Mathematics Leadership TeamOlympic ESD, BremertonOctober 17, 2014

Tamara Smith

Who’s in the Room?Attended

WorkgroupsTraveled to

Europe

Teacher

Prefer CatsSecondary

Education

New to the group

Haven’t Traveled to Europe

Administrator, coach, TOSA

Prefer DogsElementary

Education

Washington State Regional Math Coordinators 2014-2015 Goals

Goal 1: Provide equitable CCSS-M professional development opportunities for administrators and teachers through the statewide network.

Goal 2: Increase student achievement by improving teachers’ ability to implement effective instructional practices and increasing teachers’ content knowledge.

Goal 3: Increase the Capacity of Teacher Leaders to support CCSS-Math professional learning.

Building a System

9 Regional Math Coordinators

FellowsMEC RMSTsWorkgroupsDistricts

Tamara SmithSue BluesteinHeather DorseyAmanda

BaumgartnerGreta BornemannDawn SparksAndrew HickmanDebra

KowalkowskiMary Ellen

Huggins

Building a System

9 Regional Math Coordinators

FellowsMEC RMSTsWorkgroupsDistricts

OESD Fellows Andra Murray NKSD Jenni Narimatsu CKSD Catherine Pitcher

CKSD Jenn Bressert SKSD Teresa McComber

NMSD Mary Shea Chim. Lisa Cartwright PTSD Jim Miller PTSD Katy Middlestead Cres. Victoria Strueker CFSD Danny Kent QVSD Cindy Larson BSD Rhiannon Lawson BSD Julie Lordon BSD Lisa Elm BSD

Building a System

9 Regional Math Coordinators

FellowsMEC RMSTsWorkgroupsDistricts

Townley SlackSuzy JohansenGinger Lancaster

Building a System

9 Regional Math Coordinators

FellowsMEC RMSTsWorkgroupsDistricts

ObjectivesDevelop a deep understanding of the CCSS

Math standards & the new Smarter Balanced assessments.

Understand the role of building and district team leadership in supporting the implementation of the new standards.

Create a common vision of the strong connections between CCSS Math and new teacher and principal evaluation criteria and instructional frameworks.

Share, find and create resources with other district math leaders in the region.

Key Learning

Deepen understanding of Standards for Mathematical Practice (SMP) & Smarter Balanced Assessments (SBA)

Focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor

CCSS alignment in lesson design and curricular materials

The Instructional Core

Increasing the knowledge, skills and expertise of the

teacher.

Changing the role of the student as learner.

Increasing the level and complexity of the

curriculum/content.

Text/Task“Content”

StudentTeacher

Context

CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

Key Learning

Deepen understanding of Standards for Mathematical Practice (SMP) & Smarter Balanced Assessments (SBA)

Focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor

CCSS alignment in lesson design and curricular materials

At your tables, talk about each of these in relation to the Instructional Core

AgendaIntroductions & OverviewDocumenting the JourneyNCTM “Principles to

Action”UpdatesWorking LunchGenerating an argument ~

Instructional ModelGrade Level TasksEquip Rubric – looking at

our materialsReflection/ Evaluation

2014-2015 Meeting Pattern

State & national updatesDeep focus on the 3 Shifts

in Mathematics: Focus, Coherence, & Rigor

Leadership learningWorking Lunch & Team Time/NetworkingDo the Math!Regional Lesson Study: CCSS

alignment in lesson design and classroom practice

Reflection/Evaluation

Meeting Dates

Bremerton ESD Elementary

Bremerton ESD Secondary

Port Angeles (K-12)

Friday, October 17th Tuesday, November 4th

Tuesday, December 9th Friday, December 19th Tuesday, December 2nd

Thursday, February 12th Friday, February 20th Friday, February 13th

Tuesday, April 14th Friday, April 17th

To be determinedThursday, April 30th

Friday, June 5th Thursday, June 4th

Documenting the Journey

Create an infographic that represents our journey transitioning to the 2014 Washington State Learning StandardsAnd the next steps in support of regional implementation

ConsiderationsExperiences

◦ Workgroups◦ District PD◦ Conferences

Important Resources

Coordination with other District Initiatives

Next steps Actions in the coming yearNecessary tools and resources

Seven Stages of Concern (CBAM)

Stage of Concern Typical Statement

0: Unconcerned “I think I heard something about it, but I'm too busy right now with other priorities to be concerned about it.”

1: Informational “This seems interesting, and I would like to know more about it.”

2: Personal “I'm concerned about the changes I'll need to make in my routines.”

3: Management “I'm concerned about how much time it takes to get ready to teach with this new approach.”

4: Consequence “How will this new approach affect my students?”

5: Collaboration “I'm looking forward to sharing some ideas about it with other teachers.”

6: Refocusing “I have some ideas about something that would work even better.

Level Typical StatementNonuse “I’ve heard about it but, honestly, I have too many other things to do right

now.”

Orientation “I’m looking at materials pertaining to the innovation and considering using it sometime in the future.”

Preparation “I’ve attended the workshop and I’ve set aside time every week for studying the materials.”

Mechanical Use “Most of my time is spent organizing materials and keeping things going as smoothly as possible every day.”

Routine Use “This year it has worked out beautifully. I’m sure there will be a few changes next year, but basically I will use it the same way I did this year.”

Refinement “I recently developed a more detailed assessment instrument to gain more specific information from students to see where I need to change my use of the innovation.”

Integration “Not everyone has all the skills needed to use the program so that it has the greatest impact on student learning. I‘ve been working with another teacher for 2 years, and recently a third teacher began working with us.”

