Chicago LOL Model

1
Chicago LOL Model

• Co-facilitated by two NCSM mathematics leaders.
• Voluntary participation
• Participants were elementary math leaders and
  principals from multiple suburban school
  districts that fed into the same high school.
• These districts used different curricula and had
  different amounts of experience with
  standards-based mathematics.
• Four 3 hour sessions
• 400 - 700 p.m. Dinner provided.
• About 3 weeks between sessions to allow for
  practice in the schools.
• Sessions conducted January - March
• 22 participants per session.
• Did two sessions each from Modules 1 and 3.

2
Newark LOL Model

• Facilitated by an NCSM math leader.
• Voluntary participation
• Participants included K-8 principals, vice
  principals, curriculum coordinators and math
  staff developers.
• Participants had varied amounts of experience
  with standards-based programs.
• Four 3-hour sessions during second semester.
• Prime time 830 - 1130 a.m. including
  continental breakfast
• About 4 weeks between sessions.
• About 40 participants per session.
• Sessions ran February through May
• Did 2 sessions each from Modules 1 and 3.

3
Pittsburgh LOL Model

• Co-facilitated by an elementary principal and
  math director.
• Mandatory for all elementary principals.
• Six 3.5 hour sessions during a semester.
• Prime time 800 - 1130 a.m.
• About 3 weeks between sessions.
• Semester 1 First session the end of September
• Semester 2 Last session in mid May
• About 25 - 30 participants per session.
• Did Module 1 and selected activities from Module
  3
• Sessions modified to support PPSs mathematics
  programs
• Executive Directors attended along with
  principals
• Selected sessions adapted for use with middle and
  high school principals.

4
Common Features of Models

• Doing mathematics together
• Discourse-based learning
• Videos
• Articles
• FOOD
• Participant reflection/feedback
• Writing to specific prompts at the end of each
  session
• In journals (PPS)
• Individuals handed in (Chicago Newark)
• Explicit connections between sessions and
  school-based practice.