1. 1 Building Mathematics Leadership Across Oregon Mark Freed Office of Educational Improvement and Innovation Oregon Department of Education

2. 2 Welcome Welcome Agenda for Today Agenda for Today What’s in their folder What’s in their folder Warm-Up Activity Warm-Up Activity Feedback from February Feedback from February Common Core Update Common Core Update Fun survey tool Fun survey tool Building Mathematics Leadership Across Oregon

3. 3 5 W’s and a Headline On one side of the notecard write the 5 W's On one side of the notecard write the 5 W's Who: Your name (optional: contact info) Who: Your name (optional: contact info) What: what you teach or do What: what you teach or do Where: where do you teach Where: where do you teach When: when did you start teaching When: when did you start teaching Why: why you enjoy teaching, or why you teach the subject you teach Why: why you enjoy teaching, or why you teach the subject you teach On the back of the notecard write a headline On the back of the notecard write a headline The headline should be a short headline (<5 words) that describes some characteristic about yourself without using your name The headline should be a short headline (<5 words) that describes some characteristic about yourself without using your name

4. 4 Building Mathematics Leadership Across Oregon Feedback from February Positive Positive Interactions with facilitators Interactions with facilitators Appreciate time to collaborate Appreciate time to collaborate Critical Critical More activities and resources that can be used in the classroom More activities and resources that can be used in the classroom New activities and resources New activities and resources

5. 5 Building Mathematics Leadership Across Oregon Common Core Update In February another round of state feedback In February another round of state feedback Public Release on March 10 th Public Release on March 10 th http://www.corestandards.org/ Oregon Regional Strategy and CCSSO Online Survey Oregon Regional Strategy and CCSSO Online Survey Oregon will provide state feedback last week of March Oregon will provide state feedback last week of March

6. 6 Building Mathematics Leadership Across Oregon Explain what’s going on Explain what’s going on – “Now I’m going to ask for your opinion. You’ll use your phones to respond just like on American Idol. So please take out your cell phones, but remember to leave them on silent.” – “You’ll participate by sending a text message. If you don’t know how to do that, just ask your kids! Or have your neighbor help you figure it out.” Address their concerns Address their concerns – “This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan.” – “The service we are using is serious about privacy. We cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it!”

7. How To Vote via Texting 1.Standard texting rates only (worst cast US $0.20) 2.We have no access to your phone number 3.Capitalization doesn’t matter, but spaces and spelling do TIPS EXAMPLE

8. How To Vote via Poll4.com Capitalization doesn’t matter, but spaces and spelling do TIP EXAMPLE

9. How To Vote via Twitter 1.Capitalization doesn’t matter, but spaces and spelling do 2.Since @poll is the first word, your followers will not receive this tweet TIPS EXAMPLE

10. Poll Everywhere.com http://www.polleverywhere.com/ http://www.polleverywhere.com/ http://www.polleverywhere.com/ Free polling Free polling Limit of 30 respondents (32 for teachers) Limit of 30 respondents (32 for teachers) Unlimited number of polls Unlimited number of polls Download results into a spreadsheet Download results into a spreadsheet Subscription accounts Subscription accounts Larger audiences Larger audiences Moderating functions Moderating functions 10

11. 11 Building Mathematics Leadership Across Oregon Session Assignments Dot ColorSession 1Session 2Session 3 BluePrimary (Back ) Room 100 Intermediate (Front) Room 106 Secondary (Tamarack) Room 301 GreenIntermediate (Front) Room 106 Secondary (Tamarack) Room 301 Primary (Back) Room 100 YellowSecondary (Tamarack) Room 301 Primary (Back ) Room 100 Intermediate (Front) Room 106

12. Lunch Agenda 12:15-12:50 – Working lunch/team meetings 12:15-12:50 – Working lunch/team meetings 12:55-1:00 – Set up POM activity (Oregon Essential Skills) 12:55-1:00 – Set up POM activity (Oregon Essential Skills) 1:00-1:30 – Work in POM groups (main room) 1:00-1:30 – Work in POM groups (main room) Alternate option: Can meet in district teams, or MMEF grants, during this time. Feel free to use classrooms if needed Alternate option: Can meet in district teams, or MMEF grants, during this time. Feel free to use classrooms if needed 1:30-1:40 – Gallery walk, wrap up POM 1:30-1:40 – Gallery walk, wrap up POM 12

13. 13 Building Mathematics Leadership Across Oregon Assessment Tools Assessment of Essential Skills Toolkit: http://assessment.oregonk-12.net/ Assessment & Accountability Update: http://www.ode.state.or.us/search/page/?=1303 http://www.ode.state.or.us/search/page/?=1303

14. Oregon Scoring Guide 14

15. CONCEPTUAL UNDERSTANDING (What?) In your own words, state the general overall problem clearly enough that someone unfamiliar with the problem could pick up your paper and understand what you are asked to do. PROCESSES & STRATEGIES (How?) Describe in detail how you attempted to solve this problem. You may want to consider some of the following questions. You should also include things that didn’t work. How did you get started? How did you get started? What approaches did you try? What approaches did you try? Where did you get stuck? Where did you get stuck? Did you talk to anyone about the problem? Did this help or hinder you? Did you talk to anyone about the problem? Did this help or hinder you? What drawing, chart, graph, or model did you use? What drawing, chart, graph, or model did you use? SOLUTION & VERIFICATION (Defend) State your solutions as clearly as you can. In addition to solving the task, identifiable evidence of a second look at the concepts/strategies/calculations to defend a solution. Include any charts, graphs, and lists and so on that you used to help you. Defend why you believe your solution is correct or the best possible answer. Your explanations should be written in a way that will be convincing to someone else. LEARNING Reflect on the problem. What did you learn? What mathematics did you use? 15

16. 16 POM Reflection If you have done the POM: What went well? What would you advise someone considering to do a POM? What went well? What would you advise someone considering to do a POM? What challenges did you face and how did you overcome them? What challenges did you face and how did you overcome them? If you have not done the POM: What barriers have kept you from trying the POM? What barriers have kept you from trying the POM? What support do you need to enable you to implement the POM? What support do you need to enable you to implement the POM?

17. 17 Building Mathematics Leadership Across Oregon POM Reflection If you have not done the POM: What barriers have kept you from trying the POM? What barriers have kept you from trying the POM? What support do you need to enable you to implement the POM? What support do you need to enable you to implement the POM?

18. Closing session Before you leave, please be sure to: Before you leave, please be sure to: Fill out the evaluation Fill out the evaluation Complete you action plan Complete you action plan You can turn in your evaluation and yellow copy of your action plan as you leave You can turn in your evaluation and yellow copy of your action plan as you leave Please also leave your name tags as you leave as well. Please also leave your name tags as you leave as well. 18

19. 19 Thank you! Mark Freed Mathematics Education Specialist Office of Educational Improvement and Innovation mark.freed@state.or.us 503.947.5610 mark.freed@state.or.us