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District Mathematics Leadership Meeting – April 27, 2015
Wireless: PSESD Guest
Success for Each Child and Eliminate the Opportunity Gap
Agenda
Welcome – Learning from each other Assessment system practices Taking action Resources and opportunities Wrap-up
What evidence will this task provide about student’s mathematical knowledge?
Framework for Supporting Mathematics Improvement
Instructional Practices
Mathematics
Beliefs
Networking
Thinking about CCSS implementation efforts: Individually fill out a success and
challenge under each category. Think about why each was a success or challenge.
Find someone not at your table. Take four minutes each share the success and challenge.
Repeat activity with different category and new partner.
Leadership and Assessment
Create a group of 3 or 4. Choose a timekeeper.Read the selected reading. Underline or highlight three ideas that resonated with you, and write down one question that you have about effective assessment.
Protocol with reading
One person in the group shares one idea that resonated with them and their question. Each person moves through responding to either the idea or their question (1 min each).
The next person in the group moves through the same protocol.
Cash Box
Nola was selling tickets at the high school dance. At the end of the evening, she picked up the cash box and noticed a dollar lying on the floor next to it. She said, “I wonder whether the dollar belongs inside the cash box or not.”The price of tickets for the dance was 1 ticket for $5 (for individuals) or 2 tickets for $8 (for couples). She looked inside the cash box and found $200 and ticket stubs for the 47 students in attendance. Does the dollar belong inside the cash box or not?
Cheryl’s Birthday
How Are CCSS Assessments Different?An Overview
Shift 1: Focus strongly where the Standards focusFrom To
Cover content that is a “mile-wide and an inch-deep”
Assess fewer topics at each grade (as required by the Standards)
Give equal importance to all content
Dedicate large majority of score points to the major work of the grade
How Are CCSS Assessments Different?An Overview
Shift 2: Coherence: think across grades, and link to major topics within grades From To
Assessment as a checklist of individual standards
Items that connect standards, clusters, and domains (as is natural in mathematics) as well as items that assess individual standards
Each topic in each year is treated as an independent event
Consistent representations are used for mathematics across the grades, and Content connects to and builds on previous knowledge
How Are CCSS Assessments Different?An OverviewShift 3: Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
From To
Unbalanced emphasis on procedure or application
Assessment of all three aspects of rigor in balance
A lack of items that require conceptual understanding
Items that require students to demonstrate conceptual understanding of the mathematics, not just the procedures
Fluency items that are only routine and ordinary
Fluency items that are presented in new ways, as well as some that are routine and ordinary
Application of mathematics to routine and contrived word problems
Application of mathematics to authentic non-routine problems and real-world situations
Implications to classroom
At the table make a list of actions that you or others could take to ensure effective use of assessments in your context.
Taking Action
Review the reading for your role:
Discuss with what actions you plan to take as part of your work next year.
Taking Action
What might be sources of evidence you could collect to know if you are effective with your next steps?
Assessment Resources:
Mini-assessments that can be used in the classroom: www.achievethecore.org/math/mini-assessments
Tasks that can be used for instructional or assessment purposes: www.achievethecore.org/math/tasks
For Illustrative Math tasks: www.illustrativemath.org
For PARCC sample items: www.parcconline.org
For SBAC practice tests: www.smarterbalanced.org
Opportunities
Fellows Applications
OER K-12 Collaborative
OER User Group
Website
Wrap Up
Please fill out the evaluation. Next year meeting dates (9am – noon)
October 19, 2015 December 14, 2015 February 1, 2016 March 28, 2016 May 9, 2016
Greta Bornemann – [email protected] 425-917-7859Greta Bornemann – [email protected]
