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Achieving Greater Results: The Construction and Critique of Viable Arguments: Mathematical Practice 2 and 3

Next Date: 
Repeats every week 1 times. Also includes Tue Jan 08 2019.
Tuesday, January 8, 2019 -
8:30am to 3:30pm

1050 First St. NE
Eleanor Holmes Norton I, First Floor

Session 1

In this training, team members will demonstrate knowledge of the essential components of Mathematical Practice 2 (MP2) and Mathematical Practice 3 (MP3) as they unpack student tasks from the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment or other local assessments. They will explore practice components, evidence-based specific strategies and tools (e.g., questioning, task analysis protocol, numbered heads together), designed to support teacher understanding and application of mathematical reasoning and the construction and critique of viable arguments. Then, the team will identify critical components that should be visible during the teaching and learning process.

Using a checklist of essential components, teams will reflect upon and evaluate their school instructional practices and school structures (i.e., grade-level lesson study), and self-report the current status of instruction of these mathematical practices. They will be able to identify their greatest need for improvement of these practices, explain possible reasons why these gaps exist, and then develop an action item describing the first step action planned to address the current gap between the desired practice and the current practice.

A Blended Coaching Model will be used to support the school to identify the grade-level team(s) that will lead the work, identify current gaps in practice and school processes, and help to identify and develop training as needed. Moreover, the coach will support school teams as they evaluate and select tools (e.g., teacher action checklists, student task rubrics) that will be used to support the development and implementation of a plan for student centered instruction of MP2 and MP3.

Team members should bring a laptop and any tools currently being used to support implementation of these practices (e.g., instructional framework, question stems, rubrics).

Session 1 will take place on Friday, Oct. 12, 2018, 8:30-11:30 a.m. or 12:30-3:30 p.m.

Session 2

School teams will come to the training prepared to share their instructional change focus. They will learn of types of data that could be collected to monitor the implementation and impact of the identified change, evaluate the needs of their school, and determine what data their school should collect.

Teams will evaluate possible data collection tools, select tools they will use for data collection to monitor implementation, and measure the impact of change. They will act on that knowledge to develop an action item to describe how the data will be collected, by whom, with what frequency, and the protocol for analysis.

The coach will continue to support the school team to implement the desired change, resolve barriers of implementation, and support the process of data collection and analysis. Based upon data, the coach will support training for teachers, as needed, to fine tune the desired instructional practice.

Prior to the second session, participants will be informed of the necessary materials to bring to the training through their coach.

Limited seating is available, so we request that one representative from each school register the team members that will attend. Please register by Friday, Sept. 28, 2018.

Session 2 will take place on Tuesday, Jan. 8, 2019, 8:30-11:30 a.m. or 12:30-3:30 p.m.


For more information, please contact Dr. Tiphanie Scroggins at [email protected].