1. Mathematics Leadership Team Olympic ESD, Bremerton October 17, 2014 Tamara Smith

2. Who’s in the Room? Attended Workgroups Traveled to Europe Teacher Prefer Cats Secondary Education New to the group Haven’t Traveled to Europe Administrator, coach, TOSA Prefer Dogs Elementary Education

3. Washington State Regional Math Coordinators 2014-2015 Goals Goal 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.

4. Building a System 9 Regional Math Coordinators Fellows MEC RMSTs Workgroups Districts Tamara Smith Sue Bluestein Heather Dorsey Amanda Baumgartner Greta Bornemann Dawn Sparks Andrew Hickman Debra Kowalkowski Mary Ellen Huggins

5. Building a System 9 Regional Math Coordinators Fellows MEC RMSTs Workgroups Districts OESD Fellows Andra Murray NKSD Jenni Narimatsu CKSD Catherine Pitcher CKSD Jenn Bressert SKSD Teresa McComber NMSD Mary Shea Chim. Lisa Cartwright PTSD Jim Miller PTSD Katy Middlestead Cres. Victoria Strueker CFSD Danny Kent QVSD Cindy Larson BSD Rhiannon Lawson BSD Julie Lordon BSD Lisa Elm BSD

6. Building a System 9 Regional Math Coordinators Fellows MEC RMSTs Workgroups Districts Townley Slack Suzy Johansen Ginger Lancaster

7. Building a System 9 Regional Math Coordinators Fellows MEC RMSTs Workgroups Districts

8. Objectives Develop 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.

9. Key Learning Deepen understanding of Standards for Mathematical Practice (SMP) & Smarter Balanced Assessments (SBA) Focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor CCSS alignment in lesson design and curricular materials

10. 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” Student Teacher Context CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

11. Key Learning Deepen understanding of Standards for Mathematical Practice (SMP) & Smarter Balanced Assessments (SBA) Focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor CCSS alignment in lesson design and curricular materials At your tables, talk about each of these in relation to the Instructional Core

12. Agenda Introductions & Overview Documenting the Journey NCTM “Principles to Action” Updates Working Lunch Generating an argument ~ Instructional Model Grade Level Tasks Equip Rubric – looking at our materials Reflection/ Evaluation

13. 2014-2015 Meeting Pattern State & national updates Deep focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor Leadership learning Working Lunch & Team Time/Networking Do the Math! Regional Lesson Study: CCSS alignment in lesson design and classroom practice Reflection/Evaluation

14. Meeting Dates Bremerton ESD Elementary Bremerton ESD Secondary Port Angeles (K-12) Friday, October 17 th Tuesday, November 4 th Tuesday, December 9 th Friday, December 19thTuesday, December 2 nd Thursday, February 12 th Friday, February 20 th Friday, February 13 th Tuesday, April 14 th Friday, April 17 th To be determined Thursday, April 30 th Friday, June 5 th Thursday, June 4 th

15. Documenting the Journey Create an infographic that represents our journey transitioning to the 2014 Washington State Learning Standards And the next steps in support of regional implementation

16. Considerations Experiences ◦ Workgroups ◦ District PD ◦ Conferences Important Resources Coordination with other District Initiatives Next steps Actions in the coming year Necessary tools and resources

17. Seven Stages of Concern (CBAM) Stage of ConcernTypical Statement 0: Unconcerned“I think I heard something about it, but I'm too busy right now with other priorities to be concerned about it.” 1: Informational“This seems interesting, and I would like to know more about it.” 2: Personal“I'm concerned about the changes I'll need to make in my routines.” 3: Management“I'm concerned about how much time it takes to get ready to teach with this new approach.” 4: Consequence“How will this new approach affect my students?” 5: Collaboration“I'm looking forward to sharing some ideas about it with other teachers.” 6: Refocusing“I have some ideas about something that would work even better.

18. LevelTypical Statement Nonuse“I’ve heard about it but, honestly, I have too many other things to do right now.” Orientation“I’m looking at materials pertaining to the innovation and considering using it sometime in the future.” Preparation“I’ve attended the workshop and I’ve set aside time every week for studying the materials.” Mechanical Use“Most of my time is spent organizing materials and keeping things going as smoothly as possible every day.” Routine Use“This year it has worked out beautifully. I’m sure there will be a few changes next year, but basically I will use it the same way I did this year.” Refinement“I recently developed a more detailed assessment instrument to gain more specific information from students to see where I need to change my use of the innovation.” Integration“Not everyone has all the skills needed to use the program so that it has the greatest impact on student learning. I‘ve been working with another teacher for 2 years, and recently a third teacher began working with us.” Renewal“I am still interested in the program and using it with modifications. Frankly, I’m reading, talking, and even doing a little research to see whether some other approach might be better for the students Eight Levels of Use

19. Reading: Progress and Challenge “NCTM Principles to Action” Assumptions-What assumptions does the author of the text hold? Agreements-What pieces of the text do you agree with? Aspirations-What pieces of the text do you aspire to or act upon for yourself and your colleagues? Complete the protocol in table groups

20. Productive vs. Unproductive Beliefs

21. Beliefs “Teachers’ beliefs influence the decisions that they make about the manner in which they teach mathematics… Students’ beliefs influence their perception of what it means to learn mathematics and their dispositions toward the subject.” (NCTM, 2014)

