Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

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Monday-Friday: 7:30 a.m. - 4:30 p.m.

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Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166


Math Adoption Implementation Update

teaching and learning

In spring 2018, we adopted a new math curriculum for grades K-8. Students are using the new curriculum this fall. Our elementary and secondary teachers are diving into new structures and practices. Here's what they're doing. 

Elementary Math Implementation Update 

Three Signature Practices:

  • Math Talks: Math talks are a great strategy for building up math concepts, building language and increasing student discourse. Math talks are happening in English and in our target languages (Vietnamese and Spanish) in our dual language schools
  • Three Reads: Bring story problems to life with this strategy, building students’ abilities to break down a story problem to gain context, determine meaning and build problem-solving skills
  • Group Work Feedback/Collaborative Group Work: Publicly recognize class norms and math focus as students work in groups, collaborate and increase discourse, while assessing student learning and progress.

Dive into the math toolkit for information about instructional practices and the math norms that should be guiding instruction. 

If you need any support, please reach out to Miriam Madill or Ammi Spencer

Secondary Math Implementation Update

Middle School 

Our middle school teachers have been implementing complex instruction strategies in their classrooms. On October 11 and 12, teachers worked with our consultant to learn and plan for integrating Open Up Resources in their daily lesson planning. The three main principles for complex instruction are:

  1. Curricular Materials: Provide tasks that are open-ended and rich in multiple abilities that support learning math concepts and skills central to a conceptual big idea. 
  2. Instructional Strategies: Develop autonomy of and interdependence within each group through the use of norms, roles and teacher interventions. 
  3. Status and Accountability: Raise intellectual expectations for all students, hold individuals and groups accountable for learning, and intervene in status issues. 

Participants spent time adapting the curriculum in their daily lessons and practiced ways of managing status within their classes. Each participant received specific feedback and coaching in the moment on the implementation of their lesson plans. 

High School 

We have started working with schools in a math lab format using enVision, our newly adopted math curriculum for high school. Through math labs, schools have the opportunity to work collaboratively on different aspects of their teaching practice. This includes formative assessment, integration of technology in the classroom to enhance learning, and learning how technology can help scaffold learning and push for rigor.

There is also an opportunity to learn how SEL supports mathematical thinking and learning in the classroom.

Contact Jocelyn Co and Stacey Snyder, our secondary math instructional specialists, for more information on opportunities for professional collaboration.