OK, this is the last one for a bit! Sorry about flooding your inboxes.

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1 From: Max McGee Subject: 11 of 11 MATH EXPLORATION - this contains an important question from a BoE member Date: June 21, 2016 at 6:07 AM To: board board@pausd.org Cc: Jorge Quintana jquintana@pausd.org, Derek Moore dmoore@pausd.org, Barbara Harris bharris@pausd.org, Mary Pat O'Connell moconnell@pausd.org, Pamela Lund plund@pausd.org Good Morning, OK, this is the last one for a bit! Sorry about flooding your inboxes. A Board member asked this quesaon: "What's the downside of waiang a year to pilot? The primary downside is that it just one more year with EDM and exploratory and supplementary materials. As Avivit, a parent who is on the Math Committee noted at the retreat, recommended moving forward piloting materials. I agree. Our teachers throughout the district spent long hours with exploratory materials, and the Math Committee worked hard. I don t know what another Exploratory year would add to the process. The fact is that in the past we jumped right into piloting without an Exploratory year. This full year has been a sound one for really taking time to make an informed, thoughtful, professional decision on what materials to pilot based on how OUR teachers use them in OUR classrooms and not on presentations from publishers to a committee. We can certainly wait if the Board so desires or we can drop a program from piloting. Also, as mentioned at the retreat, we are perfectly fine either dropping materials from the pilot or adding another series (or several) to the pilot if the Board desires. We need to order books by July 1 in order to have them in our classrooms and the training sessions set up next August so we need to make a determination this evening. I apologize for continuing to repeat that this year was an Exploration, but I think it is important to know that during next year the Pilot year there will be ample time for Board updates along the way, for community involvement, and for our teachers to dive deep into the materials we select. The Board approval process next spring will be at least a two meeting process, and prior to that, I think it would be wise to have a study session. See you tonight, Max

2 Fluency in CCSS 1. The word f luent i s used in the standards to mean reasonably fast and accurate and possessing the ability to use certain facts and procedures with enough facility that using such knowledge does not slow down or derail the problem solver as he or she works on more complex problems. Procedural fluency requires skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. Developing fluency in each grade may involve a mixture of knowing some answers, knowing some answers from patterns, and knowing some answers through the use of strategies. (Adapted from UA Progressions Documents 2011a.) 2. Fluency is mentioned in every grade within Operations & Algebraic Thinking and Number & Operations in Base Ten. Kindergarten fluently add and subtract within 5 (K.OA.5) First Grade fluently add and subtract within 10 (1.OA.6) Second Grade fluently add and subtract within 20. By the end of Grade 2, know from memory all sums of two one digit numbers. (2.OA.2) Third Grade fluently multiply and divide within 100. By the end of Grade 3, know from memory all products of two one digit numbers. (3.OA.7) Fourth Grade fluently add and subtract multi digit whole numbers using the standard algorithm. (4.NBT.4) Fifth Grade fluently multiply and divide whole numbers using the standard algorithm. (5.NBT.5) Resources: pdf 5.pdf without fear/

3 Common Core State Standards Walter Hays Parent Coffee February 25, 2016 Mangla Oza and Heather Cleland

4 Common Core State Standards Overview Clear Consistent Learning Goals to prepare students for college and career. Research and evidence based Clear, understandable and consistent Aligned with college and career Based on rigorous content and application of knowledge through higher order thinking Informed by top-performing countries to prepare students for success in a global economy

5 Math Standards

6 Key Shifts in Math Focus on fewer topics Coherence: Linking topics and thinking across grades Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity.

7 Focus Two Levels of Focus 1. What is in/what is out 2. Shape of the content that is in - In grades K 2: Concepts, skills, and problem solving related to addition and subtraction - In grades 3 5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions

8 Coherence Link topics and thinking across grade levels The standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years.

9 Rigor Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades. - Conceptual understanding of Key Concepts - Procedural skills and fluency in calculation - Application of math knowledge in real situations

10 K- Domains of Math Standards Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

11 Grades 1-2 Domains of Math Standards Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

12 3-5 Domains of Math Standards Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations in Fractions Measurement and Data Geometry

13

14 Number Talk 63-28

15 How Do Teachers Engage Students in Mathematical Practices? Initiating think, pair-share - 1 and 3 Showing thinking in the classroom - 3 and 6 Questioning and wait time - 1 and 3 Engaging problems - 1, 2, 3, 4, 5, and 8 Using questions and prompts - 4 and 7 Allowing students to struggle - 1, 4, 5, 6, and 7 Encouraging reasoning - 2, 6, 7, and 8

16 District Math Focus: Materials Exploration Number Talks Problem of the Month Re-engagement lessons MARS Tasks Developing Common Formative Assessments Benchmark tests - BOY, T1, T2,

