Developing a School-Wide Numeracy Plan

March 16, 2010

School Improvement Webinar Series www.acteonline.org/multimedia.aspx

Your Moderator, Host and Your Moderator, Host and PresenterPresenter

Michelle Walker-Glenn

HSTW Technical Coach

HSTW SW Ohio Region

Diana Rogers

Regional Coordinator

HSTW NE Ohio Region

Catherine Imperatore Electronic Media

Manager ACTE

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Archived Assessing Academic Rigor

Archived Developing Effective School Improvement Teams

Archived Motivating Students to Participate in Assessments

Archived Using Multiple Sources of Data to Monitor Success

Archived Developing a School-wide Literacy Plan

Archived Establishing an Effective Advisor/Advisee Program

Apr 13, 2010 Using the Technical Assistance Visit Report

Workshop Objectives

Understand the rationale for emphasizing numeracy across the curriculum

Understand the definition of numeracy; how it is compares to mathematics, and how it compares to literacy

Examine the steps needed to create a school-wide numeracy plan

Poll ActivityCheck all that apply: a) Am an educator… b) Have taken a math class as a student… c) Have experienced a great math lesson with an

incredible teacher… d) Have suffered through a horrible math lesson… e) Have taught math … f) Am glad I never had to teach math… g) Would describe myself as a “math lover”… h) Would describe myself as a “math hater”…

Poll ActivityCheck all that apply:

a) Literacy is currently emphasized at my school.

b) Numeracy is currently emphasized at my school.

c) We have a school/district literacy coach.

d) We have a school/district numeracy coach.

e) We have a school/district literacy plan.

f) We have a school/district numeracy plan.

Why is Numeracy Important?

“To function in today’s society, mathematical literacy (what the British call “numeracy”) is as essential as verbal literacy. These two kinds of literacy, although different, are not unrelated. Without the ability to read and understand, no one can become mathematically literate. Increasingly, the reverse is also true: without the ability to understand basic mathematical ideas, one cannot fully comprehend modern writing such as that which appears in the daily newspapers.”

-- National Research Council, 2001

Is Mathematical literacy a problem?

Adult Perspective…

78% of adults cannot explain how to compute the interest paid on a loan

71% cannot calculate miles per gallon on a trip 58% cannot calculate a 10% tip for a lunch bill

(Philips, 2007)

2008 HSTW Assessment ResultsAll Sites

Percentage of Students at Each Performance Level

39%

41%

34%

40%

43%

26%

17%

14%

30%

4%

2%

10%

Science

Math

Reading

below Basic Basic Proficient Advanced

66%

59%

61%

Source: 2008 HSTW Assessment, All Ohio Sites

3 Reasons Why Numeracy is Important… Economy/Employability

“I advise my students to listen carefully the moment they decide to take no more mathematics courses. They might be able to hear the sound of closing doors.”

--James Caballero, 1991

National SecurityNational Security Agency – www.nsa.gov

Democracy“To develop an informed citizenry and to

support a democratic government, schools must graduate students who are numerate as well as literate.”

--Lynn Arthur Steen, 1999

What is Numeracy? “At homeness” with numbers Appreciation of mathematics Confidence in math Reasoning skills Mental math ability Use symbols Sense of numbers Use mathematical models Interpret data Read and interpret graphs ……

Verbal Literacy and Numeracy

Area of Mathematics

Traditional Perspective Mathematical Literacy

Perspective

Arithmetic Adding, subtracting multiplying, and dividing

Units and conversions, measurements and tolerances, estimates and accuracy

Numbers Place value, digits Notation and coding, index numbers and averages, employment indices

Geometry Properties of circles and triangles, areas and volumes

Shapes and measurements in three dimensions to organize data, global positioning systems

Statistics Means, medians, standard deviations

Visual displays of quantitative ideas, random

trials, confidence intervals

Logic Mathematical rigor, deductive proof

Hypotheses, conjectures, causality and correlation, statistical inference

Probability Calculating combinations Estimating and comparing risks, chance, and randomness

Applications Solving word problems Collecting, organizing and interpreting data; allocating resources and negotiating

differences

Proof Logical deduction Counter examples, scientific reasoning, legal standards, beyond a reasonable doubt

Technology Doing arithmetic on calculators, graphing calculators

Spreadsheets, statistical packages, presentation

software, Internet

Mathematics vs. Quantitative Literacy Power in abstraction Power in generality Some context dependency Society independent Apolitical Methods & algorithms Well-defined problems Approximation Heavily disciplinary Problem solutions Few opportunities to

practice Predictable

Real, metaphoric contexts Specific, particular Heavy context dependency Society dependent Political Ad hoc methods Ill-defined problems Estimation is critical Interdisciplinary problems Problem descriptions Many practice opportunities Unpredictable

Taken from Bernard Madison presentation at OMSC QL Conference

SREB’s Definition of Numeracy

• The ability to interpret and understand numeric symbols and relationships

• The ability to communicate and represent mathematical concepts in a variety of ways

• The development of mathematical culture and way of thinking and looking at the world in a mathematical way

• Appreciation for aesthetics, history and application of math

Source: SREB, 2007

Steps to developing a School-Wide Numeracy Plan…

Stage 1: Identify critical needs based upon

the data

Stage 2: Developing the plan

Stage 3: Implementing the plan

Stage 4: Monitoring the plan

Stage 1: Current StatusDo all students… Take a mathematics class during their senior year? Take at least four full-year courses in mathematics in

grades nine through twelve?

Do students… Use a graphing calculator to complete mathematics

assignments at least once a month? Complete a mathematics project that uses mathematics

in ways that most people would use mathematics in a work setting at least once a month?

Orally defend a process they used to solve a mathematics problem at least once a month?

