1. District Mathematics Leadership Meeting October 28 th, 2014 Wireless: PSESD Guest Success for Each Child and Eliminate the Opportunity Gap

2. Learning targets We will strengthen our ability to:  Understand our work and impact through the lens of a problem of practice and theory of action  Develop and sustain a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding.  Deepen our understanding regarding resources and opportunities available to support the CCSS and the Smarter Balanced Assessment implementation.

3. Entry Task TALK Introduce yourself to your table mates – your role and location WRITE (one per notecard) “What is one challenge that you have encountered this year in implementing the CCSS?” “What is one success that you have had in implementing the CCSS?”

4. Supporting Mathematics Improvement Instructional Practices Mathematics Beliefs

5.  “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)

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

7. Productive vs. Unproductive Read the list of productive and unproductive beliefs. Do you agree? Why or why not? Choose one belief that resonates with you. What are the implications of holding productive vs unproductive beliefs for the mathematics being presented? For instructional practice?

8. Mathematical Practice

9. MP3: Constructs viable arguments..  Read the Practice Standards with K-5 Commentary – MP3: Construct viable arguments and critique the reasoning of others. Pick one sentence that resonates with you. Why that sentence? What does the teacher have to do to ensure MP3 is being fostered in students? What kind of mathematics do students need access to in order to develop MP3? Beliefs?

10. MP3: Constructs viable arguments..  Read “Connections to CCSSM Standards for Mathematical Practice to the NGSS”  Jason Zimba writes “Scientific arguments are always based on evidence, whereas mathematical arguments never are.” What did he mean by this?  What are the implications to this for practice?

11. Mathematics – Purposeful Tasks Solve the “Overlapping Squares” task alone. Grade 6 Domain RP: Ratios and Proportional Relationships Cluster: Understand ratio concepts and use ratio reasoning to solve problems. Standard: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Part: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

12. Mathematics – Purposeful tasks With an elbow partner, discuss how you solved the task. As a table: What mathematics do students need to solve this problem? When might you introduce a task like this to a class? Does this task develop procedural fluency? Conceptual understanding? Application? None? More than one?

13. Connecting to a Theory of Action Think about your work in implementing the CCSS – What is the Problem of student learning? What is the Problem of adult practice? What is the Problem of leadership practice? What actions will address this problem of practice? What evidence can you collect to know you are making progress?

14. SBAC Balanced Assessment System

15. Formative Assessment Process Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence ~ Compiled by the Digital Library National Advisory Panel

16. Resources in the Digital Library * Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF. Commissioned professional development modules Resources for students and families Frame formative assessment within a balanced assessment system Articulate the formative assessment process Highlight formative assessment practices and tools Commissioned professional development modules Instructional materials for educators Instructional materials for students Demonstrate/support effective implementation of the formative process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Assessment Literacy Modules Exemplar Instructional Modules Education Resources

17. Resources in the Digital Library Assessment Literacy Modules Exemplar Instructional Modules Education Resources * Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF. Not an assessment bank Not an item bank Not a learning management system where educators can register for training or receive credit by completing specific online courses Not a library for general public (will require registration and login) Not a site where any resource can automatically be posted; all resources must be vetted through the Quality Criteria

18. Quality Criteria Peer Review Step 1: Resource Submitted Step 3: Quality Criteria Applied Step 4: Decision Step 2: Gatekeeping Criteria Applied SNE 1 SNE 2 SNE 3 SNE 1 Posted Sent to SLT Returned to Submitter Cover Profile

19. Smarterbalancedlibrary.org

20. Next Meeting December 4 th 9-12