1. Math Leadership Team November 2015 Number Talks

2. Warm-up Mathematical Representations Field test comments Opportunity to field test Extensions ◦ http://illuminations.nct m.org/Lesson.aspx?id= 960 http://illuminations.nct m.org/Lesson.aspx?id= 960

3. Logistics for Learning Advocate for your own learning. Tend to your needs. Be fully present. Be ready to move often. Give yourself permission to learn. “It is impossible to get better and look good at the same time.” –Julie Cameron in The Artist’s Way

4. Building a System OSPI/AESD 9 Regional Math Coordinators Fellows MEC RMSTs Leadership Team Districts OSPI Content Directors ESD Assistant Superintendents ESD Math and Science Coordinators ESD ELA Coordinators School and Student Success Early Learning ELL & Migrant Programs

5. Building a System OSPI/AESD 9 Regional Math Coordinators Fellows MEC RMSTs Leadership Team Districts Tamara Smith Sue Bluestein Carrie Black Amanda Baumgartner Leslie Nielsen Dawn Sparks Andrew Hickman Debra Kowalkowski Mary Ellen Huggins

6. Washington State Regional Math Coordinators 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.

7. Building a System OSPI/AESD 9 Regional Math Coordinators Fellows MEC RMSTs Leadership Team Districts OESD Fellows Joe PowerNKSD Catherine Pitcher CKSD Jenn Bressert SKSD Teresa McComber NMSD Lisa Cartwright PTSD Katy Middlestead Cres. Danny Kent QVSD Carrie Echeita QVSD Cindy Larson BSD Katherine Freedman BSD Julie Lordon BSD Lisa Elm BSD

8. Fellows Purpose 1. To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community 2. To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self 3. To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

9. Building a System OSPI/AESD 9 Regional Math Coordinators Fellows MEC RMSTs Leadership Team Districts Townley Slack Suzy Johansen Ginger Lancaster

10. Math courses Coming Soon! Rational Numbers Ratios and Proportions Expressions and Equations

11. Building a System OSPI/AESD 9 Regional Math Coordinators Fellows MEC RMSTs Leadership Team Districts

12. SBAC Scores Grade Level 3456 7 811 CaliforniaMath40%35%30%33%34%33%29% ConnecticutMath48%44%37% 39%37%31% DelawareMath53%47%38%53%37%35%23% HawaiiMath50%46%42%38% 39%30% IdahoMath50%46%38%36%38%37%30% MissouriMath52%50%40%38%35%28%NA OregonMath47%45%42%39%43%44%31% VermontMath52%45%42%37%43%40%37% WashingtonMath58%55%49%47%50%48%29% West VirginiaMath44%35%30%26%25% 20% New HampshireMath North DakotaMath South DakotaMath MichiganMath MontanaMath NevadaMath Notes: Missouri: 8th graders taking Algebra 1 did not take Smarter Balanced. 41% includes the students who passed the Algebra 1 end-of-course exam. Washington: Percentages exclude students with no score

13. 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.

14. Meeting Dates

15. Agenda Math Task “For the Good of the Order” – vertical look at the mathemtical importance of Zero and One Lunch Updates Number Talks Math Task Formative Assessment – Digital Library

16. Collaborative Norms Pausing Paraphrasing Posing Questions Putting ideas on the table Providing Data Pay attention to self and others Presuming Positive intentions Review each of these 7 norms. For two norms of your choice: consider an example and a non-example of what it looks like when people are practicing this norm.

17. The Instructional Core 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

18. For the Good of the Order Looking at the vertical development of one mathematical idea or concept. Develop a concept map of sorts that details the development across grades.

19. For the Good of the Order GENERATE: a list of grade level examples of properties of Zero & One SORT: In your table groups, compare examples generated. Sort into seeming levels of importance and similarities. CONNECT: record each unique example on concept cards and organize on a poster showing connections ELABORATE: record new ideas that extend your initial ideas

20. Concept Cards Develop a concept card for each example Identify the grade level standard for each example Organize the concept cards to highlight connects among the examples

21. Number Talks

22. Open Strategy Share Elicit many different ideas to see the range of possibilities Generate many different ideas Building students’ repertoire of strategies Students listen for and contribute in different ways to solve the same problem Move across a broad terrain of concepts, procedures, representations, explanations “Can you explain how you solved?” “Did anybody solve in a different way? ”

23. Open Strategy Share Select the problem Anticipate how students will solve Pose the problem and monitor students at work Elicit and discuss a range of solutions Solution 1 Solution 2 Solution 3 Solution 4

24. What patterns do you notice?

25. Fundamentals of Learning Reflect on today’s main activities through the Fundamentals of Learning ◦ Meaning Making ◦ Participating and Contributing ◦ Managing Learning

26. Reflection & Evaluation Complete the Online Evaluation – link can be found on the OESD Website at ◦ Question 15* – additional comments – other big ideas in mathematics that are worthy of vertical examination  Currently considering:  Area model of multiplication  Base 10