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15:57:48 From  Debbie Williams  to  Everyone : Hi Everyone!  Welcome to our 2nd Chapter Chat Evening!  Debbie Williams, SJCOE Math Coordinator
15:58:29 From  Nicole Milligan  to  Everyone : Hello.
15:59:02 From  Nicole Milligan  to  Everyone : Nicole Milligan, Lakewood, Lodi Unified, Grade 3
15:59:15 From  Jennifer Elwood  to  Everyone : Hello, I'm Jennifer. I teach at East Union in Manteca Unified. I teach Algebra 1/A/B. One thing that surprised me about this chapter was the focus on teaching toward social justice. I am happy to see this included.
15:59:25 From  Tammy Naylor  to  Everyone : Math Instructional Coach, Lodi Unified
16:00:04 From  Shannon Panfilio-Padden  to  Everyone : Hello I am Shannon Panfilio-Padden. I am a professor in teacher education at Cal State Stanislaus. 
16:00:08 From  Mary Vallerga-Hood  to  Everyone : Hello.  I am Mary.  I am in my 39th year of teaching and am an Instructional Coach.
16:00:10 From  Nicole Milligan  to  Everyone : (I am trying to pull up my notes to answer the rest of the introduction.)
16:01:00 From  mari.lowes  to  Everyone : Hi All.  I am a high school math teacher for ACUSD
16:01:42 From  jsalcedo  to  Everyone : Hi everyone. Julieta Salcedo from EUHS in Manteca.
16:01:47 From  Peter Perez Lincoln High School  to  Everyone : Hi everyone. I am a teacher at Lincoln High I teach Math 1 and 2
16:01:48 From  Matthew Haber  to  Everyone : Good afternoon everyone
16:01:56 From  9-12, Abby Bates  to  Everyone : Hi, Abby Bates Lodi Unified math coach 6-12
16:01:56 From  Kristi Novara Manteca USD TOSA  to  Everyone : Kristi Novara Manteca Unified TOSA. The planning of rich tasks involving exploration, sense making, and discussion vs many small lessons  as whole group instruction
16:01:57 From  Robert McCarthy  to  Everyone : Hello! I’m a third grade teacher at Annunciation! I was delightfully surprised about open tasks, and I’d love to hear more about how to do that.
16:01:58 From  Colette Moyse  to  Everyone : Colette Moyse from Lincoln Unified
16:02:05 From  Lisa Fereria  to  Everyone : Hello from Lisa Fereria from Ripon
16:02:07 From  Cassie Mc Lemore  to  Everyone : Middle School Admin.  Lincoln USD
16:02:13 From  Bailey Gillihan  to  Everyone : Natalie Gillihan, Ripon Unified Math Teacher
16:02:14 From  Tywania Griffin  to  Everyone : Hi everyone! I'm Tywania from Millennium HS in Tracy, CA
16:02:15 From  C6-12 Janice Bussey  to  Everyone : I am a retired math teacher who now acts as a consultant supporting math teachers.
16:02:16 From  David. Woodford  to  Everyone : Checking in, David Woodford, K-8 math instructional coach from Stockton USD.
16:02:28 From  Kathy Dufour  to  Everyone : Hello.  I am Kathy, K-5 instructional math coach from Lodi.  I wasn't able to download the info so I'm sorry to say I will mostly be in listening mode today.
16:02:33 From  Carla Gonzales  to  Everyone : Carla Gonzales Stockton USD, Curriculum and Instruction
16:02:39 From  Teka Sims  to  Everyone : Teka Sims 1st Manteca Unified.
16:02:40 From  Matthew Haber  to  Everyone : Hi Kathy, how are you
16:02:42 From  Christy Crivelli  to  Everyone : Good afternoon!  I am a 7th grade math teacher in Stanislaus county at Mae Hensley Junior high in Ceres.