17 ELA Standards

18 Key Shifts in ELA Reading: focus is on text complexity and increasingly sophisticated comprehension. Students must make fuller use of text and pull more out of it. They need to consider a wider range of textual evidence when making connections across texts and between ideas, as well as honing in on inconsistencies, ambiguities and poor reasoning in texts. Writing: focus is on three main types: opinion/argument, informational/explanatory, and narrative. Students are required to draw upon evidence from literary and informational texts when writing and to conduct research to aid in their writing. Skills such as planning and organizing writing are delineated under each text type. Listening and Speaking: emphasis is on flexible communication and collaboration. Students must develop strong oral speaking and interpersonal communication skills. They must also learn how to work collaboratively, listen carefully to ideas, integrate multiple sources of information and adapt speech to context and task. Language: still focuses on the rules of Standard English, but also highlights craft and informed choice among alternatives. Students also focus on understanding new words and phrases and their relationship to others, nuances of language and building general-academic and domain-specific vocabulary.

19 Progressions: Skills become more specific and demanding Recognition of details as a support to broader interpretation of texts Text difficulty is a critical criterion in determining the progression.

20 Reading

21 Reading

22 Writing

23 Speaking and Listening

24 Interactive Read Aloud

25 District ELA Focus: Parent Literacy Night - Thursday, March 3-6:30-8 pm Lucy Calkins Reading and Writing Workshop Model Balanced Literacy Components Teachers College Homegrown Institute/Staff Developers Classroom Libraries - leveled, funding Lab Days/Classroom observations Reading Workshop Committee Instructional Aide Reading/Writing Workshop Training

26 District ELA Focus (cont.) Developing Common Formative Assessments Writing Assessments - Calibration Fountas & Pinnell Benchmark Assessment Kit Exploration/DRA Fountas & Pinnell Leveled Literacy Intervention System

27 Math Lead Meeting September 28, 2015

28 Welcome Please sign in, get a name tag and sit at your grade level table Introductions- hopes, fears My Learning Plan

29 Norms Start on Time Be Fully Present Express disagreement with ideas not individuals Be respectful of airtime Listen to each other Welcome contributions from all team members None of us are as smart as we are together.

30 Math Lead Team Goals 1. Exploration of Curricula 2. Collaboratively discuss and co-plan topics for our math lead meetings 3. Revise and edit PAUSD Assessments 4. Deepen our collective knowledge of Math Practice and Content Standards 5. Additional goals...

31 T1 Assessment Revision Timeline Check EM Pacing to ensure the content has been taught CCSS aligned EM specific language neutralized All SBAC questions remain as written

32 Exploration Year Goals and Rationale Timeline Parameters Exploration Document

33 Goal and Rationale Goal: This exploration year s primary focus will be for sites to explore a variety of Common Core State Standards (CCSS) aligned math curricula. This collaborative exploration will strengthen teacher understanding and instructional strategies in relation to the CCSS and build a cohesive teacher leadership group that will recommend 2-3 curricula that are worthy of a formal pilot during the school year. Rationale: In order to identify 2-3 curricula worthy of a pilot, it is required that a PAUSD teacher leadership team form and develop a deep understanding of the Common Core State Standards in both the knowledge and the application of math content and practices. This will also give all PAUSD classroom teachers a deeper understanding of the CCSS as they explore the new materials. A year of exploration also provides our district with more time and flexibility to prepare to begin the pilot phase. Following this year of exploration, the formal pilot process will begin at the start of the school year.

34 Timeline

35 Exploration Parameters and Description While maintaining the Everyday Math pacing, scope and sequence, and continuing to give periodic district assessments to maintain accountability, sites/teachers have a full-year in which they may sample parts or portions of different curricula. For example, teachers can choose from the list of different CCSS aligned programs, create a shared plan for exploring those materials, and swap out lessons from Everyday Math. All teachers are not required to explore new materials. Those not exploring new materials will continue teaching the adopted Everyday Math curriculum. For those who choose to explore materials, it is important that each teacher try at least two different curricula. Having hands-on experience with two or more curricula will expand our collective district knowledge on the quality of what is available. Looking at multiple curricula will also allow us to maintain objectivity as we thoughtfully select our pilot materials for the school year.

