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11. The Role and Implications of the New Standards Building Leadership Team Training February 2011

12. Rejoin whole group when signaled Everyone participate Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule

13. Phase Three New Standards: Curriculum Implications Feb 2011-July 2011 Phase Two New Standards: AnalysisNovember-Feb 2011 Phase One New Standards: Orientation/Awareness October-November 2010

14. State Network Team Representatives Principals/Building Leadership Teams Building Staff

15. Get familiar with the standards documents including the introductory sections and appendices. Plan how to best deliver the Standards Orientation/Awareness to others in your respective schools Emphasize that the process of implementing the new standards is complex and that we will approach it in phases. Walkaways from Last Meeting…

16. FLASHBACKS

17. Why new standards and other changes now? If you were a legislator and saw the following, what might you assume or conclude? ACT data for KY students  40% met college ready expectations for reading  16% met college readiness for science  Less than 21% met readiness for college-level algebra The number of students needing non-credit remedial courses in college has increased over the past decade. The number of students who cannot use their KEES money in the second year of college has been around 50% for a few years. They cannot use the KEES because they cannot maintain the g.p.a. required.

18. As Principals and Leaders in your buildings, what can you conclude from the following statistics? In Oldham County, Kentucky: 774 Graduates 441 met ACT benchmarks for college readiness That means 57% of our students are considered to be “college ready.”

19. Why new standards and other changes now? Readiness is a major concern. Not just for college…for career, too.

21. The Future…Vision: Critical and Directional When he or she graduates from OCS, what knowledge, skills, understandings and dispositions should we have equipped him or her with?

22. The Future…Vision: Critical and Directional Graduates of Oldham County Schools pursue a life of continuous learning, contribute to their community, participate thoughtfully in the American democracy, and compete successfully in the local, national and international economy. Media and Technology Skills Society in the 21st Century is saturated with an abundance of information. Graduates of Oldham County Schools will be prepared to utilize vital information through a variety of media and technology tools in the workplace and at home. Critical Thinking and Problem Solving To compete in a global economy, graduates of Oldham County Schools will possess thinking skills and problem solving strategies that equip them to excel as workers and maneuver through life’s challenges. Communication Skills Graduates of Oldham County Schools will possess reading, writing, speaking and listening skills that enable them to be successful in a complex and competitive society. Creativity and Innovation Graduates of Oldham County Schools will be successful in the conceptual age because they will have experienced many opportunities to use their knowledge in ways that allow them to discover, design, and invent concepts and products. Leadership Graduates of Oldham County Schools will have experienced ongoing opportunities to grow as leaders who are capable of serving at various levels in society.

23. The Future…Vision: Critical and Directional DISTRICT, SCHOOL, AND CLASSROOM COMMITMENTS Teachers in every Oldham County classroom provide an instructional program based on the five essential areas listed below: Rigorous Curriculum--What do students need to learn? Student Engagement in Learning--How will we engage them so they learn best? Continuous Assessment --How will we know when they have learned? Intervention--What will we do when they have not learned? Enrichment and Acceleration--What will we do when they have already learned?

24. Remember it’s about the child in the chair, not the checklist of standards!!

25. Wrap Up Math Content- Changing! Geometry-What Was, What Is Very Important Points- Standards for Mathematical Practices Math Practices-GRR

26. Two Key Components of Kentucky Core Academic Standards (KCAS) for Mathematics

28. Help you begin to make sense of these practices.

30. Research suggests Students learn best when they develop both conceptual understanding and procedural skills. National Research Council, 2001

32. The mathematical skills, knowledge and insights that students learn to independently use as they work to show that they “get it”

34. Standards for Mathematical Practice Remember we want the students to develop these skills. OBJECTIVES of these activities: To help you make meaning of the mathematical practices. To give you the opportunity to experience tasks that exhibit the mathematical practices. Reduce your apprehension about the mathematical practices.

35. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. “Don’t just do something, stand there.” Try, try again.

36. E/I: There are 20 students in the room. Each student needs 2 different math problems to work on. If the teacher has 25 different problems, how many more problems are needed? Write how you could find the answer to this question. M/H: The basketball coach requires at least 8 passes before attempting a shot at the basket. How many different order of passes are there? Describe a strategy that you could use to determine the number of different orders.

37. Standards for Mathematical Practice 2. Reason abstractly and quantitatively. “You will need 31 remainder 12 busses to transport the soldiers.”

38. M/H: The ski lift moves at a rate of 350 feet per minute. Determine the speed in miles per hour. E/I: Jan has 23 ¢. You don’t know how many coins she has but give as many different sets of coins that equal 23 ¢ as you can think of.

