Opening Week

Secondary Math Teaching the Standards

WELCOME!Please sit in table groups by school

Kathleen Wilson - Math Program ManagerSarah Miziorko – District Secondary Math Coach

Melissa Wittgenstein– District Secondary Math Coach

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Goals:

• Focus on teaching the MN Math Standards to ensure learning

• Know your grade level standards and/or benchmarks, test specifications, and released items

• Understand the concept of Learning Targets

• Learn about 7 strategies of Assessment FOR Learning

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Agenda for Opening Session

• Welcome, Introductions, and Announcements

• District Math Data and the Big Picture

• Overview of the Summer Work & Key Documents• Benchmarks Prioritized – scavenger hunt activity

• Learning Targets Reading

• 7 Strategies for Assessment FOR Learning

• FES Connections and the Website

• A Work in Progress

• Breakout Sessions

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Office of Accountability, Planning and PolicyDepartment of Research, Evaluation and Assessment

www.rea.spps.org 4

MCA Math – percent proficient by grade overtime

Teaching and

Learning the

Standards

includes

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VISION

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Secondary Prioritizing & Curriculum Writing Work

85+ people spent 2,000+ hoursAlmost 50% of math teachers came

this summer

Plus the hours spent by

the District Math Department

• Celebrate the phenomenal work!!!

• Teachers were learning and doing simultaneously.

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Building Trust Together

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How do/did we build trust•Working together •Being trustworthy and being trusting•People were respectful about the work that had already been done and continued with lots of respect as we moved forward•Willing to accept others' ideas while assuming positive intent•Actively engage•Intentionally mixed groups: different schools, grades, teachers from different levels of course•Many sets of eyes have seen the products•Took ownership in the product we developed

•Positive vibes in the room focusing on what we have done and the work we are completing rather than the obstacles•Involvement in the group process•Problem solving together - not limited to math problems but misunderstandings and consensus

Curriculum Writing Medalists

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Gold Medalists(more than 40 hours)

Silver Medalists(35-39 hours)

Bronze Medalists(30-35 hours)

David Svenson (45 hours)Jessica Dooley (42 hours)Kyle Warner (41 hours)Michael Krech (54 hours)

Dana McKenna (36 hours)Daniel Bernal (36 hours)Jahna Lindquist (36 hours)Jean Walker (36 hours)Jennifer Parker (36 hours)Julie Lamb (36 hours)Kari Skildum (36 hours)Kathryn Audette (36 hours)Kelly Schleper (36 hours)Margaret Schiller (36 hours)Melissa Wittgenstein (36 hours)

Alex Ford (31 hours)Brian Paulson (31 hours)Janet Bedoway (31 hours)Keidra Stuart (31 hours)Kellie Saindon (31 hours)Laura Burrows (31 hours)Laurie Voigt (31 hours)Michelle Collette (31 hours)Randall Benson (31 hours)Rosemary A Hofer (34 hours)Tami Molkenbur (33 hours)

We have a “medal” for you! Please choose a book from the assortment.

Other Curriculum Writing Participants

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Honorable Mention

Abdomohammed Karimi (25.5 hours)Alec Timmerman (18 hours)Anna Heikenen (17 hours)Anthony Leciejewski (23 hours)Beth Ogren (18.5 hours)Betty Wendorff (13.5 hours)Beverly Lambert (18 hours)Brian Strand (18 hours)Caleb Chisholm (23 hours)Carmen Herea (13.5 hours)Chelsea Wilson (18 hours)Christine Highland (13.5 hours)Christopher Lutz (13.5 hours)Dawn Nalepka (13.5 hours)Dawn Vaerst (22 hours)Denise Kapler (18 hours)Elisabet Falcon (18 hours)Elizabeth Ormsby (23 hours)Ellen Hayman (29 hours)Eric Isebrand (19.5 hours)

