Realizing Rigor in the Mathematics Classroom

Consulting Description Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project "Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities." As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6-8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2. Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia's Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics. 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.

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

"This comprehensive, step-by-step guide for enhancing student thinking and reasoning through rigor is yet another major contribution to the field of mathematics education by this outstanding author trio! Hull, Balka, and Harbin Miles tackle the challenges related to rigor head-on, providing support for teachers and teacher leaders through well over a dozen new tools geared toward engaging teacher teams in the work of enhancing student thinking and reasoning through mathematical rigor." -- Jon Wray, Mathematics Instructional Facilitator "The value of this book is in its capacity to explain rigor in the context of teach-ing and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of stu-dent learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations." -- From the Foreword by Suzanne Mitchell