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Hudson Valley Regional School Support Center 2006-2007 Math Initiative Math Coaches Project:

Hudson Valley Regional School Support Center 2006-2007 Math Initiative Math Coaches Project November 16, 2006 Harriman Learning Center

What is the HVRSSC?:

What is the HVRSSC? Located at Dutchess BOCES Technical Assistance Center for Schools in Need of Improvement, Corrective Action, Planning for Restructuring or Restructuring Schools Clients are located in 9 BOCES Regions: Dutchess, Orange-Ulster, Sullivan, Ulster, Putnam-Northern Westchester, Southern Westchester, Rockland, Otsego-Northern Catskills, and Delaware-Chenango-Madison-Otsego BOCES, and the City School District of Yonkers Along with our network partners we provide direct and coordinated services to school districts and buildings focusing on the sustainable improvement of student achievement

What is the HVRSSC?:

What is the HVRSSC? Technical assistance for NCLB and NYS Accountability requirements Support to district and school leadership, and school improvement teams Assist with developing and implementing school improvement plans Offer regional professional development Work collaboratively with our Network Partners: such as SETRC, SSSC, BETAC, & RAEN

HVRSSC Professional Development Offerings:

HVRSSC Professional Development Offerings Math Initiative Math Coaches Project Presentations by National Presenters, Ben Lindeman and Eleanore Livesey Sessions focused on needs of Special Education Students Literacy Initiative Maximizing student success through reading secondary text

On line Registration:

On line Registration https://tech.dcboces.org/rssc_registration/

Math Initiative Timeline:

Math Initiative Timeline Year Focus Strategies Presenters 2003-2004 Key ideas: Number & Numeration Patterns and Functions Content Enhancement Problem Solving Strategies Consultants from Mount Saint Mary College and the College of Saint Rose 2004-2005 Technical Literacy in Mathematics Teaching and Learning Modules created by the Center for Applied Research Dr. Brenda Myers Superintendent, Groton City Schools 2005-2006 Developing Math Coaches Identifying What Students Need to Know and Be Able to Do Problem Solving Conceptual Understanding Technical Literacy Teaching and Learning Modules created by the Center for Applied Research Problem Solving Strategies by Sue O’Connell HVRSSC Math Coaches Betty Chin, Janet Orwick and Toni Romito HVRSSC Education Coordinators Tara Marshall Pattie Wade Dozier Yonkers City Schools Amanda Curley

2006-2007 Math Coaches Project:

2006-2007 Math Coaches Project Suggested Participants : those from previous years, district and building mathematics leadership and/or lead mathematics teachers who have the opportunity to work with groups of teachers. Objective : To building capacity at the local level for improved instruction and student learning by enhancing content and pedagogy

2005-2006 Participating Districts:

2005-2006 Participating Districts DCMO BOCES/Norwich Middle Middletown-Middletown High, Monhagen Middle , Twin Towers Middle Monticello-District, RJ Kaiser Middle, Rutherford Elementary Mount Vernon-A. B. Davis Middle, Mount Vernon High, Longfellow Middle Newburgh-District, Newburgh Free Academy, Heritage Junior High, Newburgh-North Junior High, South Junior High Orange Ulster BOCES Port Jervis District, Port Jervis High Poughkeepsie District, Poughkeepsie Middle Yonkers- District, Yonkers Middle, Commerce Middle, Museum Middle, Emerson Middle, Mark Twain Middle, Roosevelt High, Cedar Place Elementary, Fermi Elementary, DeChiaro Elementary

2006-2007 Participating Districts:

2006-2007 Participating Districts Fallsburg-District Middletown -Middletown High, Monhagen Middle, Twin Towers Middle Monticello-District, RJ Kaiser Middle, Rutherford Elementary Mount Vernon-A. B. Davis Middle, Longfellow Middle, Grimes Elementary, Edward Williams Elementary Newburgh-Heritage Junior High, North Junior High, South Junior High Yonkers- District, Commerce Middle, Museum Middle, Emerson Middle, Cedar Place Elementary

Shaping Up:

Shaping Up On a piece of paper draw a circle, a square, and a triangle. Draw it large enough to write a person’s name inside it. Make appointments with three different people-one for each shape on your paper. Only make an appointment if BOTH of you have an empty space. Be sure to write down your partner’s name.

