Math Leadership TeamNovember 2015

Number Talks Welcom

e!

Warm-upMathematical

RepresentationsField test

commentsOpportunity to

field testExtensions

◦ http://illuminations.nctm.org/Lesson.aspx?id=960

Logistics for LearningAdvocate for your own

learning.Tend to your needs.Be fully present.Be ready to move often.Give yourself permission to

learn. “It is impossible to get better and look good at the same time.” –Julie Cameron in The Artist’s Way

Building a SystemOSPI/AESD9 Regional Math Coordinators

FellowsMEC RMSTsLeadership Team

Districts

OSPI Content Directors

ESD Assistant Superintendents

ESD Math and Science Coordinators

ESD ELA CoordinatorsSchool and Student

SuccessEarly LearningELL & Migrant

Programs

Building a SystemOSPI/AESD9 Regional Math Coordinators

FellowsMEC RMSTsLeadership Team

Districts

Tamara SmithSue BluesteinCarrie BlackAmanda

BaumgartnerLeslie NielsenDawn SparksAndrew HickmanDebra KowalkowskiMary Ellen Huggins

Washington State Regional Math Coordinators GoalsGoal 1: Provide equitable CCSS-M

professional development opportunities for administrators and teachers through the statewide network.

Goal 2: Increase student achievement by improving teachers’ ability to implement effective instructional practices and increasing teachers’ content knowledge.

Goal 3: Increase the Capacity of Teacher Leaders to support CCSS-Math professional learning.

Building a SystemOSPI/AESD9 Regional Math Coordinators

FellowsMEC RMSTsLeadership Team

Districts

OESD Fellows Joe PowerNKSD Catherine Pitcher

CKSD Jenn Bressert SKSD Teresa McComber

NMSD Lisa Cartwright PTSD Katy Middlestead Cres. Danny Kent QVSD Carrie Echeita QVSD Cindy Larson BSD Katherine Freedman

BSD Julie Lordon BSD Lisa Elm BSD

Fellows Purpose1. To be a part of and support a system that

focuses on math making sense for all students. --Leadership in the Extended Community

2. To be a part of a community of learners that focuses on 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

3. To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

Building a SystemOSPI/AESD9 Regional Math Coordinators

FellowsMEC RMSTsLeadership Team

Districts

Townley SlackSuzy JohansenGinger Lancaster

Math courses Coming Soon!

Rational Numbers

Ratios and Proportions

Expressions and Equations

Building a SystemOSPI/AESD9 Regional Math Coordinators

FellowsMEC RMSTsLeadership Team

Districts

SBAC Scores Grade Level    3 4 5 6 7 8 11California Math 40% 35% 30% 33% 34% 33% 29%Connecticut Math 48% 44% 37% 37% 39% 37% 31%Delaware Math 53% 47% 38% 53% 37% 35% 23%Hawaii Math 50% 46% 42% 38% 38% 39% 30%Idaho Math 50% 46% 38% 36% 38% 37% 30%Missouri Math 52% 50% 40% 38% 35% 28% NAOregon Math 47% 45% 42% 39% 43% 44% 31%Vermont Math 52% 45% 42% 37% 43% 40% 37%Washington Math 58% 55% 49% 47% 50% 48% 29%West Virginia Math 44% 35% 30% 26% 25% 25% 20%New Hampshire Math              North Dakota Math              South Dakota Math              Michigan Math              Montana Math              Nevada Math              

Notes: Missouri: 8th graders taking Algebra 1 did not take Smarter Balanced. 41% includes the students who passed the Algebra 1 end-of-course exam.

Washington: Percentages exclude students with no score

ObjectivesDevelop 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.

Meeting DatesBremerton ESD

SecondaryBremerton ESD

ElementaryPort Angeles (K-12)

Thursday, October 1st Thursday, October 8th

Thursday, November 12th Thursday November 19th Friday, November 13th

Thursday, January 14th Friday, January 22nd Tuesday, January 19th

Friday, March 18th Wednesday, March 23rd Tuesday, March 22nd

Tuesday, May 24th Thursday, June 2nd Wednesday, June 1st

AgendaMath Task“For the Good of the Order” – vertical

look at the mathemtical importance of Zero and One

LunchUpdatesNumber TalksMath TaskFormative Assessment – Digital

Library

Collaborative NormsPausingParaphrasingPosing QuestionsPutting ideas on

the tableProviding DataPay attention to

self and othersPresuming

Positive intentions

Review each of these 7 norms. For two norms of your choice:consider an

example and a non-example of what it looks like when people are practicing this norm.

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”

StudentTeacher

Context

CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

For the Good of the OrderLooking at the vertical

development of one mathematical idea or concept.

Develop a concept map of sorts that details the development across grades.Think Time

Properties and mathematical importance of Zero and One

For the Good of the OrderGENERATE: a list of grade level

examples of properties of Zero & OneSORT: In your table groups, compare

examples generated. Sort into seeming levels of importance and similarities.

CONNECT: record each unique example on concept cards and organize on a poster showing connections

ELABORATE: record new ideas that extend your initial ideas

Concept CardsConcept: Multiplying

fractions by one to get equivalent fractions

Example:

Standard: 5.NF.5b

Develop a concept card for each example

Identify the grade level standard for each example

Organize the concept cards to highlight connects among the examples

Number Talks

Open Strategy ShareElicit many different ideas to see the range of

possibilities

Generate many different ideas

Building students’ repertoire of strategies

Students listen for and contribute in different ways to solve the same problem

Move across a broad terrain of concepts, procedures, representations, explanations

“Can you explain how you solved?” “Did anybody solve in a different way?”

Open Strategy ShareSelect the problem

Anticipate how students will solve

Pose the problem and monitor students

at work Elicit and discuss a range of solutions

Solution 1 Solution

2Solution 3

Solution 4

What patterns do you notice?

Fundamentals of LearningReflect on

today’s main activities through the Fundamentals of Learning◦ Meaning Making◦ Participating and

Contributing◦ Managing

Learning

Reflection & EvaluationComplete the Online Evaluation –

link can be found on the OESD Website at ◦Question 15* – additional comments

– other big ideas in mathematics that are worthy of vertical examination

Currently considering: Area model of multiplication Base 10