16:02:43 From  Belle   to  Everyone : Hi Everyone, I am Belle and I teach 9-12 math at SIerra H. S.
16:02:55 From  Lisa Hillstrom  to  Everyone : Lisa Hillstrom K-5 Math Coach Lodi USD. I was surprised by the significant influence of Jo Boaler's work in this chapter. Not really a bad thing, just surprising.
16:03:10 From  Matthew Haber  to  Everyone : I love chapter 2.
16:03:37 From  Suzanne Agbulos-Loera  to  Everyone : Suzanne Loera, Principal at Wilson School in Stockton Unified. Hello Everyone!
16:03:38 From  C6-12 Janice Bussey  to  Everyone : @Debra, a familiar face from my past!
16:03:59 From  Matthew Haber  to  Everyone : Hi Suzanne, welcome
16:04:02 From  Kristen Robertson  to  Everyone : Lisa H I was thinking the same about the influence of Jo Boaler.
16:04:02 From  Theresa O'Leary  to  Everyone : Theresa O'Leary MUSD Shasta Elementary Grade 3
16:04:15 From  Matthew Haber  to  Everyone : Hi Theresa!!!
16:04:22 From  Debra Schneider (Tracy USD) Dir of IMC  to  Everyone : @Janice, learning the framework to facilitate the IM adoption someday!
16:05:23 From  C6-12 Janice Bussey  to  Everyone : @Debra.  Good for you!  I always knew you were a smart gal!
16:07:58 From  Kristi Novara Manteca USD TOSA  to  Everyone : 5+5+5+5     19-1       ********************  5 X 4    
16:08:14 From  Tywania Griffin  to  Everyone : 10+10=20; 4*5=20; 18+2=20; 15+5=20; 10*2=20; 17+3=20
16:08:15 From  Nicole Milligan  to  Everyone : 20 = 50 - 30, 20 = (25 x 4) / 5, 2 x 10 = 20, 4 + 4 + 4 + 4 + 4 = 20, 0 + 20 = 20 - 0
16:08:15 From  Mary Vallerga-Hood, Instructional Coach  to  Everyone : 6 X 3 + 2,  65-45, 200-180, 5 x5 - 5
16:08:15 From  Cassie Mc Lemore  to  Everyone : 5 X 4, 19 + 1, 40/2, 25 - 5,
16:08:15 From  C6-12, Abby Bates  to  Everyone : 1/5 of 100
16:08:15 From  Colette Moyse  to  Everyone : 4x5, 15+5, 21-1, 40/2
16:08:15 From  Matthew Haber  to  Everyone : 1/2 x 40       1/4 x 80
16:08:15 From  Tammy Naylor  to  Everyone : 4^2 +4,     4!-4
16:08:15 From  Lisa Fereria  to  Everyone : 4 groups of 5(4x5); 1+19; 10+10
16:08:15 From  David. Woodford  to  Everyone : 4!-4^(4-4)
16:08:15 From  Julie Thomas TOSA  MUSD  to  Everyone : 30-10, 5X4, 2+18, 10+10, 4+4+4+4+4, 100-80,
16:08:15 From  Dominique Teixeira  to  Everyone : 10x2, 5x4, 100/5, 10+10, 200/100
16:08:15 From  jsalcedo  to  Everyone : 4!-4
16:08:15 From  Cassie 9-12  to  Everyone : 2(10)…. 2+18.....4(5)…. 40/2....
16:08:15 From  Debra Schneider (Tracy USD) Dir of IMC  to  Everyone : 5X4=20, 200/10=20,
16:08:15 From  Theresa O'Leary  to  Everyone : 5 + 5 + 5 + 5= 20     4 x 5 = 20,     -20 + 40 = 20
16:08:15 From  C6-12 Janice Bussey  to  Everyone : 200 divided 10,  10 divided by .5
16:08:15 From  Kristen Robertson  to  Everyone : 2+2+2+2+2+2+2+2+2+2 = 20
16:08:15 From  Shannon Panfilio-Padden  to  Everyone : 10 x 2, 10 + 10, skip count by tens, four 5s 
16:08:15 From  Carla Gonzales  to  Everyone : 2X10=20 18+2=20  40/2=20 30-10=20
16:08:15 From  Robert McCarthy  to  Everyone : 4 x 5; 80 / 4; 19 + 1; 21 - 1; √400; 20/1
16:08:15 From  Suzanne Agbulos-Loera  to  Everyone : 40 divided by 2. 2 multiplied by 10. 
16:08:16 From  mari.lowes  to  Everyone : 2^4+(6-2)
