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 focus FromTo 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 FromTo 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 Overview Shift 3: Rigor : in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity FromTo 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: Tasks that can be used for instructional or assessment purposes: For Illustrative Math tasks: For PARCC sample items: For SBAC practice tests:

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 –   Greta Bornemann –