1. Mathematics Leadership Team NOP Skills Center, Port Angeles December 2, 2014 Tamara Smith

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

3. Building a Statewide System Regional Math Coordinators Fellows MEC RMSTs 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 Number Talks Leadership Learning – ◦ Predictable Dynamics Posters Principals to Action Reading State & national updates Working Lunch & Team Time/Networking Review of Resources 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 vs. Unproductive Beliefs Jo Boaler – the Good and Bad of Mathematics Education https://www.youtube.com/watch?v=ZZrlk4NqaJ4

19. Productive and Unproductive Beliefs On a 3x5 card, individually brainstorm Mathematics Beliefs Practice

20. Reading: Support Productive Struggle in Learning Mathematics “NCTM Principles to Action” Assumptions-What assumptions does the author of the text hold? Agreements-What pieces of the text do you agree with? Aspirations-What pieces of the text do you aspire to or act upon for yourself and your colleagues?

21. Adult Learning: 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. What are the implications of these preferences for you in your work with students? In your work with teachers?

22. Adult Learning: 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

23. 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:

24. Number Talks

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

28. Task Tuesday

29. Lunch/ Team Time Please return at 12:55

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

31. Doing Math Together Select and complete a task that you are not familiar with at your grade band. Think about multiple ways that you might complete this task

32. Considering our Students Using Common Tasks PURPOSE: To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. In order to understand where we are in our practice, we will use a common task to examine student ideas through the lens of the standards. This will be operationalized through the content clusters and Standard for Mathematical Practice 3 and 6 (SBAC Claim 3) *These task will be re-examined at the end of the year to explore student growth

33. 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

34. 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. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

35. Making Sense of the Task Revisit the task 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 this task?

36. 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 how you might score yourself based on the task you completed.

37. 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?

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

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

40. 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.

41. 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.

42. 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 Name: MLT Mtg. 2 Date: 12/02/2014 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.)

43. 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 Name: MLT Mtg. 2 Date: 12/02/2014 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.)

44. 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 Name: MLT Mtg. 2 Date: 12/02/2014 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.)

45. 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 Name: MLT Mtg. 2 Date: 12/02/2014 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.)