16:08:16 From  Lisa Hillstrom  to  Everyone : 1/2 x 40; 5x4; 10 + 10; 40-20
16:08:17 From  Gregory Wilson  to  Everyone : 50% of 38 + 1
16:08:17 From  9-12 Lauren Huff  to  Everyone : Find f'(x) if f(x)=20x
16:08:19 From  Kathy Dufour  to  Everyone : 49-29, 2x2x5, 100divided by 5,
16:08:25 From  9-12 Berenice Cervantes  to  Everyone : (21+19) / 2
16:08:34 From  Matthew Haber  to  Everyone : Lisa, we thought alike!!!
16:08:35 From  9-12  LHS-- Bryan  to  Everyone : square root of 400
16:09:03 From  Nicole Milligan  to  Everyone : Kathy - You and I both had 100 divided by 5, I just had 100 as (25 x 4)
16:09:09 From  Jennifer Elwood  to  Everyone : 4 * 5; 2(5) + 2(5); 2^4 + 2^2;
16:09:32 From  Nicole Milligan  to  Everyone : Low floor, high ceiling
16:09:34 From  Mary Vallerga-Hood, Instructional Coach  to  Everyone : Open-ended
16:09:37 From  Dominique Teixeira  to  Everyone : All answers accepted
16:09:45 From  Nicole Milligan  to  Everyone : I had 1 + 19 and someone else had square root.
16:09:45 From  Dominique Teixeira  to  Everyone : Centered on student thinking
16:09:45 From  Colette Moyse  to  Everyone : many answers
16:09:45 From  Julie Thomas TOSA  MUSD  to  Everyone : Lots of possible correct answers
16:09:45 From  Gregory Wilson  to  Everyone : low floor, high ceiling
16:09:46 From  Lisa Fereria  to  Everyone : There are no confined rules
16:09:46 From  9-12 Berenice Cervantes  to  Everyone : low floor high ceiling
16:09:51 From  9-12  LHS-- Bryan  to  Everyone : thought-provoking.
16:09:53 From  jsalcedo  to  Everyone : More than one correct answer
16:09:54 From  Theresa O'Leary  to  Everyone : There is more than one way to get to the answer.
16:09:55 From  Kristen Robertson  to  Everyone : Encourages creativity
16:10:00 From  C6-12 Janice Bussey  to  Everyone : This is open ended and fun, but what is the goal?
16:10:01 From  Shannon Panfilio-Padden  to  Everyone : Many can do the task
16:10:02 From  Tammy Naylor  to  Everyone : more than one possible solution.  low floor high ceiling
16:10:13 From  Suzanne Agbulos-Loera  to  Everyone : More students can access and participate.
16:10:21 From  mari.lowes  to  Everyone : allows for everyone's background or previous experience
16:10:28 From  Shannon Panfilio-Padden  to  Everyone : Inviting 
16:10:58 From  Nicole Milligan  to  Everyone : Sorry....I have one son about to run over another son with a hoverboard right here in front of me.
16:11:34 From  David. Woodford  to  Everyone : Low floor, high ceiling problems are elevators that can be boarded at any level and goes up beyond wherever students get on.
16:12:11 From  C6-12 Janice Bussey  to  Everyone : @David, love the elevator metaphor!
16:12:16 From  Kristen Robertson  to  Everyone : You could say "Write and answer you think someone else would think of." and "Write an answer nobody else would think of."
16:12:55 From  Mary Vallerga-Hood, Instructional Coach  to  Everyone : I have done this in class and it is just fun to watch students think when you ask, “Are there any other ways?” Some had to use multiple whiteboards to record.
16:13:36 From  David. Woodford  to  Everyone : @Janice, TY.  I think I got that from one of Boaler's books, but if not, it was certainly prompted by one.
