Math in Common® Formative Evaluation Reports
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Building Leadership Capacity to Improve Math Teaching and Learning: Lessons from the Math in Common Initiative
This brief offers three recommendations for how educators in California and beyond should conceptualize new leadership development opportunities to support math improvement — during the COVID crisis and beyond.
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Math in Common #15: Balancing Site Autonomy and District Priorities for Sustained Mathematics Progress
This report focuses on two districts facing significant internal and external forces that challenge coherent and sustained districtwide focus on mathematics improvement and explores how these forces impact educators at three different school sites in those districts.
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Math in Common #16: Building Capacity for Improving California Mathematics Teaching and Learning
This brief summarizes WestEd’s learning from the Math in Common initiative on the successes and challenges that districts encountered while drawing on support.
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Math in Common #14: Incremental Shifts in Classroom Practice: Supporting Implementation of the Common Core State Standards in Mathematics
This report draws on qualitative data to present five cases describing shifts in classroom practice related to Common Core State Standards in Mathematics.
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Math in Common #13: Improving the Dynamics of Classroom Instruction in Response to the Common Core
A recent survey of teachers and administrators in 10 California school districts show educators’ steadily increasing levels of confidence and feelings of support for making the changes required by new math standards.
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Supports for Students with Disabilities in the Math in Common Districts
Learn how two school districts are successfully building supports for students with disabilities into all their work for math instructional improvement.
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Developing Principals' Instructional Leadership: Systems of Support in Two Math in Common Districts
Learn about the ways districts are moving to systematically support principals to understand the instructional shifts required by the Common Core State Standards in Mathematics.
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Sense-Makers, Messengers, and Mediators of the New Mathematics Standards: Math Coaches in the Math in Common Community of Practice
Learn how coaches are supporting math standards implementation in school districts.
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Instructional Materials: Who Makes the Choice? Findings from the Annual Survey on Implementing the Common Core State Standards in Mathematics
What are the key steps to consider, and pitfalls to avoid, when choosing curricula to teach Common Core math standards?
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Three Structures in the Garden Grove Unified School District That Support Implementation of the Common Core State Standards in Mathematics
Why did one California school district drastically outperform nine others in meeting Common Core math standards? Find out in this report.
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Principals as Instructional Leaders: Harnessing Teacher and Administrator Perceptions from the 2016 Math in Common Annual Surveys
What are teacher and school and district administrator perceptions of the Common Core State Standards in Mathematics implementation process? Find out in this report.
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Bringing the Common Core State Standards to Life Through Site-Located Teacher Learning Structures
Learn how four school districts are designing and implementing site-based, lesson-focused teacher professional learning in the Common Core era.
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Many Pathways to Student Success in Mathematics: Middle and High School Math Course Sequences and Placement Decisions in the Math in Common Districts
This report explores the decision-making of 10 California school districts implementing Common Core State Standards in Math.
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Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction – Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators
What do California educators think about their district's implementation of the Common Core math standards? Read the findings.
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Classroom Observations: Documenting Shifts in Instruction for Districtwide Improvement
This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and inform district improvement efforts.
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