Renewal “I am still interested in the program and using it with modifications. Frankly, I’m reading, talking, and even doing a little research to see whether some other approach might be better for the students

Eight Levels of Use

Reading: Progress and Challenge“NCTM Principles to Action”

Assumptions-What assumptions does the author of the text hold?

Agreements-What pieces of the text do you agree with?

Aspirations-What pieces of the text do you aspire to or act upon for yourself and your colleagues?

Complete the protocol in table groups

Productive vs. Unproductive Beliefs

Beliefs

“Teachers’ beliefs influence the decisions that they make about the manner in which they teach mathematics… Students’ beliefs influence their perception of what it means to learn mathematics and their dispositions toward the subject.” (NCTM, 2014)

Productive and Unproductive Beliefs

On a 3x5 card, individually brainstorm Productive and Unproductive Beliefs teachers have about mathematics.

Mathematics

Beliefs

Practice

Productive vs. Unproductive Card Sort

Unproductive Beliefs

Productive Beliefs

State and Regional Updates

SBAC Assessment SystemUpdated Graduation Requirements

◦ http://k12.wa.us/assessment/StateTesting/default.aspx

◦ http://www.sbe.wa.gov/graduation.php◦ Class of 2019 EOC

Dan Meyer – Flyer

OER review Grades 6 - 8◦ http://www.surveygizmo.c

om/s3/1379423/OSPI-OER-Review-Application-2015

Recording our work◦ Edmodo◦ ESD website

11th grade Cut ScoresThe statute requires that the cut score for

high school graduation has to be set by the end of the 2014-2015 school year. In practice this will mean during summer of 2015, since we won’t have results until sometime late in the spring.  The students in the Class of 2019 will need to earn to earn the graduation cut-score on the SBAC or higher to graduate. For students in earlier  classes, earning the graduation cut-score on the SBAC is one option for meeting the assessment graduation requirement.

Lunch/ Team Time

Please return at 12:55

Simulation for Generating an Argument ~Instructional Model

1. Identify the Task and Question

2. Generate a Tentative Argument

3. Argumentation Session

4. The Reflective Discussion

5. Final Written Argument

• Martha wants to set up a soup stall at a Farmer’s Market and raise money for charity.

• What questions do you have for Martha?

Stage One: Generating a Question and Beginning the Task

Selling Soup

She wants to make as much profit as she can.

She doesn’t want to waste food at the end.

She needs to know how much of each flavor soup to buy and how many of each kind of bread roll to buy.

• Martha wants to set up a soup stall at a Farmer’s Market.

• She hopes to sell 500 mugs of soup, each with a white or brown bread roll.

Stage 2: The Generation of a Tentative Argument

1. Take turns to explain your idea of how to respond to Martha’s Soup Question.

2. Listen carefully to each other and ask questions if you don’t understand.

3. Once you understand each other’s work, agree together in your group on the best approach for completing the problem.

4. Outline on your large sheet of paper the approach you are going to use.

P-33

Stage 2: Generation of a Tentative Argument

Claim: The answer to Martha’s question.

Evidence: Data to support your answer. (data charts, equations, graphs, tables, explanations, etc.)

Justification: A rationale that explains why the evidence you use is relevant or important, along with any assumptions you have made regarding the problem.

The Research Question: What exactly should I buy so that I can make the most profit and not have lots of soup and rolls left over at the end?

Your group’s claim:

Your evidence: Your justification of the evidence:

Stage 3: The Argumentation SessionStudents are given an opportunity to share, evaluate and revise the products or process of their investigation with their classmates.

• Visit other groups.

• Use the Gallery Walk Interview Questions to guide your discourse.

• Give feedback and be ready to take ideas back to your group.

Stage 4: A Reflective DiscussionMeet with your group

◦ Discuss anything you learned from other groups

◦ Discuss feedback on your group’s ideas

Modify/Revise original ideas based on feedback

Teacher facilitates whole class discussion ◦ encouraging students to share

what they learned◦ common challenges faced by

groups

Stage 5: The Production of a Final ArgumentEach student makes sense of their experiences by producing a final argumentState the question and claim you are

trying to supportInclude evidence (data + analysis +

interpretation)Provide a justification of your evidenceOrganize your argument in a way that

enhances readabilityCorrect grammar, punctuation, and

spelling errors

Reviewing the Stages of the Generate an Argument Instructional Model

Identify the Task and Question

Generate a Tentative Argument

Argumentation Session

The Reflective Discussion

Final Written Argument

Structuring Learning Leadership of Self and OthersHow does this instructional

model help students develop skills to meet the intent of Mathematical Practice 3 and 6?

Equip Rubric

Reflection/Evaluation

• Please complete the online PD survey as well as the standard ESD clock hour evaluation form

Online PD evaluationIn order to identify your ESD’s most effective professional development strategies—practices and supports that impact teachers’ instructional shifts along with performance outcomes for students—we respectfully request participants complete a survey at the end of a training or series of trainings. The purpose of the survey is to simply identify which pieces of the training(s) that we provide best support your needs as an educator. We ask for your name on the survey only to be able to match demographic and performance data to your responses. In no way will the data be used to evaluate you or your work. In fact, your name will be deleted from the record once the data are matched thus ensuring your responses are anonymous.  

The data collection will ensure the continuous improvement of professional development professional learning experiences for math, science and ELA. The collection of these data also helps to ensure the continued funding of free or low-cost, high-quality professional development in math, science, and ELA. We deeply appreciate your cooperation. Thank you.

Evaluation Survey

To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:Mathematics Leadership Team Mtg. 1Date: October 17, 2014Clock hours: 5.5ESD 114

OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)