Rigor put within reach!
Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You’ll not only come to understand once and for all what rigor is, you’ll also learn how to consistently apply that ideal from math classroom to math classroom.
Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices—with practical tools you can use right away. Whether working individually or as part of a team, you’ll learn how to
- Define rigor in the context of each mathematical practice
- Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
- Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
- Use assessment tools to guide work and monitor progress
With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor—and your students to achievement.
Innehållsförteckning
Foreword by Suzanne Mitchell
Introduction
CCSS Content and Practice: Opportunity for Rigor
A Clue to Rigor
Outline of the Book
How to Use This Book
Part I. The Foundation
1. Understanding and Meeting the Challenge of Rigor
National Assessments
Teacher Evaluation
Learning Shifts
Meeting the Challenges
Looking at Assessments
Rigor as a Common Factor
2. Defining and Instituting Rigor
Searching for Evidence
Dictionary and Thesaurus
Professional Opinions
Indicators of Rigor
Drawing Conclusions
Decision Point
Contrasting Example Lessons
Problem Analysis
Transforming Classrooms to Support Rigor
Having Productive Conversations
3. Building Team Leadership to Support Rigor
Role of a Steering Committee
Role of a Leadership Team
Role of the Principal
Developing Learning Communities
A Principal′s Story
Having Productive Conversations
4. Rigor and the Standards for Practice
Rigor and Practices
A Principal′s Story
Having Productive Conversations
5. Rigor Related to Classroom Formative Assessment
Assessment Types
Classroom Formative Assessment
Refining Formative Assessment
Classroom Formative Assessment
Formative Assessment and Intervention
Current Learning
Effective Intervention
Instructional Research
Synergy
A Principal′s Story
Having Productive Conversations
6. Rigor and the Proficiency Matrix
Organization
Progress Toward Rigor
Strategy Relationship in the Matrix
Classroom Formative Assessment and the Matrix
Ms. Edward′s Classroom
A Principal′s Story
Having Productive Conversations
Part II. Issues and Obstacles
7. Issues to Resolve
Issue: Teaching the Identified Content
Issue: Deepening Mathematical Understandings
Issue: Reaching All Students
8. Obstacles to Success
Obstacle: Working in Isolation
Obstacle: Attempting to Evaluate People to Change
Obstacle: Failing to Monitor Student Actions
Obstacle: Over Adoption
Obstacle: Mistaken Efforts
Understanding MAAT
Having Productive Conversations
Part III. Solutions
9. Solution Step One: Monitoring Student Actions Related to the Practices
Opening Classroom Doors
Non-Evaluative Monitoring
Starting With Students
Teacher Self-Assessment of Student Actions
Scenario
Having Productive Conversations
10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
Conducting Productive Conversations
Understanding Change Process
Levels of Adoption
Intervention as Support
Building a Critical Mass
Changing the Culture
Connecting Actions Chart
Having Productive Conversations
11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
Using the Classroom Visit Tally – Teachers
Conversations About the Data
Working on Individual Needs
Mathematics Collaborative Log
Teacher Planning Guide
Having Productive Conversations
12. Solution Step Four: Gathering and Using Additional Data
Assessments Collectively
Specified Classroom Visits
Validity Visits
Reverse Visits
Teacher Requested Visits
Supporting Teachers′ Change Efforts
Adoption Stages
Documenting Progress
Completing the Form
Having Productive Conversations
13. Solution Step Five: Maintaining Progress Toward Rigor
Background
Relating Mathematical Rigor and the Practices
Inferences from the Standards for Mathematical Practices
Rigor as an Outcome
Categories
Rigor Analysis Form
Explanation
Directions
Guiding the Work
Input and Outcomes
Having Productive Conversations
Part IV. Inputs and Outcomes
14. Teaching for Rigor
Inputs
Outcomes
Teaching for Progress in Rigor
Having Productive Conversations
15. Coaching for Rigor
Inputs
Outcomes
Coaching for Progress in Rigor
Having Productive Conversations
16. Leading for Rigor
Inputs
Outcomes
Leading for Progress in Rigor
Having Productive Conversations
Part V. Momentum
17. Linking Responsibilities – Assessing Progress
Professional Trust
Professional Conversations
Supporting Teacher Change
Documenting Change
Conclusion
Having Productive Conversations
References
Index
Om författaren
Consulting Description Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2, 000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world. He is Professor Emeritus in the Mathematics Department at Saint Mary’s College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press. He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association.
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