16:14:43 From  Kathy Dufour  to  Everyone : asset based thinking
16:15:20 From  Dominique Teixeira  to  Everyone : It allows us to hear student responses coming from a variety of perspectives and levels of background knowledge.
16:15:39 From  Nicole Milligan  to  Everyone : I really liked that language "asset based thinking".
16:15:57 From  Cassie 9-12  to  Everyone : I like "asset based thinking."
16:16:08 From  mari.lowes  to  Everyone : It also allows us to validate everyone's understanding and perspective
16:16:10 From  Jennifer Elwood  to  Everyone : It brings out assumptions too. When I read the problem, I was only trying to use numbers smaller than 20 and didn't even think that I could use numbers bigger than 20.
16:20:54 From  Debra Schneider (Tracy USD) Dir of IMC  to  Everyone : critical math education grew out of Freire's critical pedagogy; more here: https://en.wikipedia.org/wiki/Critical_mathematics_pedagogy
16:21:58 From  Nicole Milligan  to  Everyone : I loved the language they used in the Framework. It turns into a powerful question: Am I supporting or controlling student thinking? Will this activity support or control students thinking?
16:23:11 From  Debbie Williams  to  Everyone : https://docs.google.com/presentation/d/1TyD8njPib7zyb7J6S1olLEnwiaZLTkHqZzq8h88VHTU/edit#slide=id.gc0798dbf75_0_1011
16:41:48 From  Debbie Williams  to  Everyone : https://docs.google.com/presentation/d/1TyD8njPib7zyb7J6S1olLEnwiaZLTkHqZzq8h88VHTU/edit?userstoinvite=busseyjanice@gmail.com&ts=6046c107&actionButton=1#slide=id.gc0798dbf75_0_597
16:48:54 From  Amy Summers  to  Everyone : I'm curious if secondary teachers are harder to "teach" than elementary?
16:49:35 From  Amy Summers  to  Everyone : I agree Janice!
16:50:10 From  Coach K-8, David (Stockton)  to  Everyone : That idea goes all the way to K, where it goes to the parents.
16:50:20 From  Amy Summers  to  Everyone : Me too!  My peers like to argue "the right way".
16:51:33 From  Nicole Milligan  to  Everyone : A lot of teachers and parents (and consequently students) think about the algorithms only. That's why Like 89 was so rich. As educators increase access for students to engage with and thrive in mathematics and value the different ways questions and problems can be approached and learned, many more students view themselves as belonging to the mathematics community (Boaler & Staples, 2008; Boaler, 2016; Langer-Osuna, 2015; Walton et al, 2012).
16:51:48 From  Nicole Milligan  to  Everyone : How many times have I heard people (teachers/parents/students) say something along the lines of: - That's not how my teacher showed me to do it. - How did you get that answer? Show me your work. Okay, but that's not how we get the answer. Do it this way now. - This Common Core is dumb. Why are we doing it this way? Just invert and multiply.
16:55:15 From  Nicole Milligan  to  Everyone : LHS
16:55:16 From  Amy Summers  to  Debbie Williams(Direct Message) : https://docs.google.com/presentation/d/1TyD8njPib7zyb7J6S1olLEnwiaZLTkHqZzq8h88VHTU/edit#slide=id.gc0798dbf75_0_1011
16:55:24 From  Amy Summers  to  Debbie Williams(Direct Message) : This is from last week
16:56:47 From  Debbie Williams  to  Everyone : https://www.cde.ca.gov/ci/ma/cf
