1 Draft Content Standards for High School Mathematics Helen Maguire for Paul Hibbard Office of Educational Improvement and Innovation Oregon Department of Education State Board of Education April 17, 2009

2 Policy Question #1 Do the standards contain the mathematics content all students need to know in order to be ready for their next steps? Yes

3 Policy Question #2 Do the standards provide the foundations for the new diploma requirements of three credits of mathematics “including one unit at the Algebra I level and two units that are at a level higher than Algebra I?” Yes

4 Policy Question #3 Do the content standards clearly identify the content to be assessed annually on the OAKS? Yes

5 Review and revision cycle Review and revision cycle Content and assessment panels (ORS ) used to develop new standards Content and assessment panels (ORS ) used to develop new standards Stakeholder engagement/external partners Stakeholder engagement/external partners National and international research/experts National and international research/experts Public input on draft documents Public input on draft documents Input used to revise drafts Input used to revise drafts State Board adoption State Board adoption Oregon’s Standards Revision Process

6 Results in fewer, more focused and coherent content standards Results in fewer, more focused and coherent content standards Is built around “big ideas” for each grade level and subject area (core standards statement) Is built around “big ideas” for each grade level and subject area (core standards statement) Articulates learning progressions within and between grade levels Articulates learning progressions within and between grade levels Allows for more effective lesson design, focused instruction, and creation of formative assessments Allows for more effective lesson design, focused instruction, and creation of formative assessments Uses criteria of endurance, leverage, and success Uses criteria of endurance, leverage, and success Oregon’s New Core Standards Structure

7 National Mathematics Advisory Panel recommendations National Mathematics Advisory Panel recommendations NCTM recommendations NCTM recommendations WestEd’s recommendations for developing Oregon core standards WestEd’s recommendations for developing Oregon core standards 2009 National Assessment of Educational Progress (NAEP) mathematics framework 2009 National Assessment of Educational Progress (NAEP) mathematics framework National standards National standards Other states’ mathematics standards Other states’ mathematics standards National and international experts’ recommendations National and international experts’ recommendations Public comments Public comments Foundations for Revision of Oregon’s Mathematics Standards

8 Content standards that outline Algebra; Geometry and Measurement; and Probability and Statistics are the essential content for all students. Content standards that outline Algebra; Geometry and Measurement; and Probability and Statistics are the essential content for all students. Process Standards, which support the “Apply Mathematics” Essential Skill, must be taught throughout K-12 mathematics. Process Standards, which support the “Apply Mathematics” Essential Skill, must be taught throughout K-12 mathematics. High school standards address a wide range of depth of knowledge levels to encourage mathematical fluency, deep conceptual knowledge, and mastery of the Essential Skill of “Apply Mathematics.” High school standards address a wide range of depth of knowledge levels to encourage mathematical fluency, deep conceptual knowledge, and mastery of the Essential Skill of “Apply Mathematics.” Guiding Principles and Goals for Oregon’s New Mathematics Standards

9 Are a comprehensive set of standards designed to guide instruction at all levels of high school math Are a comprehensive set of standards designed to guide instruction at all levels of high school math Identify Algebra I and above for purposes of meeting the future graduation requirement of three credits of mathematics “including one unit at the Algebra I level and two units that are at a level higher than Algebra I” (OAR ) Identify Algebra I and above for purposes of meeting the future graduation requirement of three credits of mathematics “including one unit at the Algebra I level and two units that are at a level higher than Algebra I” (OAR ) Identify the mathematics content to be assessed statewide on the Oregon Assessment of Knowledge and Skills (OAKS) Identify the mathematics content to be assessed statewide on the Oregon Assessment of Knowledge and Skills (OAKS) The new high school mathematics content standards

10 Are based on the expectation that students will learn mathematics at a conceptual level and comfortably use them to apply their knowledge in a variety of situations and across disciplines Are based on the expectation that students will learn mathematics at a conceptual level and comfortably use them to apply their knowledge in a variety of situations and across disciplines Raise the minimum level of mathematics required in high school to better prepare students for more advanced content within high school and for post secondary next steps. Raise the minimum level of mathematics required in high school to better prepare students for more advanced content within high school and for post secondary next steps. The new high school mathematics content standards

11 Content specifications for each standard (including detailed description, examples, scope) Content specifications for each standard (including detailed description, examples, scope) Connections Documents Connections Documents Standards crosswalk (alignment between the 2002 and the 2009 standards) Standards crosswalk (alignment between the 2002 and the 2009 standards) Descriptions of the core strands and learning progression of the big ideas Descriptions of the core strands and learning progression of the big ideas Glossary of terms Glossary of terms Planned Guidance and Support Documents for Oregon’s New Mathematics Standards

12 Professional development will include research– based elements of effective instruction and allow participants to work with the new standards Professional development will include research– based elements of effective instruction and allow participants to work with the new standards Involves external partners (e.g., Northwest Regional Lab Comprehensive Center, OCTM, Center on Instruction, etc.) Involves external partners (e.g., Northwest Regional Lab Comprehensive Center, OCTM, Center on Instruction, etc.) Will include regional workshops Will include regional workshops Is based on a statewide train the trainer model that includes a follow up component Is based on a statewide train the trainer model that includes a follow up component Planned Professional Development for Oregon’s New Mathematics Standards

13 Thank you! Paul Hibbard Mathematics Education Specialist Office of Educational Improvement and Innovation