+Washington

State Mathematics

Fellows

Heather Dorsey December 4th

+Agenda

Connecting with Partners

Putting the Shifts into practice—How do we ensure coherence?

Formative Assessment Cycle and Connecting Tasks to the Domains of Focus

Planning next steps

LUNCH 12:30ish-1:30ish

+Purpose of the Fellows

To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community

This requires all of us to be intentional about 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

The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

+Plan for the year

Four regional meetings

One state-wide meeting (for a subset of the Fellows)

Meetings centered around:

Leadership of Self Learning together and learning of new resources Engaging in a formative assessment cycle

Leadership of Others Reflecting on leading adult learners—Professional Development

Clips Planning next steps

Leadership in the Extended Community Providing feedback to the state-wide system Planning next steps

+Reflect on the PD you accomplished since our last meeting or that you are planning

Discuss with your group: What did you do? Who was your audience? How did it go? What were your challenges?OR What are you planning on doing? Who will your audience be? What challenges do you see arising?

+Connecting with PartnersLeadership in the Extended Community

Consider all of the partnerships that will be important to ensure the implementation and success of your Fellows work.

Write each one on a sticky note and place all of them around the circle on your poster paper.

+Current Reality

Consider the current reality of your network of partnerships as a Math Fellow.

Use a solid, dashed or no line to show the strength of your network partnerships within your circle.

Then post on wall.

Curriculum Leads

Parents

Higher Education

Community

Superintendent

Principals

You

Teachers

Strong Partnership

Marginal Partnership

No Partnership

+Network of Partnerships

Gallery Walk

Find someone who has different connections than you and discuss successes

+Connecting with PartnersWhat is your strongest partnership

within your network? (share why?)

Where do you need to strengthen your partnerships in your work as a Math Fellow? How?

Discuss with your administrator how they can support you as a Math Fellow.

+Greater Focus, More Coherence

Elmore urges us to do less with greater focus. Most low-performing schools don’t need more programs, or even more resources. They need a more powerful, coherent culture of instructional practice.

Instructional Core

Student

ContentTeacher

+The Three Shifts in Mathematics—Leadership of Self and Others

Focus: Strongly where the standards focus

Coherence: Think across grades and link to major topics within grades

Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application

+ Shift Two: Coherence Think across grades, and link to major topics within grades

Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

13

+Implications of the TaskLeadership of Self

Review your task if everyone did not give the same task and share how it relates to your domain:

K-2 NBT 3-5 NF 6-8 RP HS F or G

What patterns did you observe about your students’ work as a whole?

What common misconceptions did you notice?

What experiences do you need to provide your students with this year?

+ Coherence

“The Standards are not so much built from topics as they are woven out of progressions.”

Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

+A Progression of LearningLeadership of Self and Others

Read the progression for the grade levels that you are assigned to, as you read use the symbols: + things that are familiar to you ! things that are new to you ? things that you have a question about

Discuss one item that was new to you and one item that you have a question about

+A Progression of LearningLeadership of Self and Others

K-2 Numbers and Operations in Base Ten 3-5 Numbers and Operations with Fractions 6-7, 8 Ratio and Proportion, (Expressions and

Equations 8th) 8, HS Functions (HS can choose two options for

reading: Everyone read pages 2-10: Overview, Grade 8 ,

Interpreting Functions Everyone read the overview (pages 2-4) and each

take a section depending on course: 8th Grade- Grade 8 (pages 5-6) Alg.1- Interpreting Functions (pages 7-10) Alg.2-Building Functions (pages 11-15) Geometry-Trigonometric Functions (pages 18-

21)

+Finding CoherenceLeadership of Self and Others

Use the Instructional Alignment Chart to focus your conversation on the Coherence the progression provides within your identified cluster: K-2: K.NBT.A, 1.NBT.B, 2.NBT.A 3-5: 3.NF.A, 4.NF.A, 5.NF.A 6-8: 6.RP.A, 7.RP.A, 8.EE.B HS: 8.F.A, F.IF

+Reflection of LearningLeadership of Self

What are the implications for your classroom practice you discovered from looking at the Learning Progressions through the lens of coherence?

What are some changes you will make with your students to raise their understanding of mathematics content using the progressions?

+

The Role of Tasks in Formative AssessmentLeadership of Self and Others

+

+Definition of Formative Assessment Process

Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

+After the Task is Selected…The Formative Assessment cycle…a process not a product

…the gathering of information about students to inform and guide instruction

…the longer it takes to use the information the less effective it becomes

Clarify

Intended

Learning

Elicit

Evidence

Act on

Evidence

Interpret

Evidence

+Four Attributes of the Formative Assessment Process

Page 24

Clarify IntendedLearning

Elicit Evidence

Act onEvidence

Interpret Evidence

+Clarify Intended Learning

Helps students and teachers understand expectations and goals (what students will learn, not activities)

Learning friendly targets and success criteria which indicate the measureable behavior

Clarify IntendedLearning

+Elicit Evidence

No single way to elicit evidence: InteractionAppropriate questionsFocused observationAnalyzing student work

Can be planned or spontaneous

Informal assessment activities by:Teacher, Self-assessment, or Peers

Elicit Evidence

+Margaret Heritage

“…whatever method teachers use to elicit evidence of learning, it should yield information that is actionable by them and their students.” (2011)

Elicit Evidence

+Interpret Evidence

Used to determine where the students are in relationship to the learning target

Informs adjustments to instructional plans

Can be interpreted by:Teacher, Student, or Peers

Interpret Evidence

+Act on Evidence Provide Timely, Descriptive and Actionable

Feedback Give active steps students can take to move

toward the learning target Have students self-assess and use peer

assessment Help students be aware of strategies they

can use to move learning forward (draw a picture, work backward, reread a text)

Adjust Instruction Mini tutoring groups Flexible student group work

Act onEvidence

+Popham

“…carefully crafted descriptive feedback will improve what goes on in almost every classroom.” (2011)

Act onEvidence

+

Lunch

+Assessment for and of Learning

Read pages 26-35 with the 3 Levels of Text Protocol in Mind

Classroom Assessment for Student Learning: Doing It Right - Using It Well (2nd Edition)-Rick Stiggins

+Improving the Instructional Core

Principle Four – Task predicts performance

Principle Five – Real Accountability is in the task

How is the formative assessment cycle supportive of these principles?