16:56:49 From  Chelsea McClellan  to  Everyone : Can you reshape the slide deck link?
16:56:55 From  Chelsea McClellan  to  Everyone : re-share
16:57:53 From  Kathy Dufour  to  Everyone : https://docs.google.com/presentation/d/1TyD8njPib7zyb7J6S1olLEnwiaZLTkHqZzq8h88VHTU/edit#slide=id.gc0798dbf75_0_1011
16:59:49 From  Dominique Teixeira  to  Everyone : On slides 4, 6, 7, I notice a common question about curriculum in column 3. I think it’s an interesting and valid question to explore: How do teachers successfully balance open ended tasks and our district provided curriculum?
16:59:58 From  Mary Vallerga-Hood, Instructional Coach  to  Everyone : FYI - Tammy has her hand up.
17:00:53 From  Christy Crivelli  to  Everyone : Will curriculum in the future come redesigned as tasks?
17:03:45 From  Coach K-8, David (Stockton)  to  Debbie Williams(Direct Message) : Where are you from?  You look so familiar, and I don't think that it is just from last week.
17:04:43 From  Debbie Williams  to  Coach K-8, David (Stockton)(Direct Message) : Hi David!
17:04:47 From  Lisa Hillstrom  to  Everyone : Thank you for a thought provoking time together.
17:04:54 From  Debbie Williams  to  Coach K-8, David (Stockton)(Direct Message) : You've attended some of my PL for SUSD in the past
17:05:03 From  Ms. Pacheco  to  Everyone : Thank you!
17:05:05 From  Coach K-8, David (Stockton)  to  Debbie Williams(Direct Message) : TY
17:05:08 From  Shannon Panfilio-Padden  to  Everyone : Thank you!
17:05:09 From  9-12 Lauren Huff  to  Everyone : Thank you everyone! Have a great week :)
17:05:11 From  Kristen Robertson  to  Everyone : Thank you to our hosts!
17:05:13 From  Tywania Griffin  to  Everyone : Thank you :-)
17:05:15 From  Suzanne Agbulos-Loera  to  Everyone : thank you everyone!1
17:05:19 From  Matthew Haber  to  Everyone : Thank you
17:05:20 From  Kia Barrieau  to  Everyone : Thank you
17:05:22 From  Theresa O'Leary  to  Everyone : Thank  you!
17:05:24 From  Nicole Milligan  to  Everyone : Thank you very much. This was very helpful.
17:05:24 From  Valeh’s iPhone  to  Everyone : Thank you!
17:05:25 From  Kathy Dufour  to  Everyone : Thanks for a good session
17:05:26 From  9-12  LHS-- Bryan  to  Everyone : Thank you.  Have a great week.
17:05:29 From  Debbie Williams  to  Everyone : https://padlet.com/dwilliamssjcoe/Framework21
17:05:30 From  Tammy Naylor  to  Everyone : Thank you for hosting the chats.  Thank you room 5 for great conversation.
17:05:34 From  Mary Vallerga-Hood, Instructional Coach  to  Everyone : I really appreciate the opportunity to discuss and review the Framework!
17:05:43 From  Abby Bates  to  Everyone : thank you!
17:05:46 From  bandrade  to  Everyone : Thank you.
17:06:25 From  Julie Thomas TOSA  MUSD  to  Everyone : Thanks everyone. :)
17:08:46 From  Abby Bates  to  Everyone : wondering if SJCOE is putting together anything to support districts in transitioning to the new framework? (I know that there's a chapter at the end for leaders- haven't read it yet)
17:13:08 From  Chelsea McClellan  to  Everyone : Have to share. 2 coaches I’m working with made this on Friday. I LOVE it for making number lines and number paths. Built in Desmos. https://www.desmos.com/calculator/hhzgxeatac