39. Standards for Mathematical Practice 3. Construct viable arguments and critique the reasoning of others.

40. E/I: You are to explain how to find the number of pizzas needed to feed your class. You will listen to the explanations of the other students on your team and decide which methods work to answer the question. M/H: You are to determine if these two expressions are equal: (x + 3) 2 and x 2 + 3 2. You will present your argument and listen to the reasoning of the other students in your group. Once everyone has presented, you will decide if your argument is viable.

41. Standards for Mathematical Practice 4. Model with mathematics.

42. E/I: Use more than one visual representation to compare the fractions 3/4 and 5/6. M/H: There is a relationship between degrees Fahrenheit and degrees Celsius. Show this relationship in more than one way.

43. Standards for Mathematical Practice 5. Use appropriate tools strategically.

44. E/I: Select the correct tool to determine your height in inches. M/H: Select the appropriate method to compare the graphs of these equations: y = 3x + 4; y = 2x - 5; y = x 2 + 4; and y = 2x 2 – 4.

45. Standards for Mathematical Practice 6. Attend to precision. “You will need 31 remainder 12 busses to transport the students.”

46. M/H: You are to graph the relationship between years of experience and salary. Choose appropriate scales and labels for the x-axis and y-axis. E/I: Construct a graph using collected data. What story does your graph tell? How will others know?

47. Standards for Mathematical Practice 7. Look for and make use of structure.

48. E/I: Explain how you might make adding 17 and 13 into a simpler problem. M/H: Explain how you could find the vertex of the parabola, given the equation: y = 2(x – 3) 2 + 5.

49. Standards for Mathematical Practice 8. Look for and express regularity in repeated reasoning.

50. E/I: Add these odd numbers: 3 + 5 1 + 7 5 + 9 11 + 3 What do you notice about all of the answers to these problems? Do you think this is always true? M/H: Multiply these numbers: (-3)(-3)(-3) (-4)(-5)(-7) (-2)(-4)(-3) (-5)(-3)(-4) What do you notice about the sign of the products? Do you think this is always true?

51. Standards for Mathematical Practice At your table, you will find a large sheet with the 8 mathematical practices. With your group, sort the tasks in the envelope into the emphasized mathematical practice. o There is a mixture of E, I, M, and H. We will reveal the intended mathematical practices.

52. Standards for Mathematical Practice Read your favorite activity or lesson that you brought with you. Jot down the answers to these questions: 1.What mathematical practice does your activity emphasize as it is? 2.What could be edited to make the activity focus on a mathematical practice or increase the power of the current mathematical practice? Discuss your findings at your table.

53. Standards for Mathematical Practice Table observations/noticings about the mathematical practices These practices can be implemented immediately through… …your approach to the lesson; more big picture focus. …slight revisions to current activities/ lessons.

54. Standards for Mathematical Content Math Content Progressions….Noticings? At your table, discuss your noticings. Be prepared to share with entire group in …..minutes.

55. Standards for Mathematical Content Math Content Progressions--- Geometry Each group will take the grade level geometry standards assigned to them, discuss them and then create a bulleted chart for other team’s review. Teams will have ….minutes. Teams rotate through the charts, K through 12. What are our noticings? Need to be prepared to do a group debrief in ….minutes.

56. Some FYI’s… ~Resources used today will be posted on the K drive as well as the district website. (K drive folder “New Standards- Teacher Resources) ~Copies of the PowerPoint, SMP Simplified, Geometry Progressions, Placemats and Math Strands Progressions are available in hard copy.

57. Wrap Up Math Content- Changing! Geometry-What Was, What Is Very Important Points- Standards for Mathematical Practices Math Practices-GRR

58. Advice from the Team to Take to Your Team 1. Remember- the fear that comes from change is inevitable, but the suffering is optional. 2. Be patient with yourself and others and remember it’s a marathon not a sprint. 3. Start thinking about SMP as you plan. 4. Pre-assess...pre-assess…pre-assess. 5. Realize that worksheets aren’t the answer. 6. Embrace both the SMP and content standards. 7. Be cognizant that the standards are the goals for students, that is, what they should be able to do independently. 8. Let it go…don’t try to retrofit. 9. Be willing to be disturbed. 10. Realize that we are moving away from “mile wide inch-deep” approach to math.

59. Remember it’s about the child in the chair, not the checklist of standards!!

60. Phase Three- New OCS Curriculum Frameworks Reflective of Vision and New Standards When: This summer How: Teams will meet for three days to study curriculum design and review the new frameworks Who: Secondary math and ELA teachers, elementary teachers, ECS staff, principals and assistant principals Why: To build shared knowledge

61. Plan with rest of the leadership team about how best to deliver information to your colleagues Study progressions of other strands noting changes, new demands. Study SMP and begin analyzing current work with those in mind. Walkaways…

62. Remember- The fear that comes from change is inevitable, but the suffering is optional.