Math Coaches Project Expectations:

Math Coaches Project Expectations Attend 4 Math Project sessions Implement strategies in your classroom Develop or enhance your coaching skills Conduct (at minimum) one professional development session with your colleagues at the school or district level Participate in sharing circles Consider presenting at a session

Sharing Circle :

Sharing Circle December session : Try something new in your classroom. Bring 30 copies of the classroom activity you tried or a professional article to share February session : Share something new with your colleagues. Bring 30 copies of your coaches log and handouts from your professional development session held with your colleagues

Your Role as a Coach :

Your Role as a Coach What should a coach know? What should a coach be able to do?

Your Role as a Coach:

Your Role as a Coach Please find your circle partner. Share your thoughts.

Your Role as a Coach :

Your Role as a Coach What should a coach know? How to . . . To create learning goals Assess the needs of your audience How to actively engage your participants How to access learning strategies What should a coach be able to do? Understand and apply learning theory Impact teacher practice in order improve student learning Be collaborative Provide support to you colleagues. Encourage Motivate Create a safe environment for sharing their learning Self reflect on your effectiveness as a coach. Documentation through the coach log Reflections Participant feedback

Building Coach Log:

Building Coach Log What Worked Well? Areas of Concern? From your perspective From the perspective of the participants (Use the feedback forms to summarize key points) Date: Time: Audience: Professional development goals: Brief Description or Summary of professional development:

Ways to Participate in Professional Development:

Ways to Participate in Professional Development Learning from Colleagues Observe in each other’s classrooms Plan and debrief with colleagues Take breaks together to talk about what you have done in your class and what you are planning Working with Staff Developers or Coaches Observe demonstration lessons in our own or others classrooms Consult on planning Co-teach Networking Visit other schools or classrooms Attend classes or seminars Participate in list serves or web-based discussion boards for teachers Going Public Share what you have done that worked or discuss with others questions that you have Provide demonstrations for colleagues Display student work in public spaces Present student work for focused discussion Assessment Journal your own thinking and learning

2005-2006 Feedback:

2005-2006 Feedback Full day, bi-monthly, not in March Reinforce that participants meet expectations and fully participate in sharing circles Presentations or examples of Successful School Practices

2006-2007 Feedback :

2006-2007 Feedback Please take a few minutes to respond to the survey

Web based Community “Moodle”:

Web based Community “Moodle” Be sure to enroll in our online community http://galileo.dcboces.org/icampus Available resources Tools to communicate with participants

The Elements of School Reform:

The Elements of School Reform Develop a mental model for understanding the elements of school reform View a case study Self-assess your system Share what’s working Plan to address areas that need attention

Essential Question:

Essential Question If a school wants to improve the performance of their students, what are the critical elements? Think-Pair-Share

Case Study:

Case Study Binghamton City Schools video

Three-Step Interview:

Three-Step Interview Find your triangle partner. Work in pairs. Choose two or three elements to discuss. One partner listens actively to the comments of their partner, paraphrasing key points and significant details. Reverse roles. Join another pair to form groups of four. Participants introduce their pair partner and share what their partner had to say about what was similar and what was unique.

Next Steps & Closing:

Next Steps & Closing Next session: December 8 Be prepared to share a classroom activity or a professional article February session: Be prepared to share the results from a professional development session

Slide 33:

Countdown to Leaving . . . 3 – 2 – 1 List three things you have learned today. 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ Describe two strategies will you bring back to the classroom. 1. ___________________________________________________ 2. ___________________________________________________ What one question do you still have or comment you would like to make? 1. ____________________________________________________

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