36 Exploration Options

37 Exploration Materials Request

38 Exploration Year vs Pilot Year Exploration Year Pilot Year When Who What How Goal Teachers, Math Leads, administrators Openly explore a variety of CCSS aligned materials School sites choose from a variety of curricula to explore Narrow curricula to 2-3 options for the formal pilot Teachers, Math Leads, administrators, community members, board members Focused, in-depth, highly organized pilot of 2-3 curricula Formal pilot schedule 2-3 curricula Make a recommendation for a formal adoption to the PAUSD Board of Education

39 Closure

40 Math Lead Meeting October 26, 2015

41 Welcome Please sign in, get a name tag and sit at your grade level table My Learning Plan

42 Norms Start on Time Be Fully Present Express disagreement with ideas not individuals Be respectful of airtime Listen to each other Welcome contributions from all team members

43 Math Lead Team Goals 1. Number Talk 2. Open Ended Problem Stems 3. T2 Discussion 4. Math Exploration Year Next Steps

44 Number Talk using Number Strings 2 x 4 2 x 8 4 x 4 4 x 8 2 x 16

45 Open Ended Problem Stems To Address Math Practice Standards

46 Strategy to Address Mathematical Practice Standards

47 Dealing With Ambiguity in Math Problems

48 Balanced Math-Application of Skills

49 Reducing/Removing Scaffolds

50 Engaging and Relevant for Students

51 The Problem Stem There is a traffic jam on a 12 mile stretch of Highway. How many cars are on the road?

52 Naturally Differentiated-Self Selected Groups

53 Strategy to Address Mathematical Practice Standards

54 T2 Assessments Grades 3-5 What do you think? 2 options for Trimester 2: Option 1: Math Lead Team creates T2 and teacher selected Interim SBAC Option 2: SBAC teacher selected interim only

55 Exploration Year Update Grade level Math Exploration Plan Exploration Document

56 Closure Math Lead Team Goals 1. Number Talk 2. Open Ended Problem Stems 3. T2 Discussion 4. Math Exploration Year Next Steps

57 Math Lead Meeting November 30, 2015

58 Welcome Please sign in (by the snacks) and sit at your grade level table

59 Norms Start on Time Be Fully Present Express disagreement with ideas not individuals Be respectful of airtime Listen to each other Welcome contributions from all team members

60 Math Lead Team Goals 1. Exploration Year Check-In 2. Number Talk 3. Math Domain Progression Analysis 4. T2 Discussion 5. Next Steps

61

62 Rationale For PD Time Shared Learning Improve Instructional Practices Decisions regarding curriculum

63 Number Talk 5x18

64 Math Domain Progression Three Central Authors to the Common Core State Standards in Mathematics Bill McCallum Jason Zimba Phil Daro

65 Math Domain Progression Everyone had their own individual way of thinking about the progressions... The final product...

66 Progressions Activity 1. Read: Take 5 minutes or so to read through only your grade level section of the progression 2. Sort: Work at your table to sort all examples of student work by grade level. 3. Create a few more examples based on your classroom experience (make sure the examples/problems are connected to one or more of the NBT standards.) 4. Posters: Work with your grade level group to put up all of the examples up on your poster along with your grade level standards. 5. Find a particularly interesting example of NBT. Try to find an example from the grade below and grade above that supports that particular example.

67 T2 Assessments Kindergarten Recording Sheet Grades 1 & 2 T2 Assessment Window January > February 26 T2 Assessments Grades 3-5 SBAC Interim Assessments Laura Joe Janine

68 Closure Math Lead Team Goals 1. Exploration Year Check-In 2. Number Talk 3. Math Domain Progression Analysis 4. T2 Discussion 5. Next Steps

69 Math Lead Meeting January 25, 2016

70 Welcome Please sign in (by the snacks) and sit at your grade level table

71 Norms Start on Time Be Fully Present Express disagreement with ideas not individuals Be respectful of airtime Listen to each other Welcome contributions from all team members

72 Math Lead Team Goals 1. Number Talk 2. Assessment Check-In 3. Exploration Check-In 4. Math Domain Progression Analysis 5. Next Steps

73 Video - Ice Breaker

74 Number Talk

75 Assessment T1 First Glance (handout) T2 Grade K-2 : Teacher created assessments are on BOB Grade 3-5 : SBAC Interim assessments Deadline February 26

76 Exploration Check-In - What materials are you exploring? - How has the experience been? Discussion Prompts - I ve noticed... - I wonder... - My next steps...

77 Progressions Activity 1. Read: Take 5 minutes or so to read through only your grade level section of the progression 2. Sort: Work at your table to sort all examples of student work by grade level. 3. Create a few more examples based on your classroom experience (make sure the examples/problems are connected to one or more of the NBT standards.) 4. Posters: Work with your grade level group to put up all of the examples up on your poster along with your grade level standards. 5. Find a particularly interesting example of NBT. Try to find an example from the grade below and grade above that supports that particular example.

