The Oregon Math Network

What is the Math Network?

• The Oregon Math Network is a new (starting this summer) community of teacher leaders and college faculty who work together to support implementation of Oregon college-career readiness math standards.

• It is a “Network of Networks”.• We solve problems, and we share our work.

Mission

OMN’s mission is to support implementation of Oregon college-career readiness standards in mathematics.

Vision

Skilled, knowledgeable, well-supported teachers in K-20 math classrooms across the state engaging in, continually learning, and sharing best practices.

Beliefs and Values

1. All Learners and Teachers as Capable.

All people are capable of learning math, with understanding and an ability to apply. All teachers – both K-12 and college – are capable of facilitating this learning. This potential can be reached with proper support, mindset, materials, and community.

Beliefs and Values

2. Working Network.

The Oregon Math Network is first and foremost a group which will actively work together, regionally and statewide. We will produce opportunities and materials. We will learn together, but mostly through “active, project based” work.

Beliefs and Values

3. Discerning Community.

The Oregon Math Network will have educators from different backgrounds working together, and by doing so learning from each other. We are committed only to the finest learning of mathematics, and recognize the need for a range of perspectives to achieve that.

Beliefs and Values

4. Locally Responsive, Robust Systems.

Activities primarily driven by district and teacher needs, as they see them. Celebrate good work wherever it is coming from, and recognize that mutually reinforcing systems are a positive. (No “turf wars”!)

College-Career Readiness Standards

Do some math:

• A heating unit requires running a wire diagonally on a rectangle which is 1’ x 2’. To the nearest sixteenth inch on the ruler, how long should you (have a production unit) cut the wire? “Bonus points” if you do this entirely by hand.

Goals for 2015-17

• Goal 1: Establishment of a communication network for math educators at all levels of instruction (e.g. PK-20 network).

• Goal 2: Provide teacher level professional development opportunities at the regional and statewide level.

• Goal 3: Leverage cooperation between classroom and content experts within state work groups to address common problems of practice that individual districts and schools may not have the resources to address on their own.

Potential Activities for 2015-17

• Regional meetings to establish communication network– Every “region” should include:• At least one contact for each district & ESD• At least one community college contact• At least one four-year university contact

• Leverage existing activities to make connections (existing conferences, ODE Curriculum Caravan, OCTM)

• Establish statewide OMN summer conference

Potential Activities for 2015-17

• Identify regional capacity and support networking of leaders– Possible fall & spring conference for leadership– Plan and support PD activities and work groups

• Identify common problems of practice & make progress on them– Possible example of 9-14 alignment work– Curriculum review and implementation support

• Pilot Regional/Statewide PD models– Online Task Talks (Statewide)– Math Teacher Circles (Regional)

Example Partnering Networks

With focus on California Math Project and Lane Ignite

What our neighbors are doing.

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Idaho recently started a program, through legislation, to provide PD to teachers statewide through centers based at their colleges and universities.

What our neighbors are doing.

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Washington started a program to promote PD through formalizing roles for teacher leaders in the Washington State Fellows Network.

What our neighbors are doing.

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California has been running the California Math Project, housed in its colleges and universities, for over thirty years.

California Math ProjectThe roots of the CMP can be traced back to the Bay Area Writing Project (BAWP), a professional development project for teachers or writing. The BAWP was established in 1974 by James Grey at the University of California, Berkeley.

The CMP was created in 1982 by legislative act SB 424 (Carpenter) to "seek to solve the mathematics skills problem of students in California through cooperatively planned and funded efforts.” At that time nine sites were funded throughout the state. The University of California was vested with authority to manage and control the projects. The California Postsecondary Education Commission (CPEC) was to evaluate the projects. Judy Kysh was hired in 1984 as a part-time statewide coordinator. In 1986, it was decided that there needed to be a full-time statewide Executive Director to oversee the CMP.

California Math Project

In 1987, CPEC commissioned a policy study to analyze the effectiveness of professional development. The researchers identified four characteristics of effective professional development:– discipline and grade-level specific– organized by the central premise of teachers teaching

teachers– focus on knowledge rooted in teaching that produces high

levels of student achievement– long-term and explicit goals linked to student learning

California Math Project

Following this report, in 1989 the California legislature created a professional development program expanding the structure of the California Writing Project (CWP) and CMP to embrace nine subject areas called the California Subject Matter Projects (CSMP).

"The CMP model is one of long-term, sustained professional development, in contrast to a conference or a "one-shot" workshop. Experienced and interested teacher leaders often assume leadership roles at the project site.”

California Math Project• Section 99200.5 of the California Education Code:

The statewide subject matter projects shall accomplish all of the following goals:

(a) Create opportunities for researchers, higher education faculty, and elementary and secondary school faculty to work together to accomplish all of the following:

1) Identify exemplary teaching practices.

2) Examine and develop research on learning, knowledge, and education materials.

3) Provide support to teachers, including career technical education teachers, to develop and enhance the content knowledge and skills necessary to implement the State Standards

Lane Ignite

• 2012 Dev Sinha of University of Oregon invited by Lane ESD to present on Common Core State Standards in Mathematics.

• This led to work with area teachers on transition to CCSSM.

• Because of the perceived need, hired Tricia Bevans in 2013 with 0.5 FTE provided by UO to support efforts (and 0.5 teaching preservice courses).

