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District team begins three‑year math-focused P–3 coherence collaboration; aims to spread open tasks and formative tools
Summary
Windsor Unified teachers and administrators described year‑one work in a statewide preK–third grade (P–3CC) collaboration focused on mathematics, including classroom open tasks, a green/yellow/red lesson review, and tools for curriculum alignment.
A Windsor Unified team updating the Board of Trustees on April 17 described the district’s first year in a three‑year PreK–3 Coherence Collaboration (P–3CC) focused on mathematics and teacher capacity building.
The district’s P–3CC lead described the collaboration as a continuous‑improvement effort that connects with existing PLC/PLT structures and centers on four recurring tools: clear grade‑level expectations, common effective instructional practices, professional learning to build teacher/administrator capacity, and data monitoring to guide instruction.
Presenters said the year’s work emphasized open, engaging tasks and mathematical practices rather than drill‑focused lessons. Teams brought a simple classroom task—solving 25 × 12 in multiple ways and sharing strategies—to board members as an illustration of the approach; presenters said the activity models the collaboration’s emphasis on student talk, multiple solution paths and formative assessment.
The P–3CC team introduced tools teachers will use in PLT meetings, including a green/yellow/red rubric for classroom lessons (green = teach as written; yellow = adjust; red = replace) and a math task analysis guide that distinguishes lower‑demand procedural tasks from higher‑demand tasks that require reasoning, modeling and explanation.
Year‑one activities included coaching, convenings with other districts, and classroom modeling at the Maddie Washburn, Brooks and Cali campuses. Presenters said the district will move in year two from a small lead team to a broader Windsor Math Improvement Team to spread practices districtwide. No board action was required; the item was presented for discussion.