Work with one or more students in their class on a challenging mathematics assignment and receive a group and individual grade at least once a month?

Stage 1: Current Status (continued) Do mathematics teachers show students how

mathematics concepts are used to solve problems in real life situations sometimes or often?

Our school holds celebrations with math themes (e.g., Pi Day, Family Math Night).

Students regularly time, measure, keep records, make charts, and plot graphs in Physical Education.

Students participate in competitions that involve numeracy, such as math teams and stock market games.

All teachers … Received professional development on integrating

numeracy into their subject areas. Are required to address numeracy in their lesson plans.

Stage 2: Developing the Plan

Set goals that are specific, measurable, attainable.

Develop action steps connected to each goal. Make connections to current school

improvement plans (HSTW Site Action Plan, OIP, CCIP)

Sample Numeracy Goals

Goal 1: Students 9-12 to take at least four full-year courses in mathematics.

Goal 2: Students will complete a project at least once a month that uses mathematics in ways that most people would use mathematics in a work setting.

Goal 3: Students will solve open-ended questions in which they are asked to provide multiple solutions at least weekly,

Goal 4: Students will incorporate the use of data, charts, and graphs across content areas at least monthly to help students master a grade-level indicators.

More Sample Numeracy Goals

Goal 5: Student will recognize the importance of units across content areas.

Goal 6: Students will interpret large (or small) quantities in personally meaningful terms (units) at least monthly.

Goal 7: Teachers will identify an individual area of professional development related to numeracy and document their work to improve their numeracy skills.

Sample Numeracy Goals Sample Action Steps

Goal 1: Students 9-12 to take at least four full-year courses in mathematics. Set benchmarks to annually increase the percentage of students

taking four years of high school mathematics. Goal 2: Students will complete a project at least once a month

that uses mathematics in ways that most people would use mathematics in a work setting. Use teacher teams to develop cross curricular projects: math-

English, math-science, math-social studies, math-PE, etc. Goal 3: Students will solve open-ended questions in which they

are asked to provide multiple solutions at least weekly. Use teacher teams to create lesson plans that address

conceptual understanding, application, and adaptive reasoning.

Stage 3: Implementing the Plan

Focus on targeted goals and strategies—not just “numeracy across the curriculum.”

Recognize that numeracy is embedded in all courses. Take collective responsibility.

Provide targeted professional development. This includes time for focused, collaborative lesson planning.

Professional Development must be Job-Embedded…Model Numeracy Strategies During faculty meetings: Model numeracy strategies during faculty meetings

Set up demonstration classes where peers can observe numeracy strategies in use.

Ask departments, other than the math department, to showcase a numeracy strategies.

Use math teacher expertise to support non-math teachers in embedding cross-curriculular content.

Stage 4: Monitoring the Plan

Continue to collect data. Acknowledge gaps and celebrate successes.

Be thoughtful of attitudes and concerns

Revise the plan at least annually to address changing needs.

Resource for Numeracy Strategies Rationale and definition

section Strategies for

numeracy across the curriculum

Leadership strategies for introduction to staff, surveys for data collection, etc.

What can all teachers do NOW to enhance Numeracy? Be a good role model. Showcase the way you use mathematics in

your professional life as well as your specific content area.

Make mathematics an integral part of daily instruction. Strive to make a connection during each class.

Create and/or gather samples of mathematical connections to your specific content area. Share newspaper articles, magazine articles, and professional journal articles that show how mathematics is utilized in your academic discipline.

Allow students choice about their completion of assignments that incorporate mathematics and problem solving.

Source: Adapted from SREB, 2003

What can all teachers do NOW to enhance Numeracy?

Invite students to incorporate data and data analysis as part of writing to authentic audiences for authentic reasons about which they truly care.

Look at student work with an eye for logical reasoning, use of multiple representations, incorporation of data, and use of graphs that make cross-curricular connections.

Avoid sharing any personal “math phobias” or a personal dislike of mathematics. Educators never boast of being illiterate, yet we often freely share that we are innumerate!

Source: Adapted from SREB, 2003

Recommended ResourcesRecommended Resources

Publications:

Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics education in your school. Reston,VA: The National Council of Teachers of Mathematics, Inc.

Paulos, J. A. (2001). Innumercy: Mathematical illiteracy and its consequences. New York: Hill and Wang.

Improving achievement in mathematics and science. (2004, February). Educational Leadership, 61, 5-96.

Recommended ResourcesRecommended Resources

Publications (cont):

Steen, L. A. (1999, October). Numeracy: The new literacy for a data-drenched society. Educational Leadership, 52, 8-13.

Website:

Southern Regional Education Board (SREB), www.sreb.org

QuestionsQuestions To ask about the content

type a question in the Q&A panel and send to

All Panelists.

Questions will be addressed at this time

Or an email response will be sent to you after the webinar.

QuestionQuestion

Do you have an numeracy guide that provides step-by-step instructions for planning and implementing a numeracy plan?

QuestionQuestion

What professional development is available to assist school teams in learning more about developing a schoolwide numeracy plan?

More Q & AMore Q & A

Questions and responses

Contact InformationContact InformationIf you have questions or would like to learn more

about developing a school-wide numeracy plan,

please contact:

Michelle Walker-Glenn, Coach

HSTW SW Ohio Region

shellw@cinci.rr.com

“A man is like a fraction whose numerator is what he is and whose denominator is what he thinks of himself. The larger the denominator, the smaller the fraction.” –

Leo Tolstoy

Next Webinar in the SeriesNext Webinar in the Series

Using the Technical Assistance

Visit Report

Jim Posta, Coach

HSTW NW Ohio Region

April 13, 2010

from 11:30 – 12:30 ET

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