1. + Washington State Mathematics Fellows Sue BluesteinFebruary 3

2. + Agenda 9:00-3:00 Connecting with Partners Putting the Shifts into practice—How do we ensure coherence? Formative Assessment Cycle and Connecting Tasks to the Domains of Focus Collaboration by grade band Planning next steps LUNCH 12:00-1:00

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

4. + 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

5. + Plan for the year Four regional meetings One state-wide meeting (Feb 13) 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

6. + Regional Work Results of data from session 1 Collaboration with others Write common/benchmark assessments Improve classroom practice Working with Diverse Learners How to work with missing skills during this transition

7. + Reflect on the PD you accomplished since our last meeting or that you are planning (attendance data?) Discuss with your group: What did you do? Who was your audience? How did it go? What were your challenges? OR What are you planning on doing? Who will your audience be? What challenges do you see arising? Leadership of Others

8. + Connecting with Partners Leadership in the Extended Community Consider all of the partnerships that will be important to ensure the implementation and success of your Fellows work. Write each one on a sticky note and place all of them around the circle on your poster paper.

9. + Current Reality Consider the current reality of your network of partnerships as a Math Fellow. Use a solid, dashed or no line to show the strength of your network partnerships within your circle. Then post on wall.

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11. Curriculum Leads Parents Higher Education Community Superintendent Principals You Teachers Strong Partnership Marginal Partnership No Partnership

12. + Take a break

13. + Network of Partnerships Gallery Walk Find someone who has different connections than you and discuss successes

14. + Connecting with Partners 3 x 5 card What is your strongest partnership within your network? (share why?) Where do you need to strengthen your partnerships in your work as a Math Fellow? How? Discuss with your administrator how they can support you as a Math Fellow.

15. + Greater Focus, More Coherence We need to do less with greater focus. Most low-performing schools don’t need more programs, or even more resources. They need a more powerful, coherent culture of instructional practice.

16. Change in Nomenclature of the Common Core State Standards for Mathematics STANDARD CLUSTER Title : now has designation DOMAIN Number and Operations in Base Ten 3.NBT A. Use place value understanding and properties of operations to perform multi-digit arithmetic. 1.Use place value understanding to round whole numbers to the nearest 10 or 100. 2.Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies on place and properties of operations.. Now 3.NBT.A.1 instead of 3.NBT.1

21. + 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

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23. + Shift Two: Coherence Think across grades, and link to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. 23

24. + 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

25. + 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Grade 4 Grade 5 Grade 6 CCSS

26. + 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.

27. + Implications of the Task Leadership of Self Review your task if everyone did not give the same task and share how it relates to your domain: K-2 NBT 3-5 NF 6-8 RP HS F or G What patterns did you observe about your students’ work as a whole? Including ALD Claim 3. What common misconceptions did you notice? What experiences do you need to provide your students with this year? Leadership of Self Know and Model Leadership of Self Know and Model

28. + A Progression of Learning Leadership of Self and Others K-2 Number and Operations Base Ten p. 5-8 3-5 Number and Operations Fractions p. 2-13 6-7 Ratio and Proportional Relationships p. 5-12 8 Expressions and Equations p. 8-13 HS Functions p. 7-16

29. + A Progression of Learning Leadership of Self and Others Read the progression for the grade levels that you are assigned to, as you read use the symbols: + things that are familiar to you ! things that are new to you ? things that you have a question about Discuss one item that was new to you and one item that you have a question about

30. + Finding Coherence Leadership of Self and Others Use the Instructional Alignment Chart to focus your conversation on the Coherence the progression provides within your identified cluster: K-2: K.NBT.A, 1.NBT.B, 2.NBT.A 3-5: 3.NF.A, 4.NF.A, 5.NF.A 6-8: 6.RP.A, 7.RP.A, 8.EE.B HS: 8.F.A, F.IF

31. + Reflection of Learning Leadership of Self What are the implications for your classroom practice you discovered from looking at the Learning Progressions through the lens of coherence? What are some changes you will make with your students to raise their understanding of mathematics content using the progressions?

