1. What was the catalyst for creating this resource? 

• The need for a uniform way to communicate those elements of HQIM uptake and strong scholar outcomes across teaching and administrative staff

• Concise, clear measure for look-fors 

• More efficient way to give teachers feedback on a regular basis 

2. How will you continue to use or iterate on this strategy for sustainability?

• Implement this tool for district learning walks across Math and Science (likely HUM) for 25-26 SY to further streamline our feedback to teachers

• Reflect quarterly, when analyzing our MTSS, gradebook and MAP data on the effectiveness of this rubric and any needed adjustments based on teacher/ administrator feedback 

• Reflect bi-weekly at DCI/DSS/ED meetings on trends as it pertains to scholars serviced by IEP/ MLLs in order to provide targeted support/ next steps 

3. What has been the impact on educators and/or student groups (MLs, SWDs)? 

• The process of writing and refining the rubric has helped bring clarity to exactly what successful implementation looks like and clarity to the teachers as to what action steps are needed for proficient implementation.

• The refining of the rubric to be more growth-centric (novice, developing rather than unsatisfactory or needs improvement) has allowed conversations with teachers to be more focused on celebrating where they are at and discussing exact ways to move forward. 

• With indicator #4 sole focus being scholar-centered, teachers are more focused on ensuring they are providing opportunities for scholar discourse.

4. Is there any feedback on your strategy/resource that you would like from the group?

• We are currently working out how to give this feedback to teachers but also house it as a living document for the district to provide frequent analysis and next steps (PL needs based on trends, teacher leaders to support those earlier in their entry points with HQIM implementation). We are considering the following and would love input:

  • Hand teachers paper copy of rubric in the moment 

  • Capture teacher feedback in google sheets, one tab per teacher 

    • Give teachers access to their tab and site/ district level tabs only (privacy of not seeing others’ specific feedback)

  • Site/district level tab would pull all recept data into trend tables 

  • Teacher specific tabs would have rubric criteria in columns, dates in rows and color code based on feedback from each learning walk to identify trends 

This alleviates the need to email teachers their “glows/grows”/ upload pictures of rubric, etc. but want to know if other districts have more efficient strategies that have worked for them

District Vision

We will distinguish ourselves through innovative teaching and learning experiences that inspire all students to pursue their individual passion for learning and excellence while we continue to be a nationally recognized, high-performing school system.

Math Vision (Draft)

Students’ academic success in mathematics will not be predictable on the basis of dimensions of identity, cognitive or language characteristics, prior academic performance, socioeconomic status, because all educators and leaders believe in the mathematical capacity of each of their students and understand the impact of educator beliefs on their students’ opportunities to learn, so, educators and leaders continuously support each other to ensure all learners can own rigorous, collaborative, relevant, and interactive mathematical learning.

In line with our district’s focus on Excellence & Innovation in Learning, Challenge & Support for All Students, and Professional Learning & Growth, District leaders and educators are committed to taking specific actions to develop the necessary systems, structures, and criteria to support the successful implementation of the Reveal Math program. Our plan for year one implementation lays the groundwork for these efforts, with engaging caregivers highlighted as a key component of this work overall. As a system, we know that working closely with caregivers is crucial for success.

The document details the importance of using any departmental meeting time that we can to strength the use and implementation of our Carnegie Learning resources while focusing on desired instructional practices. The meeting highlighted instructional strategies that encourage student academic discourse through the use of the CL Math book; as part of the meeting teachers were given the opportunity to plan together in creating lesson plans that highlighted use of these instructional practices that they had just participated. The best professional development should include something that participants can try in class the next day.