Lane Ignite – Defining Characteristics

1. Variety of Projects2. Flexible Working Relationships3. Consistent Interaction and Planning4. Benefits to K-12 and Higher Ed

Lane Ignite – Variety of Projects

• Determined by district and teacher needs• PD sessions• Classroom support• Administrator Training• Curriculum adoption and support• Community Outreach

Lane Ignite – Flexible Working Relationships

• District and Building Administrators• Lane ESD math specialists• District TOSAs• UO STEM core• Community Leaders• Math Educators from outside the area

Lane Ignite – Consistent Interaction and Planning

• Roughly monthly meetings.• Often coordination with Curriculum Leaders’

Meeting.• Many one-on-one and small group

conversations, in planning for activities.

Lane Ignite – Benefits to K-12 and Higher Ed

• K-12—math content support expertise not always available at district or building level.

• Higher Ed—better alignment of content in course for pre-service teachers and developmental courses; higher-ed instructional practice also changes.

Activities to this date

June 25-26 Launch Conference

• Over 150 participants (K-12 and higher ed)• Representatives from existing networks (CA,

ID, WA, Lane County).• Illustrative Math Support.– Common language around focus content &

progressions– Ideas to support collaborative networking

June 25-26 Launch Conference

Deep professional learning through• Task talks.• Discussion of student work.• Connecting standards; seeing Focus.• Models of higher-ed/ K-12 collaboration.

Example questions given at OMN Launch Conference

Needs Assessment• Describe some successes you have seen:– What efforts in your district/ region which are giving

progress in implementing of the Oregon math standards. • What are the greatest needs you see for implementation? • What kinds of efforts and resources would you like to see to

address those needs? – Please elaborate, for example suggesting kinds of PD which

you think would work well in your district/ region.

Example questions given at OMN Launch Conference

Professional Development• What are essential topics needed for teacher level PD?• What format and types of PD do you see working well in your

region? (Specify region)• Who from your region do you think could help the Math

Network establish PD in your region?

Example questions given at OMN Launch Conference

Lessons from Existing Networks• What is something other states are doing that is missing or

would be difficult to replicate in Oregon?• What do you see as essential elements needed for a

successful statewide math network in Oregon?• Who are at least three math leaders that should be part of the

Oregon Math Network? (Name, institution, email (if known):

Example questions given at OMN Launch Conference

Problems of Practice• What problems of practice would you like see state

workgroups take on this next year?• What products our solutions would you like to see from

workgroups diving the identified problems above? • Who from your region do you think could help the Math

Network with the work described above?

Questions for you

Stop and discuss: • What would you like to see in an Oregon Math

Network?• What are the most pressing needs for teacher

professional learning and problems of practice?

• What models and resources would you like to see implemented?

Activities for 2015-17

Potential Activities for 2015-17

• Identify regional capacity and support networking of leaders– Possible fall & spring conference for leadership– Plan and support PD activities and work groups

• Pilot Regional/Statewide PD models– Online Task Talks (Statewide)– Math Teacher Circles (Regional)

Potential Activities for 2015-17

• Identify common problems of practice & make progress on them– Possible example of 9-14 alignment work– Curriculum review and implementation support

• Trainings aimed at district leadership

• Launch communication efforts– Regular updates– Teacher and parent-friendly website

Identify and develop leaders

Through existing networks - OCTM, TOSAs, TOTOM, math specialists - as well as directly.

Goal: have more classroom teachers taking active roles. (Ex: Fawn Nguyen in CA).

PD Models - Task Talks

Task talks: on-line, 1-hour, grade-banded.

Successful nationally for Illustrative Mathematics.

We will do Oregon task talks, joint-facilitated by K-12 and higher ed.

Goal: 6 in each of 4 grade bands over the next school year.

PD Models - Task Talks

Task talks: on-line, 1-hour, grade-banded.

Successful nationally for Illustrative Mathematics.

We will do Oregon task talks, joint-facilitated by K-12 and higher ed.

Goal: 6 in each of 4 grade bands over the next school year.

PD Models- Math Teachers Circles

Math Teachers Circles: aimed at MS, with some HS as well. Fun, low-stakes, grounded in the enjoyment of math.

Happening nationally, with funds available from American Institute for Mathematics and Mathematical Sciences Research Institute. Many successful models to build from.

Three steps to building (thanks to Fawn Nguyen).

Math Teachers Circles

1. Building a Team • classroom teacher(s)• math educator or coach • mathematician

Math Teachers Circles

2. Building an Agenda. Example:i. Pizza or Breakfast or…ii. Math problem (content) iii. Math problem (pedagogy) iv. Equityv. Conversationsvi. Energizervii. Reflection

Math Teachers Circles

3. Sustaining and growing• Increase circles of collaboration • Make effects ripple out• Build future leaders

Address problems of practice

Problems which might be too big, even for the largest districts. E.G.: what to offer in high-school? One suggestion: - 9th grade - integrated math (mostly Alg 1)- 10th grade – ½ geometry; ½ mathematical

modeling- 11th grade menu, generally linked with other

coursework (two-period meetings): math-science; math-CTE; math-finance; math-CS; precalc.

Communication efforts

Main goal: point people to what are widely recognized as best resources (e.g. MARS), but which get “lost” in the vastness of the internet.

Some, like handouts for parents, are even local!

Trainings aimed at district leadership

Deeper content and instructional knowledge helpful for decision makers (building and district-wide).

Co-facilitated by Mark and Dev (or a stand-in for one of us). Experience mathematical practices and see best resources. Share questions, learn what other districts are doing, and bounce ideas back and forth.

Your math teachers have requested this. We’ll come to you!

Questions?Mark Freed

mark.freed@state.or.us

Dev Sinhadps@uoregon.edu