District Mathematics Leadership Meeting – February 1, 2016 Wireless: PSESD Guest Success for Each Child and Eliminate the Opportunity Gap

Learning Targets  We will strengthen our ability to:  Develop and sustain a community of learners that focuses on putting the shifts into practice that reflect the CCSS vision; both around making sense of the mathematics and demonstrating that understanding.  Deepen our understanding of resources and opportunities to support CCSS and the Smarter Balanced Assessment system.

Agenda  Welcome/Networking opportunity  Assessment: Honoring the CCSS  Doing Math – A Ten Minute Talk  Assessment: Honoring the CCSS  PSESD Strategic Design: Input needed  Resources and opportunities  Closing/Evaluation Lunch Topic: HS Math

Networking – Sharing our Practice Thinking about your role in supporting the assessment system, improvement efforts and your future work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take one minute each share your responses to the first question.  Repeat sharing with different category and new partner.

Networking – Sharing our Practice Thinking about your role in supporting the assessment system, improvement efforts and your future work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take one minute each share your responses to the first question.  Repeat sharing with different category and new partner.

Networking – Sharing our Practice Thinking about your role in supporting the assessment system, improvement efforts and your future work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take one minute each share your responses to the first question.  Repeat sharing with different category and new partner.

Assessment: Honoring the CCSS Create a group of 3 or 4. Choose a timekeeper. Read: K-8 Publishers’ Criteria Pg: 1, 4-5 (Coherence), (Criteria #6) Review pre-reading: Principles to Action Assessment section Pg: As you examine each reading, consider what it means to honor coherence and structure when creating assessments. Highlight three passages that resonate with you.

Protocol with reading 1) One person in the group reads their one of their passages that resonated with them (1min). 2) Each person moves through responding to the passage (1 min each). 3) The reader of passage “has the last word” on why this passage resonated with them. (3 min) Move through the protocol, giving each person a chance to share their passage.

Supporting Mathematics Improvement: Leading with an Equity Focus Instructional Practices Mathematics Beliefs

Using Instructional Practices to Strengthen Conceptual Understanding Ten Minute Talk  Prompt  Private Think & Write  Brief Turn & Talk  Share Out

Ten Minute Talk Nicolas is helping to paint a wall at a park near his house as part of a community service project. He had painted half of the wall yellow when the park director walked by and said, This wall is supposed to be painted red. Nicolas immediately started painting over the yellow portion of the wall. By the end of the day, he had repainted 5/6 th of the yellow portion red. What does that mean to you? Source: Illustrative Mathematics

Ten Minute Talk The Burj Khalifa (Dubai) is about 2 ½ times as tall as the Eiffel Tower (Paris). The Eiffel Tower is about 5/7 as tall as the Willis Tower (Chicago). What does that mean to you? Source: Illustrative Mathematics 5.NF Comparing Heights of Buildings

What is a 10 Minute Talk? Ten Minute Talks provide teachers with opportunities to gain insight into student thinking which could include sound understandings, partial understandings, connections, and misconceptions.

10 Minute Talks Can provide an assessment opportunity at the cluster or domain level. The original question was:

Ten Minute Talk Nicolas is helping to paint a wall at a park near his house as part of a community service project. He had painted half of the wall yellow when the park director walked by and said, This wall is supposed to be painted red. Nicolas immediately started painting over the yellow portion of the wall. By the end of the day, he had repainted 5/6 th of the yellow portion red. What fraction of the entire wall is painted red at the end of the day? Source: Illustrative Mathematics

Ten Minute Talks Ten-Minute Talks provide students with opportunities to articulate their thinking in a safe environment. Routine  Posed the prompt  Provided Private Think & Write Time  Turn & Talk  Shared out Using Talk Moves Standards for Mathematical Practice:  SMP 2: Reason abstractly and quantitatively,  SMP 3: Construct viable arguments and critique the reasoning of others

Which teaching practices were evident?

Debrief  What makes this routine mathematically productive?  How does this routine support closing the opportunity gap?  How does the mathematics in this task support closing the opportunity gap?

Reflection: How will you hold yourself accountable to explicitly addressing the opportunity gap to ensure the mathematical success of every student? What resources do you need?

Assessment: Honoring the CCSS Consider 5.NF.B Read the cluster statement and standards for the cluster. Briefly read the NF 3-5 progression document section: Multiplying and dividing of fractions

Assessment: Honoring the CCSS As a table group, consider this question: What would a child be able to show and do if they had mastery of this cluster of mathematical standards?

Assessment: Honoring the CCSS Individually read and review the Achieve the Core mini-assessment: 5.NF.B. In groups of two or three consider: What is the purpose of this assessment? How does it look the same as other assessments you have seen? How might this assessment be different than assessments given before CCSS?

Assessment: Honoring the CCSS As a table discuss: What are the implications of assessing all levels of hierarchy of CCSS in: standards based grading? creating student growth goals? in your day to day work with educators?

Strategic Design: Soliciting Input PSESD is engaging in a design and planning process to imagine the next generation of the organization. We are seeking input for PSESD's preferred future. All input will be brought together to inform the design with the first iteration to be completed this spring.

Strategic Design: Soliciting Input What we believe: Our mission is Success for Each Child and Eliminate the Opportunity Gap. We are committed to becoming an Anti-racist multicultural organization. The historic and persistent opportunity gaps between different racial and ethnic groups of students are deeply troubling and unacceptable. We recognize the complexity of historic and present-day societal factors that contribute to these disparities, and believe that it is a moral imperative that we provide leadership with our partners to overcome these inequities.

Strategic Design: Soliciting Input What we do: PSESD is one of nine regional educational agencies serving school districts and state-approved private schools in Washington. We lead with racial equity to improve the quality, equity, and efficiency of educational programs through partnerships with K-12 education, early learning, higher education, and public and private organizations. Together, we: improve the effectiveness of educational programs; deliver specialized services; provide leadership for innovative and effective educational practices; build networks and partnerships among districts and other agencies; and link schools with regional, state and national educational resources.

Resources & Opportunities The handout has information and resources for:  OSPI and PSESD communications  Statewide information  PSESD and OSPI opportunities  Assessment resources

Wrap Up  Please fill complete the AESD Survey  2015 – 16 year meeting dates (9am – noon) Watch to register!!  March 28, 2016  May 9, 2016

 Greta Bornemann –   Greta Bornemann, Leslie Nielsen and Remy Poon