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16:02:32 From  9-12 Janice Bussey  to  Everyone : I am Janice Bussey, math coach, mostly 6-12.  I love the part of this chapter about delaying "traditional algorithms".
16:03:37 From  K-5 Lisa Hillstrom  to  Everyone : Lisa Hillstrom, Lodi K-5 Coach. I appreciated how much it advocated for heterogeneous groups that worked on problem solving tasks that expect students to talk to each other.
16:03:45 From  Dominique Teixeira  to  Everyone : Hi! Dominique Teixeira, Venture Academy 3rd Grade. I always appreciate seeing the mathematical practices!
16:04:00 From  9-12;Julieta Salcedo;MUSD  to  Everyone : Hello everyone. Julieta Salcedo. 9-12. Unfortunately, I did not get to read the chapter but am here to learn what changes are coming to the earlier grade levels.
16:04:07 From  9-12 Berenice Cervantes  to  Everyone : Berenice Cervantes, Manteca 9-12 Teacher I liked the part of using the Spanish cognates to help Spanish Speaking students learn the academic vocab in English.
16:04:22 From  6-12, Tammy Naylor, Lodi  to  Everyone : Hi!  My name is Tammy Naylor, Math Instructional Coach 6-12 with Lodi Unified.  I love how this chapter continues to stress MLR's, rich tasks, and heterogeneous grouping for all students.
16:04:28 From  Abby Bates  to  Everyone : Hi, I'm a 6-12 math coach in Lodi Unified. I only read part of the chapter, but I really like the focus on encouraging students to learn, explore, and ask questions.
16:05:01 From  Kathy Dufour  to  Everyone : Kathy Dufour, Lodi K-5 Coach.  Like the focus on students doing, thinking, and talking in every area.
16:05:19 From  K-12 Kristen Robertson Manteca  to  Everyone : Kristen Robertson, Manteca TOSA I especially value the vignettes. These illustrations bring it from theory to practice.
16:05:40 From  Abby Bates  to  Everyone : @Kristen, yes! I really like them too!
16:12:16 From  9-12 Janice Bussey  to  Everyone : 1X17, 2X16, 3X15, 4x14, 5X13, 6X12, 7X11, 8X10, 9X9  I found 9 ways.
16:12:17 From  Kathy Dufour  to  Everyone : sides: 1 unit, 17 units, 1 unit, 17 units   or 2 by 16 or 3 by 15, etc.
16:12:21 From  Dominique Teixeira  to  Everyone : 36/9=4 equal sides, 2(15+3), 2(12+6), 2(10+8)
16:12:22 From  9-12 Berenice Cervantes  to  Everyone : 6X12 4X14
16:12:23 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : I started with 10.8,10,8 and went from there.
16:12:37 From  9-12;Julieta Salcedo;MUSD  to  Everyone : Assuming whole numbers, 9.
16:12:37 From  6-12, Tammy Naylor, Lodi  to  Everyone : 1x17,2x16,1,5x16.5,9x9,3x15, 4x14, x(36-2x)/2
16:12:46 From  Kathy Dufour  to  Everyone : lots of different ways to describe
16:12:47 From  K-12 Kristen Robertson Manteca  to  Everyone : So many ways of explaining.
16:12:50 From  K-5 Lisa Hillstrom  to  Everyone : 17 by 1,  11 by 7, 2x16
16:13:43 From  9-12 Janice Bussey  to  Everyone : Oh!  I never thought about anything other than whole numbers.
16:16:58 From  K-5 Lisa Hillstrom  to  Everyone : This is a task in Jo Boaler's Mindset Math that I have done with students. I gave them 36 tiles to build with. Then they did a gallery walk. Much more powerful than "memorize this formula"
16:21:55 From  K-12 Kristen Robertson Manteca  to  Everyone : Discovering shape and space
16:22:11 From  Abby Bates  to  Everyone : maybe also exploring changing quantities
16:22:21 From  6-12, Tammy Naylor, Lodi  to  Everyone : taking wholes apart, putting parts together
16:23:11 From  Kathy Dufour  to  Everyone : #1
16:23:29 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : #4
16:23:43 From  K-5 Lisa Hillstrom  to  Everyone : Possibly 6 or 7
16:23:43 From  6-12, Tammy Naylor, Lodi  to  Everyone : #1, #5 if using grid paper, $7
16:24:09 From  Kathy Dufour  to  Everyone : #8 looking for patterns
16:24:30 From  K-12 Kristen Robertson Manteca  to  Everyone : The SMP depends on your way of working through the task. I used structure but someone else may have used another one.
16:24:39 From  9-12 Janice Bussey  to  Everyone : Thank you for making us do something with this diagram.  It now makes a lot more sense.
16:29:16 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : @Janice.  Agreed.
16:35:53 From  Debbie Williams, SJCOE Math  to  Everyone : Breakout room slidedeck:  https://docs.google.com/presentation/d/1eCP4UzZj9Bq-_JwC5dXT8_9uB5xK2LflEtCh-v8-7bw/edit#slide=id.gc0798dbf75_0_1011
16:51:20 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : Fluency with multiplication.  Why not?
16:51:43 From  Abby Bates  to  Everyone : not sure what you're asking, Mary
16:52:21 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : Memorizing���.
16:52:36 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : Zearn
16:53:47 From  9-12 Janice Bussey  to  Everyone : @Mary, I have some of your same concern.  How much more I can do because I know mu multiplication facts.
16:56:34 From  Abby Bates  to  Everyone : I've heard people differentiate it by knowing facts "fluently" instead of saying "memorize"
16:56:55 From  9-12 Janice Bussey  to  Everyone : @Abby.  That sounds good the way you said that.
16:57:37 From  K-12 Kristen Robertson Manteca  to  Everyone : I feel these comments about memorizing transfers to spelling and other non-math areas.
16:57:58 From  Kathy Dufour  to  Everyone : @Kristen.  Agreed
16:57:59 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : @Debbie.. Thank you.
16:58:20 From  K-5 Lisa Hillstrom  to  Everyone : I have to cut out today. Thank you so much!
17:00:37 From  2-7, Mary Vallerga-Hood, Lodi USD  to  Everyone : Thank you.
17:00:45 From  Abby Bates  to  Everyone : thank you!
17:00:51 From  6-12, Tammy Naylor, Lodi  to  Everyone : Thanks.  Bye.
17:00:53 From  9-12 Berenice Cervantes  to  Everyone : thank you!
17:00:54 From  Kathy Dufour  to  Everyone : Thanks!!

