1. Upgrade! Math Staff Development October 8, 2012

2. A New Trend Line in Student Achievement “I guarantee that we will see mathematics scores fall sharply…This is an indication that we are expecting more of students, not that they are learning less” - Dr. Patricia I. Wright Superintendent of Public Instruction

3. SOL data Henrico vs. State SOL Test Henrico Pass Rate 10-11 State Pass Rate 10-11 Diff in Pass Rate Henrico Pass Rate 11-12 State Pass Rate 11-12 Diff in Pass Rate Math 39391267643 Math 49289374704 Math 594895776710 Math 66173-127274-2 Math 76977-85558-3 Math 882 04160-19 Algebra 19294-27475 Geometry8987274 0 Algebra 29491374695

5. Curve of Change Implementation 5 Past Practice Denial Anger Fear Depression Understanding Acceptance Progress Where are you?

6. Educational Shift Conventional WisdomShifting for Change The “end” that we’re aiming for is a child who can perform well on multiple-choice tests. The “end” is a child who Thinks and reasons effectively; Solves problems accurately, flexibly, and efficiently; Communicates clearly using mathematical language and representations; and Demonstrates his/her knowledge and skills on performance assessments as well as standardized tests. Most instruction should focus on memorization of traditional computational procedures and basic facts. Instruction that balances concepts and skills is important. Both understanding and fluency with basic facts allow students to be effective problem solvers. Focusing professional development on test scores has the largest payoff for improvement in school mathematics programs. Focusing on high-quality student work has the largest payoff for improvement in school mathematics programs. Confer, Chris, Marco Ramirez, and Steve Leinwand. Small Steps, Big Changes, (2012)

7. Mathematics Emphasis Process Goals for Students Students will become mathematical problem solvers that communicate mathematically; reason mathematically; make mathematical connections; and use mathematical representations to model and interpret practical situations.

8. What questions come to mind?

9. Engaging Students and Problem Solving (2008) In the 100m butterfly event, Michael Phelps won the gold medal. 1 United StatesMichael Phelps 50.58 2 Serbia Milorad Cavic50.59 How would you determine the length of the distance by which Michael Phelps won? What information would you need?

10. Problem Solving Problem solving is at the core of any mathematics curriculum; it is integral to all mathematical activity. As such, it should permeate the entire mathematics program. Students who are consistently presented with challenging problems learn to develop and apply new strategies. When they are also given opportunities to communicate their strategies with others and reflect on their thinking, their problem solving abilities are further enhanced. (Fennell et al. 2000)

11. Key Phrases Rigor and Engagement o Cognitive Demand and Process Standards Math Discourse and Inquiry o Communication and Questioning Intellectual Struggle o Good math problems make students want to do that kind of mental exercise

12. Math Look-for’s Engagement - The student should be: Engaging in the learning process (participation in lesson discussion, group work with students) Justifying or explaining their reasoning (no “yes/no” answers) Providing and receiving “immediate” feedback on all work (this may be given by teacher or students, peer review of content) Providing multiple solutions (is there another way of doing or representing this?) Focusing on mathematical understandings (not necessarily on producing correct answers) Making sense of the mathematics (struggling is part of the process!) Assessments (formative and summative) SOL formatted questions being used (students need exposure to these questions regularly) TEI’s being used in instruction and assessments (free response questions, non-multiple choice, use ActivInspire template) Formative assessments should be done regularly (ActivEngage, whiteboards, polling of students, etc.) Calculators are used as a tool to explore and deepen understanding of concepts (they should not be used for basic math unless required by IEP) Rigor (Cognitive Demand) – The teacher should be: Asking high-level questions of all students (don’t ask questions that solicit one word answers) Giving students challenging but accessible tasks (multiple entry points for all learners) Consistently providing multiple representations of concepts (modeling, pictures, graphs, tables) Promoting mathematical communication (require students to speak and write mathematically) Facilitating connections of content (accessing prior knowledge, connections to real life or other math concepts) Expecting students to do the majority of the thinking in the classroom Making students estimate/predict and think before calculating Listening carefully to your students’ words and learning from them to guide instruction

13. Math Observations

14. SOL, Curriculum Framework, and SOL Assessments “The content of the mathematics standards is intended to support the five goals for students” - 2009 Mathematics Standards of Learning “The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous grades as they build mathematical expertise.”

15. Teaching by Faith! More sample test questions are coming but future tests may not be released. Having released tests every year has enabled teachers to “teach to the test”. Good discussions are occurring as a result of not having questions. How can you develop these new, rigorous questions?

17. Teacher Evaluation Website information Materials being updated constantly. This is a living and breathing site. Changed sharing preferences so only those with Henrico address can view. Make sure to login! Skills Creation – please work on developing your own and sending to me for review. Scoring – work individually and then meet as a group prior to giving to students to discuss differences and promote discussion.

18. Odds & Ends Math Sharing Folder o Currently in SchoolSpace but transitioning to Google Docs. o Teachers need to log in with Henrico address Curriculum Guides o One stop shopping for materials ActivEngage and ExploreLearning o Great way to do formative assessments and student-centered activities Open Classroom Meetings Teacher Direct website Teacher Direct o VDOE communication directly to teachers about resources, professional development, grants, etc.

19. We, as teachers, should be… Engaging students in the learning, providing relevant and rigorous activities and tasks Asking high-leverage questions – make students work harder than you Requiring students to communicate their thinking and listen carefully to them Making students justify their thinking Using multiple models Using formative assessments to learn about the level of student understanding and reflect on your own teaching Collaborating on a deeper understanding of what needs to be taught and how it should and could be assessed Process Goals!

20. No Pain, No Gain If you are more tired than the kids, it’s not because you are old Make kids estimate/predict and think before calculating Don’t ask questions that solicit one word answers Let kids struggle to make sense of the mathematics

21. It is time to upgrade Our knowledge Our instruction Our assessments

22. Video – Upgrade! World Premiere Video drops… NOW!