Hans Ott (6 hours)Ishmael Robinson (25.5 hours)Janet Freund (23 hours)Jenni Hardie (18 hours)Jennifer Adamson (13.5 hours)Jodi Goodnow (18 hours)John Benda (18 hours)John Peterson (6 hours)Jonathan Heeren (18 hours)Jonathan Janssen (18 hours)Joseph Hesla (23 hours)Kari Johnson (18.5 hours)Kathleen A. Brion (18 hours)Kirby Scull (18 hours)Lauren Jones (23 hours)Lowanda Kail (18 hours)Luke Larson (13.5 hours)Mark Fischbach (23 hours)Mary Bejblik (13.5 hours)Matthew Hardie (18 hours)

Maydeu Ly (25.5 hours)Megan Tracy (18.5 hours)Nancy Carpenter (13.5 hours)Rolf Bolstad (23 hours)Ryan Backman (13.5 hours)Sara Young (18 hours)Sarah Gertz (13.5 hours)Sarah Helfert (18 hours)Shannon Pettipiece (13.5 hours)Shaunte Richards (12 hours)Steven Vaerst (22 hours)Steven Yernberg (13.5 hours)Susan M Steffen (23 hours)Susan Wagner (18 hours)Tara Brash (6.5 hours)Tauriette C. Ray (27 hours)Thomas Koreltz (28 hours)Thomas Totushek (9 hours)Tina Allen (15 hours)William Katona (13.5 hours)

Prioritizing the StandardsDecember 2011 and January 2012

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Fence Analogy• High priority

benchmarks are the posts of the fence.

• Supporting benchmarks (medium & low) are the railings.

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Do you know what this is? Why?

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Vocabulary in MN Standards

• Strand – four broad strands (country)• Standard – a general goal of student learning (state)

• Benchmarks - specific knowledge & skills acquired by the end of the grade (city)

• Examples – provided for clarification and level of understanding (neighborhood)

• Learning Targets for SPPS – lesson size chunks (street)

(MN) Strand – Standards – Benchmarks (SPPS)Learning

Targets

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Prioritizing Document of Benchmarks =

Standards +

Benchmarks +

MDE Examples +

MCA-III Released Items +

SPPS Priority

=16

Prioritized Benchmarks with MCA-III Test Specifications & Examples

Scavenger Hunt 

Minnesota Academic Standards Mathematics K-6 2007 version

Prioritization Document SPPS Math Leads 2011-12

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Scavenger Hunt Activity

• Find an elbow partner to work with; If necessary a triad will work

• Stand when you have a partner

• You will have 10 minutes to complete the scavenger hunt

• Please be prepared to share your answers with the larger group.

• Review questions and answers as a large group

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Scavenger Hunt - 8th Grade Answers

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Question Answer

1) What are the 4 strands in the Minnesota math standards?

1=Number & Operation, 2=Algebra, 3=Geometry, 4=Data Analysis & Probability

2) How many total standards are in your grade level? 

8 standards

3) Are there more standards in your grade level or the grade level before you?

More in 7th grade

4) How many total benchmarks are in your grade level?

35 benchmarks

5) Which strand has the most benchmarks? Algebra

6) Which strand has the least number of benchmarks?

Data Analysis & Probability

Scavenger Hunt - 8th Grade Answers

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Question Answer

7) How many items are on the MCA-III that count towards a student's score?

50 items

8) Which strand has the most items on the MCA-III? How many?

Algebra, 21-31

9) Which standard has the most items on the MCA-III? How many?

8.2.4 10-15

10) What does the first digit in the benchmark represent?

Grade

11) What does it mean if the second digit of the benchmark is a 3?

Geometry & Measurement Strand

Scavenger Hunt - 8th Grade Answers

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12) Complete the following chart with the correct number of benchmarks.

# of High Priority

Benchmarks

# of Medium Priority

Benchmarks

# of Low Priority

Benchmarks

1 - Number & Operations 1 1 3

2 - Algebra 8 6 73 - Geometry & Measurement 1 2 3

4 - Data Analysis & Probability 1 1 1

Scavenger Hunt - 8th Grade Answers

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Question Answer

13) Which benchmark(s) in numbers and operations have no released items for the MCA-III?

