1. Mathematics Leadership Team Olympic ESD Bremerton December 9, 2014 Tamara Smith

2. How was Thanksgiving? Ate turkey on Thursday Travelled (any distance) Watched football Prefer Apple Pie No turkey Thursday Stayed at home Watched a movie Prefer Pumpkin Pie

3. Building a Statewide System Regional Math Coordinators Fellows MEC RMST Regional Groups Districts

4. Objectives Develop 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.

5. 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

6. 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” Student Teacher Context CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

7. Agenda Principals to Action Reading State & national updates Review of Resources Number Talks Working Lunch & Team Time/Networking Leadership Learning – ◦ Predictable Dynamics Posters Regional Lesson Study: CCSS alignment in lesson design and classroom practice Reflection/Evaluation

8. 1. Pausing 2. Paraphrasing 3. Probing for specificity 4. Putting ideas on the table 5. Paying attention to self and others 6. Presuming positive intentions 7. Pursuing a balance between advocacy and inquiry Seven Norms of Collaboration

9. Meeting Dates Bremerton ESD Elementary Bremerton ESD Secondary Port Angeles (K-12) Friday, October 17 th Tuesday, November 4 th Tuesday, December 9 th Friday, December 19thTuesday, December 2 nd Thursday, February 12 th Friday, February 20 th Friday, February 13 th Tuesday, April 14 th Friday, April 17 th April 14 th – run by Fellows Thursday, April 30 th Friday, June 5 th Thursday, June 4 th

10. Principles to Actions: Ensuring Mathematical Success for All The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards. NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

11. Principles to Actions: Ensuring Mathematical Success for All The overarching message is that effective teaching is the non-negotiable core necessary to ensure that all students learn mathematics. The six guiding principles constitute the foundation of PtA that describe high- quality mathematics education. NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

12. Teaching and Learning Principle Teaching and Learning An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.

13. Obstacles to Implementing High-Leverage Instructional Practices Dominant cultural beliefs about the teaching and learning of mathematics continue to be obstacles to consistent implementation of effective teaching and learning in mathematics classrooms.

14. Eight High-Leverage Instructional Practices Establish mathematics goals to focus learning Implement tasks that promote reasoning and problem solving Use and connect mathematical representations Facilitate meaningful mathematical discourse Pose purposeful questions Build procedural fluency from conceptual understanding Support productive struggle in learning mathematics Elicit and use evidence of student thinking

15. Eight High-Leverage Instructional Practices Support Productive Struggle in Learning Mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.

17. 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)

18. Productive and Unproductive Beliefs Mathematics Beliefs Practice

19. Reading: Support Productive Struggle in Learning Mathematics “NCTM Principles to Action” Agreements-What ideas or passages in the text do you agree with? Beliefs – What beliefs are evident in Ms. Flahive’s and Ms. Ramirez’s classrooms (see fig. 21)? What impact do those beliefs have on students’ opportunities to grapple with the mathematical ideas and relationships in the problem?? Connections – What connections do you see to the Standards for Mathematical Practice?

20. State and Regional Updates NBC Video and response SBAC Assessment System – OSPI webinars SBAC Assessment System OSPI webinars Dan Meyer – Flyer Task Tuesdays http://www.openwa.org/ ◦ Open educational resources – College level Education Week – spotlight on Math Instruction Education Week Collaborative for Student Success Collaborative for Student Success Recording our work ◦ ESD website ESD website

22. Task Tuesday

23. Common Core Implementation Resources Content Standards Standards for Mathematical Practice 3 Shifts: Focus, Rigor, Coherence What resources do you use to insure your lessons and units are aligned to the content and spirit of the Common Core Standards?

24. Number Talks

25. Lunch/ Team Time Please return at 12:45

26. Leadership of Others: Group Dynamics and Knowing Yourself Read ‘Predictable Dynamics in Groups’ article. On the back of the article you have 4 lines representing the continua from the article: TaskRelationship CertaintyAmbiguity DetailBig Picture AutonomyCollaboration Mark an ‘X’ where you see yourself on each continuum as a group member. Mark an “O” where you see yourself on each continuum as a group leader.

27. Predictable Dynamics What are some patterns of discomfort to monitor in your self as a group member? As a leader? What are some hot button topics coming up in group(s) that will require personal flexibility for you as a leader?

28. Leadership of Others: Group Dynamics Create a Human Continuum with the following (we’ll do this 4x – one for each): 1.Task – Relationship 2.Certainty – Ambiguity 3.Detailed – Big Picture 4.Autonomy - Collaboration

29. Predictable Dynamics Posters le Divide poster into four quadrants and label (see example below). Collect your group’s thinking in each quadrant of the poster Words or actions that might convey this stance: When it might be effective for a leader to speak from this stance: When this stance might be an ineffective choice: What a person in this stance might not be able to do effectively:

30. Afternoon Check-in Classroom Connections Content Emphasis Grade Level Tasks EQUIP Rubric

31. Equip Rubric Achieve.org http://www.achieve.org/EQuIP

32. Reflection/Evaluation Please complete the online PD survey as well as the standard ESD clock hour evaluation form

33. Online PD evaluation In 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.

34. 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.

35. Evaluation Survey To access the math survey type this address into your browser: http://www.surveygizmo.co m/s3/1823995/AESD-Math- PD-Reflection Course Title: Other Then enter: MLT Mtg. 2 Date: 12/09/2014 Clock hours: 6 Olympic ESD 114 OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)

36. Evaluation Survey To access the math survey type this address into your browser: http://www.surveygizmo.co m/s3/1823995/AESD-Math- PD-Reflection Course Title: Other Then enter: MLT Mtg. 2 Date: 12/09/2014 Clock hours: 6 Olympic ESD 114 OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)

37. Evaluation Survey To access the math survey type this address into your browser: http://www.surveygizmo.co m/s3/1823995/AESD-Math- PD-Reflection Course Title: Other Then enter: MLT Mtg. 2 Date: 12/09/2014 Clock hours: 6 Olympic ESD 114 OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)

38. Evaluation Survey To access the math survey type this address into your browser: http://www.surveygizmo.co m/s3/1823995/AESD-Math- PD-Reflection Course Title: Other Then enter: MLT Mtg. 2 Date: 12/09/2014 Clock hours: 6 Olympic ESD 114 OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)