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Some highlights of the recommendations in the new proposed framework are these:

An asset-based, mindset infused approach, with a strong social justice orientation.

Reduction or removal of tracking; all students should take the same courses TK-10 and all middle school students should take Common Core 6, 7 and 8.

An approach to mathematics of “Investigating and Connecting” big ideas. We propose that students do not spend time doing questions for the sake of doing them but investigate ideas with a purpose of “making sense of the world,” “predicting what could happen” or “impacting the future.” The relationship between these investigations and the content and practices of mathematics is shown in the visual below.

A new definition of fluency - neither number sense nor “fluency” are about speed, they are about flexibility.

TK-12 chapters on 2 important areas of mathematics – number sense and data science and three Standards for Mathematical Practices.

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KQED Proposed Framework draws critics and praise

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KQED Proposed Framework draws critics and praise

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Earlier this year, California proposed an overhaul of its K-12 math teaching guidelines to address racial and economic disparities in math achievement. The draft proposal recommends de-emphasizing calculus, detracking some students and incorporating data science and equity and inclusion into math instruction. Critics say that the framework, which is an optional set of guidelines and not a new curriculum, politicizes math. We talk to Stanford professor Jo Boaler, a member of the committee which drafted the guidelines, about the proposed framework.

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Stanford Professor Jo Boaler Explains California's Proposed Math Instruction Guidelines - KQED

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Earlier this year, California proposed an overhaul of its K-12 math teaching guidelines to address racial and economic disparities in math achievement. The draft proposal recommends de-emphasizing calculus, detracking some students and incorporating data science and equity and inclusion into math instruction.

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Courtesy: San Francisco Unified School District

Imagine it's a student's first day of ninth grade in the San Francisco Unified School District in 2012. Let's call her Veronica. On her schedule is a math class full of other ninth graders repeating the Algebra 1 content they saw in eighth grade. She thinks to herself, "Ugh, I don't want to have to do this again."

