Math Content Network September 16, 2010

1. Math Content Network September 16, 2010

2. Your Facilitators • Teresa Emmert • Regional Mathematics Content Specialist – KDE/GRREC • Liz Brewer & Melissa Biggerstaff • Caveland Special Education Cooperative • Sandra Baker & Kasey Bratcher • Green River Regional Educational Cooperative • Vivian Moody • Western Kentucky University • Amy Patterson • Kentucky Department of Education • Karen Campbell • River Region Special Education Cooperative • Tammy Stephens, Sheila Thompson, Nancy Huston, Donna Link • Regional ELA Content Specialist, GRREC, GRREC, Caveland

3. Math Leadership Network REVIEW NORMS • Be present and be engaged in the work. • We are all equal partners in this work. • Seek first to understand and then to be understood. • Be prepared (ideas, assignments, etc.). • Have a positive attitude. • Be willing to share. • Limit sidebar conversations. • Turn cell phones on vibrate. • Rule of “two feet.”

4. REVIEW Leadership Network Vision Every school districtin the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

5. Network Purpose

6. First SessionContent Network Session • What is my role in the Kentucky Leadership Networks? • What is the structure and organization of the standards? • How do the characteristics of highly effective teaching and learning articulate the vision for this work? • What is formative assessment and why is it the foundation of this work? • What are the next steps? • Developing Norms and the importance of PLCs for this work • Structure and organization of the of the standards • Video segments to help model the characteristics • Foundation of Formative Assessment • Homework: CASL chapters 1 & 2 Essential Questions Session 1

7. September Content Network Session • What is my role before the next session? • How do the standards progress and what is the depth? • How do the characteristics of highly effective teaching connect with 7 Strategies for Formative Assessment? • What is formative assessment and why is it the foundation of this work? • What are the next steps? • Clarify Goals • Connection of PLCs and Formative Assessment Work • Progression and Depth Overall (high school math courses) • Overview of the 7 Strategies for Formative Assessment • Review Chapters 1 and 2 • Make Connections of CASL Work with the Standards and HETL • Homework: CASL Chapter 3 Essential Questions Session 1

8. Lesson Learned 1: Shifting the Thinking

9. Lesson Learned 2 – Attainable GoalsContent Leadership Networks • Provide the leadership skills, tools, resources for all members to: • Deconstruct standards into learning targets • Design high-quality formative and summative assessments • Plan/identify rigorous and congruent learning experiences for instruction • Select evidence-based strategies and resources to enhance instruction • Support other educators in their district as they do these same processes

10. Eye of the Tiger

11. Begin with the End in Mind….Teachers will use their understanding of the common core standards to:

12. Goals for the First Year

13. Four Common Components for All Networks for Every Session

14. District Leadership Team

15. Reflection from July Orientation

16. What were the most important ideas we learned at the last meeting? Difference between Train the Trainer model and Building Capacity We are not in this alone – District Leadership Network Emotional outcomes of assessment for students • Big overview of what to expect • Collaborative effort • Meeting new teachers • Elements of highly effective instruction • Teaching for understanding is equally as important as procedural skills • This is all about student learning • We will be learning a process for deconstructing the standards • We will focus on embedding formative assessment within instruction • Not every school will have the exact same targets • The relationship between standards for math practice and math content • The 8 practices are the LENS to view the new content standards, are embedded in the content standards and need to be taught

17. Not sure how to do it, or what the final destination will be like The orientation meeting was like flying a spaceship because… Exciting & fast-paced exploring & traveling through unknown galaxies I’ve never flown this before, a bit nervous, but we can do it! This will be our finest hour…failure is not an option! Limited knowledge to fly a spaceship and limited knowledge of new standards & CASL

18. Assessment Literacy • I can explain the indicators of sound classroom assessment practices. • I can recognize evidence of Highly Effective Teaching and Learning • I can consider the Seven Strategies of Assessment for Learning and their implication in my classroom. Classroom Assessment for Student Learning

19. Assessment Literacy! Classroom Assessment for Student Learning

20. 10 Important Words • Index Card • Write words • Narrow to 10 words • ONE WORD Classroom Assessment for Student Learning

21. CONNECTIONS MAKING CONNECTIONS CLASSROOM ASSESSMENT FOR STUDENT LEARNING: Doing It Right – Using It Well CHARACTERISTICS OF HIGHLY EFFECTIVE TEACHING AND LEARNING OBSERVATION CHART HANDOUT

22. Student Video

23. CONNECTIONS Does the student know? • Where she is going? • Where she is now? • How to close the gap?

24. Article: Changing Classroom Practice Jigsaw Activity: Group 1- Read to “Beyond Traditional Professional Development.” Group 2- Read “Beyond Traditional Professional Development” to “Meetings that Sustain Effective Formative Development.” Group 3- Read “Meetings that Sustain Effective Formative Development” to the end of the article. Leadership

25. Points of Discussion… • Research • Non-negotiables • “Knowing that is different from knowing how” • Suggestions for setting up a Learning Community • Meeting Protocol Leadership

26. Content Network Learning CommunityAction Plan • Based on the reflection of your learning/actions, set a goal for yourself. Individually complete the action plan below. Discuss your plan with an elbow partner. • Be prepared to share the results with your “Table PLC” on October 26, 2010. My goal is _________________________________________________ Leadership

