1. + Washington State Mathematics Fellows December 2, 2013 Sandy Christie Kelly Denn Shereen Henry Jennifer Ledbetter Bridgit Reichel

2. + Welcome! You represent a statewide group of educators dedicated to implementing the CCSS to maximize the student impact of this change Steve Leinwand: “"The Math Wars are over and the Common Core Standards are the cavalry!”

3. + Common Ground— Leadership of Others Stand up if….. You traveled more than a half hour to get here You traveled less than a half hour to get here You are the oldest child You are the youngest child You are the middle child You like dogs You are a cat lover You have taught elementary school You have taught middle school You have taught high school You have facilitated adult learning You plan ahead You wait until the last minute You are a learner

4. + Agenda Fellows – What’s it all about Putting the Shifts into practice Setting the baseline task Planning next steps Lunch 11:30-12:30 OSPI/SBAC updates Adult Learners Grade band groups

5. + Fellows – who are we? We are teacher-leaders supporting the implementation of the CCSS in our district. We have district sponsorship of our work, and a plan to work with administration and other teachers. We are a part of a regional and state cadre of teacher-leaders working together on common goals. We inform regional and state implementation efforts.

6. + Larger context Advocate and Systematize Collaborate and Implement Leadership of Self Know and Model Leadership of Self Know and Model Leadership of Others Leadership in the Extended Community

7. + Purpose of the Fellows To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

8. + Plan for the year Four regional meetings One state-wide meeting (for a subset of the Fellows) Meetings centered around: Leadership of Self Learning together and learning of new resources Engaging in a formative assessment cycle Leadership of Others Reflecting on leading adult learners—Professional Development Clips Planning next steps Leadership in the Extended Community Providing feedback to the state-wide system Planning next steps

9. + Processing the Purpose of the Fellows What are you hoping to get out of our time together? What are your current thoughts about your development as a CCSS-M Fellow and the purpose? To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

10. + The Three Shifts in Mathematics— Leadership of Self and Others Focus: Strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application

11. + CCSS-M Instructional Shifts: Publisher’s Criteria Read the handout Identify at least one new “ah-ha” from the reading Share with a partner

12. + Instructional Practice Reflection— Leadership of Self Focus Coherence Rigor Take a few moments to reflect on your confidence to implement the 3 CCSS Math shifts in your own classroom. We will revisit your thoughts on this at the end of the year

13. + “The key question to keep asking is, Are you spending your time on the right things? Because time is all you have. ” – Randy Pausch Shift One: Focus

14. + Shift One: Coherence “The Standards are not so much built from topics as they are woven out of progressions.” Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

15. + Shift Three: Rigor 15 Equal intensity in:  conceptual understanding  procedural skill/fluency  application

16. + Conceptual Understanding is more than explaining What are two different equations with the same solution as 3(y – 1) = 8? Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring for students.

17. + Procedural Fluency is not all about Timed Tests “Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --Van de Walle

18. + Applications should be motivating for students

19. + Heritage article— Leadership of Self and Others Read the article and consider how the “Fundamentals of Learning” supports the shift: Focus strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application Use the Math Shifts reflection sheet

20. + Processing the Shifts: Reflection— Leadership of Self and Others 20 Math Shifts What is this shift? Why is this a shift from our current reality? What does this shift look like…. In the classroom? At the district level? What are some challenges…. In the classroom? At the district level? Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

21. + Heritage article— Leadership of Self and Others Read the article and consider how the “Fundamentals of Learning” supports the shift: After reading start filling out the Math Shifts reflection sheet Once your table group is ready, continue filling out sheet as a table group Identify 1-2 key ideas to share with the entire group

22. + Considering our Students: Which lens are you? Classroom teacher – have own classroom Instructional Leaders – how will you partner with a classroom teacher

23. + Considering our Students Setting the Baseline Task The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. With our focus on formative assessment we will use a baseline task to examine student ideas through the lens of content and the mathematical practices. This will be operationalized through the content clusters and SBAC Claim 3. This task will be re-examined at the end of the year to explore student growth

24. + Assessment Claims for Mathematics “Students can demonstrate progress toward college and career readiness in mathematics.” “Students can demonstrate college and career readiness in mathematics.” “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Overall Claim (Gr. 3-8) Overall Claim (High School) Claim 1 Concepts and Procedures Claim 2 Problem Solving Claim 3 Communicating Reasoning Claim 4 Modeling and Data Analysis