In fifth grade, Veronica thought of math as her favorite subject. While her grades were not the highest, she had an engaging teacher who would adjust instruction according to students' strengths and needs. Other students loved partnering with Veronica in the small group work because she was a creative thinker.

Then came middle school, when Veronica noticed she was put into "regular" math while other students were put into an "honors" math class. How did those students get into that other class? Veronica was not sure if she was still a "math person," given this new development.

Back to Veronica's first day of ninth grade. While other students started ninth grade in geometry, Veronica started ninth grade in an Algebra 1 class, again. In fact, Veronica was not alone. In San Francisco Unified's class of 2014, only half of those students proceeded from Algebra 1 in eighth grade to geometry in ninth grade in large part because they could not pass the California standardized test known as STAR.

With the adoption of the Common Core State Standards in 2013, San Francisco Unified and other school districts across California were charged with implementing the Common Core State Standards in Mathematics. The changes in the standards necessitated a new math course sequence. For example, most school districts had to change the way they taught eighth grade mathematics because, in addition to Algebra 1 concepts, they had to also teach concepts like probability, statistics and geometry.

Thus, San Francisco Unified developed a new math course sequence that gave broader access to grade-level mathematics courses to students like Veronica. Now all students in the district take Common Core-aligned mathematics courses in grades six-10 and have multiple pathways for taking upper-level math courses such as AP Statistics and AP Calculus. Here I'd like to hold up three statistics that speak volumes about this work in mathematics.

First, within San Francisco Unified's course sequence, we see more students accessing courses beyond Algebra 2. While AP courses are not the only measure of success, enrollment is one way of seeing if students have access to advanced mathematics. We see growth in total AP Calculus and AP Statistics courses, not only because of growth in general enrollment; total AP math enrollment has grown from 1,611 to 1,790 students from the 2016-2017 school year to the 2020-2021 school year.

Second, our district's course sequence increases opportunities for African American and Latino students to take advanced math courses or math courses required for graduation. For example, we see the percentage of African American and Latino students enrolling beyond courses in Algebra 2 moving from 11% and 14% in 2016-2017 to 14% and 16% of African American and Latino students in 2019-2020. We also have more African American, Latino, multilingual learners and foster youth, among other historically marginalized subgroups of students, finishing math courses required for high school graduation, which is helping to boost SFUSD's graduation rate for these students.

Third, this work is not simple, so every year San Francisco Unified provides professional development and coaching for hundreds of teachers. From 2015-2018, more than 100 middle school math teachers (out of about 150) per year received one-to-one coaching support. From 2016-2019, an average of 240 middle and high school math teachers per year (out of about 350) participated in central or site-based professional development. To design and deliver these professional learning opportunities, we have worked with researchers from the University of Washington, San Francisco State, Stanford University and the University of California Berkeley to support our teachers and build their skill and knowledge for diverse classrooms.

San Francisco Unified's work to change our system has been celebrated. In fact, the California State Board of Education's first draft of its new state-level math framework referenced our district's work to improve their math programming as a rationale for some revisions. While some have expressed concerns about these changes, professional organizations like the National Council of Teachers of Mathematics have joined San Francisco Unified in calling for an end to tracking in mathematics classes, while colleges and universities like the UC Board of Admissions and Relations with Schools have changed their admissions language around college readiness in mathematics.

At San Francisco Unified, we are focused on continuously improving our math programming with teacher professional development and coaching. In the end, we are removing the barriers caused by tracking and giving students a pathway to accelerate to advanced math courses that prepare them for college and career. We are following the numbers.

***
Vincent Matthews is superintendent of the San Francisco Unified School District.
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COMMENTARY: How changing math programming increases access to college and career ready courses

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Courtesy: San Francisco Unified School District Imagine it's a student's first day of ninth grade in the San Francisco Unified School District in 2012. Let's call her Veronica. On her schedule is a math class full of other ninth graders repeating the Algebra 1 content they saw in eighth grade.