Alignment of PD to Communicating Reasoning
Vision Outcome  The percentage of OUSD students scoring “below standard” on the communicating reasoning claim will decrease by 10%.
Map of PD
OUSD Classroom Observation Tool
Date: __________ Site: ____________________ Grade level: ______ Observer: __________________
Lesson Focus: _________________________________________________________________________
Outcome: Instructional practices facilitate rigorous, meaningful, cohesive and accessible math instruction for all students.
Expectations: 
Growth Trajectory Emerging (1) Applying (2) Transforming (3) 
A. Teachers pose high quality questions and problems that prompt students’ engagement and thinking about the content of the lesson.
Level: (0) (1) (2) (3)




B .Teachers use variation in students’ solution methods to strengthen other students’ understanding of the content
Level: (0) (1) (2) (3)




C Teachers provide opportunities for students to engage in conversations about each other’s thinking, critique each other’s thinking, and construct viable arguments.
Level: (0) (1) (2) (3) 



D. Teachers ask students to explain and justify work and provide feedback that helps students revise their thinking and work.
Level: (0) (1) (2) (3) 



Alignment of our MiC outcomes
Over the summer and Fall of 2015 we worked to increase the coherence between our MiC outcomes in order to better focus and streamline our work. After reviewing the 2015 CAASPP results, surveying the content of the CCSSM and considering what major “teaching/learning” variable we might best be able to impact, we decided to focus on developing students’ abilities to communicate their reasoning. The diagram below demonstrates how our current MiC outcomes are related to each other and “communicating reasoning.”
Vision for math instruction  Teachers inspire all students to be responsible learners through the development and facilitation of rigorous, meaningful, cohesive, and accessible math instruction.