25. Claim 3 – Communicating Reason A.Test propositions or conjectures with specific examples. B.Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures. C.State logical assumptions being used. D.Use the technique of breaking an argument into cases. E.Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is. F.Base arguments on concrete referents such as objects, drawings, diagrams, and actions. G.Determine conditions under which an argument does and does not apply. Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

26. + Making Sense of the Task Complete the grade level/band tasks as though you are a student so that you can think about misconceptions that might arise. Discuss: What knowledge do your students need to have to be successful on these tasks?

27. + Connecting it to the rubrics Content Cluster Rubric Focuses on a specific cluster for the task SBAC Achievement Level Descriptor Rubric Focuses on Claim 3 broadly Review the rubrics and consider what a response might look like based on the task you completed.

28. + Anchoring Yourself in Student Work Look at the 3 anchor papers associated with your task. Discuss as a group: What Content Cluster score does this student demonstrate? What SBAC ALD score does this student demonstrate? What considerations does this illuminate for your students? Review the official scores for your papers and annotated notes. What further clarification do you need?

29. + Administering the Tasks Cold— Leadership of Self These tasks will be used as a baseline Please do not give any prior instruction, it is very important that your students demonstrate what they know at this time This data will be used as a baseline—it is more important that your students grow from this baseline, than do well at this first administration. K-1 should read the task for the students and accept dictation as answers if needed.

30. + Focusing on Student Learning Protocol— Leadership of Self, Others, and the Extended Learning Community Review the protocol Prior to our second meeting on February 11 th : Administer the task to your students “cold” Tally the Content Cluster and SBAC ALD rubric results Consider the Implications for teaching Bring to the February 11 th meeting Your students scores in Content and Claim 3 Your implications for teaching

31. + Partnership Network Activity Consider all the partnerships in your network that will be important to ensure sustainability of your leadership work. Make a large circle on your paper and write the names of your partnerships around your circle (include yourself on the circle). (example coming)

32. + Current Reality Consider the current reality of your network of partnerships. Use a solid, dashed or no line to show the strength of your network partnerships within your circle. For Example:

33. Curriculum Leads Parents Community College Industry Superintendent Principals You Teachers Strong Partnership Marginal Partnership No Partnership

34. + Network of Partnerships Share at your tables What do you notice—share out? What is your role with each of these groups? Where do you need to strengthen your partnerships? How will you do this?

35. + Envisioning the Year— Leadership of Others and in the Extended Community Take a few moments to consider your year and your role as a CCSS-M Fellow Describe what you think your big picture will be Talk with your group for ideas Focus on what you will do between now and December 4 3 Shifts Activities (Publisher’s Criteria, Reflections, Fundamentals of Learning Article) Baseline Task Activities and Protocol Leadership Record on your leadership plan.

36. + Focusing Together— Leadership of Others and in the Extended Community What is your focus? Please rank from 1 to 4 the following: (1 being the most desired, 4 being the least desired) Work on Rich Tasks Write common/benchmark assessments Look at instructional materials Improve classroom practice Instructional Core StudentContentTeacher

37. + Next Fellows state-wide meeting 8:30 am on February 11 th Remember to: Implement your plan Deliver the baseline task cold Gather your data and implications for teaching Questions or concerns: schristie@psesd.org

38. + OSPI/SBAC Updates OSPI/SBAC Alignment Study Workshop (2 days)– fill out application w/OSPI. Day 1 – info about SBAC and newest item writing guidelines Day 2 – item writing Jan 22-23: Northshore/Bothel Feb 27-28: Tacoma OSPI/SBAC Alignment Study Workshop (Day 1 only) – Limited number of seats (27) – to be distributed, as equitable as possible – watch for email Greta….new position: PSESD Director of Teaching & Leading, Road Map Support

39. + Adult Learners— Leadership of Others Read the handout and consider the differences between children and adults as it relates to their learning Think about what you need as an adult learner

40. + Give one Get one— Leadership of Others Write down one strategy that helps you or that you use with adult learners. Stand up and share your strategy with 5 other people in the room not at your table. Person with the longest hair goes first