Oakland County Mathematics Leadership Team

Oakland Schools 2015-2016 MLT Schedule

September 25, 2015December 15, 2015February 11, 2016

March 30, 2016

Agenda• Welcome, Introductions and

Agenda Review• MLT Updates

– Algebra Study: AIR– M-STEP– From the Office of the State

Superintendent– SAT– NCTM eBooks– Moody’s Math Competition

• Elementary Textbook Analysis• LAC-O Goals Review• Book Study – Principles to

Actions

MLT Updates: AIR Algebra Project

Algebra Study

• OS partnering with AIR– Chicago, Elk Grove

• Principal Investigators– Nick Sorenson– Kirk Walters– http://

www.air.org/resource/promoting-student-success-algebra-i-research-briefs

Dialing Back Statewide Assessment

State Superintendent, Brian Whiston Current Initiatives

• Assessment Vision Group– baseline data – forms of assessments – days allocated each year

• Top Ten Education State– Increase student

achievement– Receive input

• August and September board meetings

• http://tinyurl.com/top10in10

MLT Updates: SAT

Professional Learning• Aug 19 –

– Kick-off to the SAT

• Oct 16 or 30 – What’s your Game Plan?

• Jan 20 – Game Film –Data

Analysis/Item Response

• May 25 – Game Statistics – Student and

Parent Report

• Aug 11– Planning for Season 2 – SAT

Results

MLT Updates: SAT

For information and registration:https://www.smore.com/b8nb2

Oct Breakout sessions:

A. Preparing for SAT Test Administration and Parent/Student Meetings

B. Accessibility & Accommodations

C. Mathematics Measured in the SAT

D. Strategies to Increase Access to Mathematics Content (...and the SAT)

E. Evidence-Based Reading and Writing

F. Expression of Ideas and Standard English Conventions

G. Science, Social Studies, Electives and Career-Related – Where is our content?

H. Instructional Implications

MLT Updates: SAT

For information and registration:https://www.smore.com/b8nb2

C. Mathematics Measured in the SAT• Concepts• Procedures• Practices

D. Strategies to Increase Access to Mathematics Content (...and the SAT)• Connections• Conceptual Development• Multiple Representations• Solution Strategies• And more!

How Cool Is This? The entire collection of NCTM journal articles since 1999 organized around CCSS!

NCSM eBooks

• Discovering Lessons for the Common Core State Standards MS

• Discovering Lessons for the Common Core State Standards K-5

• Discovering Lessons for the Common Core State Standards HS

Cheap! $4.99 Members $6.99 Non-members

Fully Searchable!!

Moody’s Mega Math Challenge

http://www.M3Challenge.org

Moody’s Mega Math Challenge

Elementary Textbook Analysis

OverviewCCSS Mathematics Curriculum Materials Analysis Toolkit

• Tool 1: Mathematics Content Alignment– Kindergarten

• Geometry• Counting and Cardinality/Numbers in Base Ten• Operations & Algebraic Thinking

– First & Second Grades• Geometry• Numbers in Base Ten• Operations & Algebraic Thinking

– Third, Fourth & Fifth Grades• Geometry• Numbers & Operations- Fractions• Operations and Algebraic Thinking

• Tool 2: Standards for Mathematical Practices Alignment

• Tool 3: Overarching Considerations- Equity, Assessment, and Technology

• Participants: Elementary teachers, mathematics coordinators, and mathematics consultants representing more than 10 Oakland County school districts

Elementary Textbook Analysis

The information documented in the summary is only a snapshot of the work that each grade-level team did as they analyzed several instructional resources using the CCSS Mathematics Curriculum Materials Analysis Toolkit available through the National Council of Supervisors of Mathematics http://www.mathedleadership.org/ccss/materials.html.

This summary does not express the views of any particular entity. We discourage anyone to use these resources, or any other single data source, to make a decision about which textbook series to adopt and implement. A decision should be based on evidence from multiple data sources and reflect the priorities of the school and/or district.

Summary

Elementary Textbook Analysis

Process

Elementary Textbook Analysis

Recording Findings

Elementary Textbook Analysis

Sample Synthesis LanguageTool 1:Mathematics Content Alignment

Potential Content Weakness - 2.NBT.5 and 2.NBT. 7 Concerns: Addition and subtraction to 1,000 are addressed but not until the last two units and we have have concerns about the rigor and level of problems students are exposed to in regards to meeting Common Core Standards. These standards would most likely have to be supplemented. Potential Content Strength –2.NBT.1- Place value is well developed throughout the series.2 NBT 5- Students are exposed to multiple opportunities to add and subtract to 100.  Some of this is embedded in other activities involving measurement or money. Depth of Knowledge/Rigor: Overall high/acceptable DOK/Rigor.  Lessons mentioned previously will need to be adjusted to match the rigor of the Common Core.

