, Coherence & Rigor (the 3 shifts indicated in the standards)

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Definitions for Focus, Coherence & Rigor (the 3 shifts indicated in the standards)

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First introduce the framework at a staff meeting and continue to build on this conversation at data teams.

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We want to have one vision:  a pow toons or something where they are getting the same message

Give message with another coach?

whole staff? Initial intro
small group/data teams - may ask

40 min staff meeting
interactive
initial questions
possibly have staff assist in delivery

should everyone be involved?  yes

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common message
mindset in math
confusion between units and framework
new staff
we're getting better

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Purpose of a Framework
Purpose of Updated Framework
Utilize our math vision and
mission
Message of  Logo /Framework
How will we use the framework?

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We kept the best parts of the old
There's an emphasis on classroom culture, mindset, blended learning, problem solving

Now, interconnected
student is at the center
cycle - other seemed linear

What is a framework?
framework vs units

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What?
Who involved?

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What?
Who is involved?