22. Productive and Unproductive Beliefs On a 3x5 card, individually brainstorm Productive and Unproductive Beliefs teachers have about mathematics. Mathematics Beliefs Practice

23. Productive vs. Unproductive Card Sort Unproductive BeliefsProductive Beliefs

24. State and Regional Updates SBAC Assessment System Updated Graduation Requirements ◦ http://k12.wa.us/assessment/StateTesting/default.aspx http://k12.wa.us/assessment/StateTesting/default.aspx ◦ http://www.sbe.wa.gov/graduation.php http://www.sbe.wa.gov/graduation.php ◦ Class of 2019 EOC Dan Meyer – Flyer OER review Grades 6 - 8 ◦ http://www.surveygizmo.com/s3/137 9423/OSPI-OER-Review- Application-2015 http://www.surveygizmo.com/s3/137 9423/OSPI-OER-Review- Application-2015 Recording our work ◦ Edmodo ◦ ESD website

25. 11 th grade Cut Scores The statute requires that the cut score for high school graduation has to be set by the end of the 2014-2015 school year. In practice this will mean during summer of 2015, since we won’t have results until sometime late in the spring. The students in the Class of 2019 will need to earn to earn the graduation cut- score on the SBAC or higher to graduate. For students in earlier classes, earning the graduation cut-score on the SBAC is one option for meeting the assessment graduation requirement.

27. Lunch/ Team Time Please return at 12:55

29. Simulation for Generating an Argument ~Instructional Model 1. Identify the Task and Question2. Generate a Tentative Argument3. Argumentation Session4. The Reflective Discussion5. Final Written Argument

31. Martha wants to set up a soup stall at a Farmer’s Market and raise money for charity. What questions do you have for Martha? Stage One: Generating a Question and Beginning the Task

32. Selling Soup She wants to make as much profit as she can. She doesn’t want to waste food at the end. She needs to know how much of each flavor soup to buy and how many of each kind of bread roll to buy. Martha wants to set up a soup stall at a Farmer’s Market. She hopes to sell 500 mugs of soup, each with a white or brown bread roll.

33. Stage 2: The Generation of a Tentative Argument 1. Take turns to explain your idea of how to respond to Martha’s Soup Question. 2. Listen carefully to each other and ask questions if you don’t understand. 3. Once you understand each other’s work, agree together in your group on the best approach for completing the problem. 4. Outline on your large sheet of paper the approach you are going to use. P-33

34. Stage 2: Generation of a Tentative Argument Claim: The answer to Martha’s question. Evidence: Data to support your answer. (data charts, equations, graphs, tables, explanations, etc.) Justification: A rationale that explains why the evidence you use is relevant or important, along with any assumptions you have made regarding the problem. The Research Question: What exactly should I buy so that I can make the most profit and not have lots of soup and rolls left over at the end? Your group’s claim: Your evidence:Your justification of the evidence:

35. Stage 3: The Argumentation Session Students are given an opportunity to share, evaluate and revise the products or process of their investigation with their classmates. Visit other groups. Use the Gallery Walk Interview Questions to guide your discourse. Give feedback and be ready to take ideas back to your group.

36. Stage 4: A Reflective Discussion Meet with your group ◦ Discuss anything you learned from other groups ◦ Discuss feedback on your group’s ideas Modify/Revise original ideas based on feedback Teacher facilitates whole class discussion ◦ encouraging students to share what they learned ◦ common challenges faced by groups

37. Stage 5: The Production of a Final Argument Each student makes sense of their experiences by producing a final argument State the question and claim you are trying to support Include evidence (data + analysis + interpretation) Provide a justification of your evidence Organize your argument in a way that enhances readability Correct grammar, punctuation, and spelling errors

38. Reviewing the Stages of the Generate an Argument Instructional Model Identify the Task and QuestionGenerate a Tentative ArgumentArgumentation SessionThe Reflective DiscussionFinal Written Argument

39. Structuring Learning Leadership of Self and Others How does this instructional model help students develop skills to meet the intent of Mathematical Practice 3 and 6?

40. Doing Math Together Select and complete a task that you are not familiar with at your grade band. Think about multiple ways that you might complete this task

41. 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. 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

42. 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

43. 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.

44. Making Sense of the Task Revisit 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?

45. 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 how you might score yourself based on the task you completed.

46. 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?

47. Equip Rubric

48. Reflection/Evaluation Please complete the online PD survey as well as the standard ESD clock hour evaluation form

49. Online PD evaluation In order to identify your ESD’s most effective professional development strategies—practices and supports that impact teachers’ instructional shifts along with performance outcomes for students—we respectfully request participants complete a survey at the end of a training or series of trainings. The purpose of the survey is to simply identify which pieces of the training(s) that we provide best support your needs as an educator. We ask for your name on the survey only to be able to match demographic and performance data to your responses. In no way will the data be used to evaluate you or your work. In fact, your name will be deleted from the record once the data are matched thus ensuring your responses are anonymous.

50. The data collection will ensure the continuous improvement of professional development professional learning experiences for math, science and ELA. The collection of these data also helps to ensure the continued funding of free or low-cost, high-quality professional development in math, science, and ELA. We deeply appreciate your cooperation. Thank you.

51. Evaluation Survey To access the math survey type this address into your browser: http://www.surveygizmo.com/s 3/1823995/AESD-Math-PD- Reflection Course Name: Mathematics Leadership Team Mtg. 1 Date: October 17, 2014 Clock hours: 5.5 ESD 114 OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)