32. + Lunch 12:00 – 1:00

33. “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 for Grades 3-8 Overall Claim for Grade 11 Claim #1 - Concepts & Procedures Claim #2 - Problem Solving Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis Claims for the Mathematics Summative Assessment

34. + The Role of Tasks in Formative Assessment Leadership of Self and Others Leadership of Self Know and Model Leadership of Self Know and Model

35. + Formative Assessment What it is?What it isn’t?

36. A Balanced Assessment System Page 36 Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Summative: College and career readiness assessments for accountability Interim: Flexible and open assessments, used for actionable feedback Formative resources: Digital Library with instructional and professional learning resources for educators to improve instruction

37. + Four Attributes of the Formative Assessment Process Page 37 Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence

38. + After the Task is Selected… The Formative Assessment cycle …a process not a product …the gathering of information about students to inform and guide instruction …the longer it takes to use the information the less effective it becomes Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence

39. + Clarify Intended Learning Helps students and teachers understand expectations and goals (what students will learn, not activities) Learning friendly targets and success criteria which indicate the measureable behavior Clarify Intended Learning

40. + Elicit Evidence No single way to elicit evidence: Interaction Appropriate questions Focused observation Analyzing student work Can be planned or spontaneous Informal assessment activities by: Teacher, Self-assessment, or Peers Elicit Evidence

41. + Margaret Heritage “…whatever method teachers use to elicit evidence of learning, it should yield information that is actionable by them and their students.” (2011) Elicit Evidence

42. + Interpret Evidence Used to determine where the students are in relationship to the learning target Informs adjustments to instructional plans Can be interpreted by: Teacher, Student, or Peers Interpret Evidence

43. + Act on Evidence Provide Timely, Descriptive and Actionable Feedback Give active steps students can take to move toward the learning target Have students self-assess and use peer assessment Help students be aware of strategies they can use to move learning forward (draw a picture, work backward, reread a text) Adjust Instruction Mini tutoring groups Flexible student group work Act on Evidence

44. + Popham “…carefully crafted descriptive feedback will improve what goes on in almost every classroom.” (2011) Act on Evidence

45. + Share how you have used formative assessment in the classroom Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence

46. + Where does LaSW fit into Formativie Assessment? 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.

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48. + Criteria for a Rich Task 1. Is the task interesting to students? 2. Does the task involve meaningful mathematics? 3. Does the task provide an opportunity for students to apply and extend mathematics? 4. Is the task challenging to all students? 5. Does the task support the use of multiple strategies and entry points? 6. Will students’ conversation and collaboration about the task reveal information about students’ mathematics understanding? Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al

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50. + State Meeting Feb 13 Roles of Teacher Leaders Teacher Leadership Framework Working with adult learners Communication Collaborative Work Knowledge of Content and Pedagogy Systems Thinking Content Break outs Knowledge of Content and Pedagogy for Math Fellows

51. + See you at 9:00 am on March 3 Our representative Fellows will be sharing information they gain on teacher leadership during our next meeting. Remember to: Implement your plan Email to Sue Bluestein by February 21, 2014: Updates to your Fellows Professional Learning Plan Unpacking Instructional Task Form

52. + Grade Level Sharing Rebecca SBAC Sue Fellows corner on web page Working with adult learners Supplemental materials Mathematical practices in the classroom

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56. + Impact of Teachers Read the scenarios of how the Fencing Task was implemented. Determine what has happened to the mathematics as the task was implemented. Use the SMP #3 rubric to determine what the scenarios demonstrate

57. + Impact of Teachers Consider Scenario A Highlight opportunities to use formative assessment to gather information about student scores for SMP #3 How would you gather the data? And what would you do with it? How does this connect to Elmore’s principles?

58. + From Research to Classroom Practice— Leadership of Others and in the Extended Community Take a few moments to consider your year and your role as a CCSS-M Fellow Review your plan/commitments for implementing/deepening formative assessment for instruction in classroom - how do we know we are on the path to success? Talk with your group for ideas Focus on what you will do between now and March 3 Connect with your Partners