Potential Professional Learning Necessary:-Intensive Staff development on use of teacher guides and organization of materials.-Some lessons will need to be adjusted to address higher number development and calculation

Elementary Textbook AnalysisSample Synthesis Language

Tool 2: Standards for Mathematical Practices Alignment

Rating 1: Opportunities to engage studentsRating 2: Implementation support available to teachers

SMP 1 – Problem Solving and PerseveranceRating 1: ARating 2: H

SMP 6 – Attend to PrecisionRating 1: HRating 2: H

Reasoning and Explaining·         SMP 2 – Reason Abstractly and QuantitativelyRating 1: MRating 2: A·         SMP 3 – Arguments and Reasoning of OthersRating 1: MRating 2: A

H: HighA: AcceptableM: MarginalL: Low

Elementary Textbook Analysis

Sample Synthesis LanguageTool 3: Overarching Considerations- Equity, Assessment, and Technology

Formative Assessment·   Formal - There is one reengagement task per unit (green pages).  Children solve a task individually, discuss the problem in a group, and then revise their thinking as needed to show different or deeper understanding of the math.  There are suggestions provided to teachers regarding what student understanding to look/listen for and how to respond to a few typical student responses (both correct and incorrect student ideas)·   Planned yet informal - Embedded throughout the teacher edition are “assessment” boxes that highlight quick checks for understanding.   Embedded throughout the teacher edition are “academic language development” boxes that highlight opportune ways and time to have students learn to explain.  Prompts provided such as, “Which way is quicker?  Which strategy can we use to do the problem more quickly?”  

Next up – Secondary Textbook Analysis

Beginning October 2015CCSS Mathematics Curriculum

Materials Analysis Toolkit

• Books– Big Ideas (MS and HS)– CPM (MS and HS)– Connected Mathematics (MS)– Core Plus (HS)

• Strand A– MS- Expressions and Equations– HS- Interpreting Functions

• Strand B– MS - Ratio and Proportional Reasoning– HS – Similarity and Congruence

• Participants: Secondary teachers, mathematics coordinators, and mathematics consultantsRegister Now!

LAC-O Goals

Objective 1: System Objective 2: Content

Knowledge Objective 3: Enacted

Curriculum & Formative Assessment

Objective 4: Intensification

1. Quickly review our four goals2. 15 – 10 – 5 Protocol

a. Read your section carefully and make editing notes in RED. (15 min.)b. Trade papers and comment on the comments – Use BLUE. (10 min.)c. Review the notes in BLUE and adjust your group original comments as needed.

3. Whole group debrief

2015-16 Book StudyPrinciples to Actions

SeptemberEffective Teaching & Learning

DecemberAssessment

FebruaryAccess and EquityCurriculum

MarchProfessionalismTools and Technology

Principles to Action

• Take the survey based on your understanding of typical practice in your school/district.

• Which of the statements do you suspect might be considered Productive and which might be considered Unproductive? Why?

Unproductive is intended to mean a belief that is “likely to hinder the implementation of effective instructional practice or limit student access to important mathematics content and practices. “

Teaching and Learning Beliefs

Beliefs v. Evidence

The fact that an opinion has been widely held, is no evidence whatever that it is not utterly absurd.

Bertrand Russell

A wise man proportions his belief to the evidence. David Hume

Know yourself. Don’t accept your dog’s admiration as conclusive evidence that you are wonderful.

Ann Landers

Principles to Action

• Take the survey based on your understanding of typical practice in your school/district.

• Which of the statements do you suspect might be considered Productive and which might be considered Unproductive? Why?

Unproductive is intended to mean a belief that is “likely to hinder the implementation of effective instructional practice or limit student access to important mathematics content and practices. “

Teaching and Learning Beliefs

Effective Practices

• Work with a partner to create a list of critical effective teaching practices for which you believe there is evidence.

• Be prepared to share your thinking.

Tru Math – A. Schoenfeld

High Leverage Practices – D. Ball

1.Making content explicit through explanation, modeling, representations, and examples

2.Leading a whole-class discussion3.Eliciting and interpreting individual

students’ thinking4.Establishing norms and routines for

classroom discourse central to the subject-matter domain

5.Recognizing particular common patterns of student thinking in a subject-matter domain

6.Identifying and implementing an instructional response to common patterns of student thinking

7.Teaching a lesson or segment of instruction

8.Implementing organizational routines, procedures, and strategies to support a learning environment

9.Setting up and managing small group work

10.Engaging in strategic relationship-building conversations with students

11.Setting long- and short-term learning goals for students referenced to external benchmarks

12.Appraising, choosing, and modifying tasks and texts for a specific learning goal

13.Designing a sequence of lessons toward a specific learning goal

14.Selecting and using particular methods to check understanding and monitor student learning

15.Composing, selecting, interpreting, and using information from methods of summative assessment

16.Providing oral and written feedback to students on their work

17.Communicating about a student with a parent or guardian

18.Analyzing instruction for the purpose of improving it

19.Communicating with other professionals

Principles to Action

• Form 8 groups – each group reads and responds to one section

• Read through your assigned section taking notes on key ideas

• Discuss your section with your group– agree on the high points

Consider:– To what extent do teachers in your

community “believe” this is an important element of effective teaching?

– To what extent are the TE/ST Actions at the end of each section a reality in your community?

– How might these actions become more of a reality across your community?

Effective Teaching and Learning

• Establish Mathematics Goals to Focus Learning

• Implement Tasks That Promote Reasoning and Problem Solving

• Use and Connect Mathematical Representations

• Facilitate Meaningful Mathematical Discourse

• Pose Purposeful Questions

• Build Procedural Fluency from Conceptual Understanding

• Support Productive Struggle in Learning Mathematics

• Elicit and Use Evidence of Student Thinking

Principles to Actions

Strengthening our Practice

• Create a poster for your group that summaries your group’s discussion around each of the three questions.

• Be prepared to share your thinking with the whole group.

LAC-O Goals

Objective 1: System Objective 2: Content

Knowledge Objective 3: Enacted

Curriculum & Formative Assessment

Objective 4: Intensification

1. Return to your original LAC-O Goals groups2. 15 – 10 – 5 + 15 Protocol

a. Consider changes/additions based on PtA. Make notes in Green. (15 min.)3. Whole group debrief