Welcome Washington Mathematics Fellows Sue Bluestein ESD 112 Regional Mathematics Coordinator

Who are we?  Introduce yourself to others at your table

Norms 1. Allow ourselves and others to be seen as learners 2. Monitor our airtime and sidebar conversations 3.Allow opportunities for equitable sharing 4. Presume positive intentions 5. Be respectful when giving and receiving opinions, ideas and approaches

Agenda and Logistics Today’s Program will be brought to you in 3 Acts:  Fellows Program Expectations and Goals  Leadership  Applying the Principles to Actions research on Mathematics Instruction >> Action Planning time Lunch ~ 11:30-12:30 Wifi Password: Welcome to ESD112! (case sensitive, spaces, punctuation)

Clarification of Dates ESD 112 will support the Fellows through a series of regional meetings: Location: ESD 112 Conference Center Time: 9:00 am -3:00 pm  October 27, 2015  December 8, 2015  February 23, 2016  April 26, 2016

Outcomes from Today  Clarify the role, timeline, expectations and goals of the Washington Mathematics Fellows program  Experience examples of shifts in instructional practice to increase student learning  Use components of ‘The Fundamentals of Learning’ to develop an action plan that reflects the needs of your district

The Districts

Where do you see yourself?

Act 1: Clarifying the Role of the Fellows

Larger context Leadership in the Extended Community Advocate and Systematize Collaborate and Implement Leadership of Others Collaborate and Implement Leadership of Self Know and Model Leadership of Self Know and Model

Purpose of the Fellows 1.To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community 1.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 2.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

Goals for Washington State Fellows The WA State Fellows will collaborate with state, regional, district, and local structures to build coherence in supporting effective implementation of the WA State Learning Standards by focusing on shifts in instructional practice to increase student learning.

Compare Fundamentals of Learning with Principles to Action  p. 14 Making Meaning in Fundamentals of Learning  P. 10 Mathematics Teaching Practices Leadership of Self Know and Model Leadership of Self Know and Model

What is your role? Leadership in the Extended Community Advocate and Systematize Collaborate and Implement Leadership of Others Collaborate and Implement Leadership of Self Know and Model Leadership of Self Know and Model

Take a Break! We will resume in 15 mins…

Act 2:

Principles to Actions - Leadership of Self, Others, and the Extended Learning Community Connect and Continue Fellows work in PLC Implement High- Leverage Practices and Routines Leadership of Self Know and Model Leadership of Self Know and Model

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. Principles to Actions: Ensuring Mathematical Success for All

Individually consider the following question… What are high-leverage practices and essential teaching skills that promote deep learning of mathematics?

7 th grade lesson Factor, Expand and combine Like Terms equip equip

Fourth Grade Video… Can you find evidence of practices in the video?

How could you use this activity with school/district teams? — Leadership of Others and the extended community Video Resources by Grade Band Protocols from Fellows Principles to Actions Reflection Guide NTCM Principles to Actions Toolkit Leadership of Others Collaborate and Implement

Continued Study… 2 nd Fellows Meeting: Build procedural fluency form conceptual understanding 3 rd Fellows Meeting: Support productive struggle in learning mathematics 4 th Fellows Meeting: Elicit and use evidence of student thinking

Why Do We Do Math Together? “Teaching mathematics required specialized expertise and professional knowledge that includes not only knowing mathematics but knowing it in ways that make it useful for the work of teaching” (Ball & Forzani 2010; Ball, Thames, and Phelps 2008). -Principles to Action NCTM (p.11)

Productive Routines: Number Talks -—Leadership of Self “The power of Number Talks to transform people’s views of mathematics cannot be overstated, but there are other important goals that also can be achieved. Number sense is the most important foundation that students can have and the basis for all higher level mathematics. When students fail algebra, it is not because algebra is a really hard subject; it is because they do not have a foundation of number sense.” Jo Boaler, Professor of Mathematics, Stanford University

Number talks: A High-leverage teaching strategy to transform the culture of the classroom FROM:TO: Teacher centered Student-centered – students have ideas worth listening to Teacher explaining the solution to an answer Students sharing their reasoning & strategies Focusing on the right answer Honoring how students arrive at a solution – even if it is wrong Math anxiety/low confidence Confidence in math ability One method of solving a problem – often using the standard algorithm Students are flexible in their thinking & reasoning Low student participation High student engagement & productive struggle

Number Talks: How Many Do You See?

Jo Boaler – Professor Stanford University Number Talks Video

How do Number Talks… Build procedural fluency form conceptual understanding Support productive struggle in learning mathematics Elicit and use evidence of student thinking

Next Steps with Number Talks — Leadership of Self & Others Year Long Study with Fellows Support from your Regional Math Coordinator What can you commit to between now and our next meeting?