27. Learning Community Protocol • Protocols for Professional Learning by Lois Brown Easton • Annenberg Institute for School Reform • www.annenberginstitute.org • Association for Supervision and Curriculum Development • www.ascd.org • Coalition of Essential Schools • www.essentialschools.org • Colorado Critical Friends Group • www.coloradocfg.org • Looking at Student Work • www.lasw.org • National School Reform Faculty • www.nsrfharmony.org • National Staff Development Council • www.nsdc.org Leadership

28. Break • Protocols for Professional Learning • By Lois Brown Easton • ISBN 978-1-4166-0837-0

29. Formative Assessment • How might students be motivated in a mathematics classroom using the 7 Strategies of Assessment for Learning? • Does identifying a learning target help determine if students have shown evidence of understanding? • What connection can be made between the formative assessment strategies and Highly Effective Teaching and Learning? Classroom Assessment for Student Learning

30. Seven Strategies of Assessment for Learning • Where am I going? • Provide a clear and understandable vision of the learning target. • Use examples and models of strong and weak work. • Where am I now? • Offer regular descriptive feedback. • Teach students to self-assess and set goals. • How can I close the gap? • Design lessons to focus on one aspect of quality at a time. • Teach students focused revision. • Engage students in self-reflection, and let them keep track of and share their learning. Classroom Assessment for Student Learning

31. Use this page from your Chapter 2 Homework as you complete the 7 strategies activity: Evaluative Feedback might look like this: Descriptive Feedback might look like this: Benefits of Descriptive Feedback? What are the implications of the overlap: Benefits of Evaluative Feedback? Challenges of Descriptive Feedback? Challenges of Evaluative Feedback? Classroom Assessment for Student Learning

32. Connecting Student Math Work • 7 Strategies of Assessment for Learning – connecting to a math example • Use the task that aligns with your grade level • Quietly read the task and the student work samples Classroom Assessment for Student Learning

33. Connecting Strategies and Work Sample • With a partner, discuss questions 1 to 7 • Make comments in the boxes: • Where am I going? • Where am I now? • How can I close the gap? Classroom Assessment for Student Learning

34. Black & Wiliam Recommended Practices • Increase descriptive feedback, reduceevaluative feedback • Increase student self-assessment • Increaseopportunities for students to communicate their evolving learning during the teaching Classroom Assessment for Student Learning

35. CONNECTIONS Characteristics of Highly Effective Teaching & LearningHow does what we have learned about the Five Keys to Quality Classroom Assessment and the Seven Strategies of Assessment for Learning relate to CHETL? Five Keys to Quality Classroom Assessment reflect Classroom Assessment & Reflection Seven Strategies of Assessment for Learning reflect ideas in Learning Climate, Student Engagement & Classroom Assessment & Reflection

36. CONNECTIONS MAKING CONNECTIONS Lunch: Middle 11:30 High 11:45 Elementary 12:00

37. CONNECTIONS After you finish lunch…. • At your table discuss the connections you made during the 3-2-1activity.

38. Goals for the afternoon session • To begin to review and understand the progression of the mathematics standards. • To discuss the cognitive demand of mathematical tasks.

39. Making Meaning of Standards Choose one content standard: EL – 3.MD.8. MS – 7.G.6 HS – G.GPE.7★ Mathematical Practice 4 – Model with Mathematics. KY Core Academic Standards

40. Making Meaning of Standards Choose one content standard: EL – 3.MD.8. MS – 7.G.6 HS – G.GPE.7★ Mathematical Practice 4 – Model with Mathematics. • What previous learning is foundational for these understandings? • What are the related standards that build toward or upon this standard? • What misunderstandings might lead to errors?  KY Core Academic Standards

41. Making Meaning of Standards Choose one content standard: EL – 3.MD.8. MS – 7.G.6 HS – G.GPE.7★ Mathematical Practice 4 – Model with Mathematics. • What experience(s) would lead students to success? • How will incorporating the mathematical practices into instruction change how you would teach this standard for understanding? • What significant changes need to be made? KY Core Academic Standards

42. Making Meaning of Standards Choose one content standard: EL – 3.MD.8. MS – 7.G.6 HS – G.GPE.7★ Mathematical Practice 4 – Model with Mathematics. • In what ways could a student demonstrate mastery of these standards? • Describe what the student work might look like or the task(s) a teacher may use for these particular standards.  KY Core Academic Standards

43. Appendix A KY Core Academic Standards

44. Appendix A: Table of Contents • Overview of Purpose • How to Read the Document • Traditional Overview • Traditional Course Layout (outline) • HS Algebra I • Geometry • Algebra II • Integrated Overview • Integrated Course Layout (outline) • Mathematics I • Mathematics II • Mathematics III KY Core Academic Standards

45. Appendix A: Table of Contents • High School Coursework in MS • MS Acceleration • Other Ways to Accelerate Students • Accelerated Traditional Overview • Accelerated Traditional Grade Layout (outline) • Accelerated 7th grade • 8th grade Algebra I • Accelerated Integrated Overview • Accelerated Integrated Grade Layout (outline) • Accelerated 7th grade • 8th grade Mathematics I • Additional Course Information • References KY Core Academic Standards

46. Break

47. Let’s Explore Two Tasks: Martha’s Carpeting Task The Fencing Task CHETL

48. Tasks Martha’s Carpeting Task: Solve on your own. Fencing Task: Solve on your own. CHETL

49. Let’s Discuss Two Tasks: • How are Martha’s Carpeting Task and the Fencing Task the same and how are they different? CHETL

50. 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 CHETL