8.1.1.2 and 8.1.1.3

14) What is the first "Example from MN Standards Document" given for the Geometry & Measurement strand?

Determine the perimeter of a right triangle, given the lengths of two of its sides.

15) What is the answer to the first MCA-III released item given for Data Analysis & Probability?

B

Reflection: How can this standards document with the SPPS prioritization support your teaching and instruction?

Learning Targets – Jigsaw ActivityExcerpt from Learning Targets: Helping students aim for understanding in Today’s Lesson by Moss & Brookhart

i. Each person will read about 6 pages in the next 10 minutes.

ii. Decide if you are A, B, C, or D then stand up

iii. As you read, highlight key points to share with your group.

iv. Provide your group members with a brief summary of your Action Point

v. Each group will chose 1 idea to share with the room

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Group Member Area to Read

ALL Everyone read p.9-12

A Also read p.13-15 for Action Point 1

B Also read p.15-17 for Action Point 2

C Also read p.17-18 for Action Point 3

D Also read p.18-19 for Action Point 4

Assessment for Learning Where am I going?

Where am I now?

How do I close the gap?STRATEGIES:

1. Provide an understandable vision of the learning target.

2. Use models of strong and weak work.

3. Offer regular descriptive feedback

4. Teach students to self-assess and set goals for learning

5. Design lessons to focus on one aspect of quality at a time.

6. Teach students focused revision.

7. Engage students in self reflection. Let them keep track of and share what they know.

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Video of Hitting the Target

Where am I going?Where am I now?

How do I close the gap?

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Activity with a Partnera) Each of person chooses 2 strategies to read

b) Answer the prompts for these strategies on p.5-8 – In your own words… What you do… What students do…

c) Describe a concrete example of where you use these strategies in your instruction.

d) As you think about the next month, what is one way you are going to go deeper with one of these strategies in your instruction?

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Five Easy Steps to a Balanced Math Program (FES)

CONNECTIONS

• Step 1: Computational Skills (Math Review and Mental Math) – began in 2010

• Step 2: Problem Solving – began in 2011

• Step 3: Conceptual Unit Design – began in 2012• Step 4: Math Facts (in elementary)

• Step 5: Common Formative Assessments – began in 2012

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Website http://thecenter.spps.org

• Click on Secondary Math

• Click on Curriculum & Standards on the top right hand side

• Click on Step 3 or Step 5

• Choose a grade level

• Password protected (password = tautology)

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We must teach ALL the benchmarks and prioritize our

time.

A sequencing guide will be provided by Oct. 1st.

We focused our work to provide unwrapping documents,

problem solving items, and assessments

for high priority benchmarks.

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This is a work in progress.

For the high priority benchmarks, as of today…

• 17 completed

• 22 partially completed

• 7 not started yet

Feedback on implementation

will be collected regularly

using a Google form

through grade level team meetings.

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FES Step 2: Problem SolvingAction ResearchWe are looking for a group of teachers to commit to:• Doing action research around problem solving

• Using the FES Problem Solving methods every other week

• Collecting data on students capacity to solve problems on assessments

• Being visited up to 3 times throughout the year to provide coaching support and feedback on implementation

Please sign-up to participate in the breakout session!

• We will support you through focused coaching and additional training, as needed.

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Future District Math PD

• Wednesday, November 21st 7:30-11:30

• Friday, March 8th 7:30-9:30

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Breakout Sessions

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SessionsStep 1: Math Review Quiz - Using Your Data

Step 2: Problem Solving - The Progression of the 3 Methods

Step 3: Conceptual Units & Step 5: Common Formative Assessments - connecting It All

• You will be able to attend all 3 sessions• You have been randomly assigned to a specific rotation to help balance the rooms.• Please follow the schedule on the back of your

goldgold feedback sheet.• Please turn in the gold feedback sheet at your last session

Questions????

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