Lunch

Using Data to Drive Our Thinking

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. Principles to Actions: Ensuring Mathematical Success for All

Effective Teaching and Learning pp. 17 and 53 Implement Tasks that Promote Reasoning and Problem Solving – engage students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies. Elicit and Use Evidence of Student Thinking-assess progress toward mathematical understanding and adjust instruction.

Collecting Student Data- Pre and Post – leadership of self Each Mathematics Fellow gave students pre assessment in the fall of 2014 and as post assessment in the spring of 2015 Fellows gathered content data and math practice data on individual students

Number of Scores on Pre and Post Math Assessments for Content

Number of Scores on Pre and Post Assessment for Practice Standard

Considering our Students Setting the Baseline Task PURPOSE: 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 In order to understand where we are in our practice, we will use a baseline 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) This task will be re-examined at the end of the year to explore student growth

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

Review Selected Task Working with a grade level or near grade level partner, review the selected task and associated rubrics. Today you are going to create the scoring rationale for the anchor papers as a team.

Anchor rationale – leadership of self Student __B___ Content Score: Rationale: Identified 4/9 as the correct fraction. Uses a tape diagram for the first strategy and a table for the second. 4 SMP Score: 3 Rationale: Adequately supports their reasoning, the student does not receive a thorough justification because they do not demonstrate evidence that they understand it is 4/9 of the class, rather they state that it is 4 boys and 9 students and this knowledge is not assumed

Looking at the tasks – leadership of others

Administering the Tasks Cold— Leadership of Self Please do not give any prior instruction, it is very important that your students demonstrate what they know at this time This data will be used as a baseline—it is more important that your students grow from this baseline, than do well at this first administration. K-1 should read the task for the students and accept dictation as answers if needed. Leadership of Self Know and Model Leadership of Self Know and Model

Focusing on Student Learning Protocol— Leadership of Self, Others, and the Extended Learning Community Review the protocol Prior to our second meeting please: Administer the task to your students “cold” Tally the Content Cluster and SBAC ALD rubric results Bring back Consider the Implications for teaching Data Collection REL support? Your students scores in Content and Claim 3 Your implications for teaching

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. Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Making Sense of the Task Look at 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?

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 what a response might look like based on the task you completed.

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?

Break

Level of Use Related to Leadership Level VI Renewal: The Fellow re-evaluates their leadership skills, explores new leadership theories and practices, or seeks major modifications in their current practice. Level V Integration: The Fellow coordinates their leadership skills with other leaders for an increase in impact on the system. Level IVB Refinement: The Fellow makes changes to increase their impact on participant and student learning. Level IVA Routine: The Fellow makes a few changes to the strategies and practice presented to them by the Coordinator. Level III Mechanical Use: The Fellow focuses most effort on the short-term, day-to-day use of the practices and strategies with little time for reflection. Level II Preparation: The Fellow is preparing for their first leadership opportunity in their district/region. Level I Orientation: The Fellow has recently acquired or is acquiring information on leadership theory, skills, and strategies. Level 0 Nonuse: The Fellow has little or no knowledge of leadership theory, skills, or strategies and is doing nothing to become involved.

Act 3: Speed Dating

Observing the Fellows plan – Leadership in the extended Community Skim over the Action Plan When I looked over the document I observed… I also noticed…. Share answers to these with a partner

Fellows Plan Part A 3 step interview In partners interview each other with the prompts above: record ideas on a note card Create Quartets re-interview each other and share ideas On chart paper quickly jot down a few ideas from your quartet Post charts on the wall and have a gallery walk Use Action Plan to capture ideas that could be used back in your district

Fellows action Plan Part B – Leadership of the extended community

Summary Leadership of Self Pre/Post Tasks Number Talk Leadership of others and extended community Fellows Plan Part A Fellows Plan Part B Anchor Rationale Activity-Implications of the Task Principles to Actions Video Analysis of the 8 Practices Leadership in the Extended Community Advocate and Systematize Collaborate and Implement Leadership of Others Collaborate and Implement Leadership of Self Know and Model Leadership of Self Know and Model

Elevator Speech  Create a short description of what your message will be to your administrator back in your district

Speed dating in an elevator  Two lines facing one another  At chime Person 1 gets 60 secs to deliver message  At chime Person 2 delivers 30 seconds of critical feedback  Reverse roles!  Step 2 persons to your right…repeat!  Back at your seat, refine and jot your messge  Now SHARE IT!!

Homework - Leadership of self, others and the extended community Administer Baseline Tasks and record data on Focusing on Student Learning bring to Meeting #2 Meet with Admin and complete Action Plan Part B (Part B will be completed following each Fellows meeting) Principles to Action…Read Pgs. 42 to 47 (Build Procedural Fluency from Conceptual Understanding ) by our next meeting

AESD Participant Survey Math Participant Survey