Instructional Core

Student

ContentTeacher

+A Tale of Two Tasks

Think privately about the different strategies students would use to go about solving each version of the task

–Martha’s Carpeting–The Fencing Task

Talk with your neighbor about how the different versions might engage your students

+Comparing Two Mathematical TasksHow are Martha’s Carpeting Task and

the Fencing Task the same and how are they different?

+Similarities and Differences

Similarities

Both are “area” problems

Both require prior knowledge of area

Differences The amount of thinking

and reasoning required

The number of ways the problem can be solved

Way in which the area formula is used

The need to generalize

The range of ways to enter the problem

+Mathematical Tasks:A Critical Starting Point for Instruction

Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking.

Stein, Smith, Henningsen, & Silver, 2000

+ What makes a “high quality” task different from a “rich” task?

Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al

The Scope of the mathematics Can address a single standard within a cluster Although not focused on connections it must be a task that

enriches the students understanding of mathematics May also focus only on one or two of the Standards for

Mathematical Practice May be an opportunity for students to demonstrate

individual thinking or building of concepts

The Time required Rich tasks typically take an extended period of time while a

high quality task(s) could be done during the course of a single period

+Differences between a rich task and high quality tasks

Lots of overlap - both provide students with opportunities for develop mathematical content and use standards for mathematical practices

High quality tasks have a smaller scope…

Curriculums often provide opportunities for rich tasks, although they may need tweaking, but most do not provide high quality tasks.

+Criteria for a Rich Task 1. Is the task interesting to students?

2. Does the task involve meaningful mathematics?

3. Does the task provide an opportunity for students to apply and extend mathematics?

4. Is the task challenging to all students?

5. Does the task support the use of multiple strategies and entry points?

6. Will students’ conversation and collaboration about the task reveal information about students’ mathematics understanding?

Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al

+Optional for a high quality task

1. Is the task interesting to students?

2. Does the task involve meaningful mathematics?

3. Does the task provide an opportunity for students to apply and extend mathematics?

4. Is the task challenging to all students?

5. Does the task support the use of multiple strategies and entry points?

6. Will students’ conversation and collaboration about the task reveal information about students’ mathematics understanding?

Adapted from: Common Core Mathematics in a PLC at Work 3-5 Larson,, et al

+Environment for Rich/High Quality Tasks

Learners not passive recipients of mathematical knowledge

Learners are active participants in creating understanding and challenge and reflect on their own and others understandings

Instructors provide support and assistance through questioning and scafolding as needed

+Impact of Teachers

Read the scenarios of how the Fencing Task was implemented.

Determine what has happened to the mathematics as the task was implemented.

Use the SMP #3 rubric to determine what the scenarios demonstrate

+Real Accountability is in the TasksLeadership of Self and Others Elmore mentions that: “it is essential that

educators work on the observation and analysis of teaching practice and watch students (not just see what they are assigned to do, but what they are actually doing).”

Instructional Core

Student

ContentTeacher

+Impact of Teachers

Consider Scenario A

Highlight opportunities to use formative assessment to gather information about student scores for SMP #3

How would you gather the data?

And what would you do with it?

How does this connect to Elmore’s principles?

+Assessment for and of Learning

Discussion of Strategies 5-7 now that we have data from our tasks how do we

“close the gap” in the domain that is a major focus for our grade band and SMP#3

+Can’t see it in the Core, it isn’t there—Leadership of Self and Others

Often through curriculum mapping and common assessment schedules we think all students are getting the same instruction, but Elmore finds that while curriculum and assessments may be common what different teachers expect of their students, variance in the skill with which the teachers deliver the curriculum, and the varying levels in which students were actively involved (not just “doing” what they are given but digesting it, making connections and new applications to deepen and extend knowledge) produce significant differences in student learning

Instructional Core

Student

ContentTeacher

+Focusing Together—Leadership of Others and in the Extended Community

Domains of Focus: K-2 NBT 3-5 NF 6-7, 8 RP, EE 8, HS F

Link progression/Instructional Alignment Chart/Mathematical Practice Piece to ideas of teaching

+From Research to Classroom Practice—Leadership of Others and in the Extended Community Take a few moments to consider your year and your

role as a CCSS-M Fellow Sketch out a plan/commitments for

implementing/deepening formative assessment for instruction in classroom - how do we know we are on the path to success?

Talk with your group for ideas

Focus on what you will do between now and January 22 Connect with your Partners Progression Professional Development Clip Instructional Alignment PD Clip Utilize an idea connected to the focus domain

+See you at 9:00 am on January 22nd Remember to:

• Implement your plan

Email to Heather before Jan 22nd Your Task Idea Your “Leading Professional Learning Plan”

hdorsey@esd113.org

Clock Hours—register for Course ID 46611