78 Next Steps Parent Survey Teacher Survey of Exploration Materials

79 THANK YOU 1. Number Talk 2. Assessment Check-In 3. Math Domain Progression Analysis 4. Exploration Year Check-In 5. Next Steps

80 Math Lead Meeting February 22, 2016

81 Welcome Please sign in (by the snacks) and sit at your grade level table.

82 Norms Start on Time Be Fully Present Express disagreement with ideas not individuals Be respectful of airtime Listen to each other Welcome contributions from all team members

83 Math Lead Team Goals 1. Number Talk 2. Re-Engagement 3. Exploration Year Check-In and Parent Survey 4. Assessment Check-in 5. Next Steps

84 Number Talk 15x16

85 After the answer is out of the way, the mathematics begins... Phil Daro Re-engagement lessons allow students to work with a task to build mathematical ideas. The purpose of the lesson is to confront misconceptions and see why they don t work, learn how to make justifications, bring their strategies from what s comfortable to more appropriate grade level strategies, and maximize the learning from the task. The style of this lesson is to maximize student conversation. There are plenty of times of teachers to do the talking this isn t one of them.

86 Re-Engagement Lesson Structure Re-engagement Confronting misconceptions, providing feedback on thinking, going deeper into the mathematics. 1. Start with a simple problem to bring all the students along.this allows students to clarify and articulate the mathematical ideas. 2. Make sense of another person s strategy. Try on a strategy. Compare strategies. 3. Have students analyze misconceptions and discuss why they don t make sense. In the process students can let go of misconceptions and clarify their thinking about the big ideas. 4. Find out how a strategy could be modified to get the right answer.find the seeds of mathematical thinking in student work.

87 MARS Task - Buttons

88 Video Frans Buttons

89 Activity: Build a ReEngagement Lesson What did Fred do correctly? Fred How did Fred solve? What could Fred do next? What would help this thinking be more clear? How is Fred the same as Jen? Question Doc

90 Exploration Check-In - What materials are you exploring? - How has the experience been? Discussion Prompts - I ve noticed... - I wonder... - My next steps...

91 General Updates SBAC Interim Data- How will teachers get the data? Teacher Notes on Exploration Materials- March/April Parent Survey Results

92 THANK YOU 1. Number Talk 2. Re-Engagement 3. Exploration Year Check-In and Parent Survey 4. Assessment Check-in 5. Next Steps

93 Math Lead Meeting May 23, 2016

94 Welcome (Parent Committee Members) Please sign in

95 Purpose To generate a recommendation on the elementary math curricula for the pilot phase during the school year

96 Outcomes By the end of this meeting, participants will: Hear the remaining report of the curricula reviewed in the Exploration phase Understand the data and process that led to our finalist list Understand next steps

97 Norms Start on time. Be fully present. Express disagreement with ideas not individuals. Be respectful of airtime. Listen to each other. Welcome contributions from all team members.

98 Agenda 1. Meeting start ups 2. Parent Introductions 3. Highlights of each curricula explored (continued) 4. February Parent Input Summary and Parent Input Box 5. Exploration survey results 6. Curricula: secondary pilot selection 7. Finalist - Discussion

99 Parent introductions Please share your name and a brief account about why you re committed to this work.

100 Summaries of Curriculum Exploration Findings (cont d): Share key advantages and disadvantages that emerged through the exploration. Please limit sharing to 3 minutes per poster.

101 Parent Input Summary Results - Highlights Nearly 950 parents responded Top 3 Math Goals for their elementary age children Develop a confident math mindset Make sense of problems and persevere in solving them Enjoy Math Top 3 Valuable Components of Math Learning Quality of Teacher Preparation/ Instruction Small Group Instruction Problem solving Opportunities 48% of respondents have heard of Common Core but do not know the specifics

102 Exploration Survey Results

103 Clarifying questions..?

104 Our Recommendation and Rationale 1. Choice 1 2. Choice 2 3. Choice 3

105 Reflection Find a partner and share your thoughts - Appreciations? - Questions? - Concerns?

106 Questions for clarification or things we should consider..?

107 Math Adoption Committee Next Step First Meeting Math Pilot and Adoption Committee August 29, 3:30-5:00 pm

108

109 Parent Learning Session Math Adoption Committee April 27, 2016

110 Introduction Introductions Your Name School Affiliated With Career Why Do you Love Math and how do you see yourself as a strong math advocate? Who was most influential and impactful in terms of your confidence in learning math?

111 Agenda Introduction Number Talk New CCSS Math Standards Shifts- What? Math Practice Standards - New Exploration Year

112 Dot Talk / Number Talk

113

114

115

116 5 x 18

117 How To Read the Standards Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

118

119 Key Shifts in Math CCSS K-12 Standards include Content and Practice Standards Focus on fewer topics Coherence: Linking topics and thinking across grades Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity. Eight Math Practice Standards

120 Focus Two Levels of Focus 1. What is in/what is out 2. Shape of the content that is in - In grades K 2: Concepts, skills, and problem solving related to addition and subtraction - In grades 3 5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions

121 Coherence Link topics and thinking across grade levels The standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years

122 Rigor Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades. - Conceptual understanding - Procedural skills and fluency - Application

123 K- Domains of Math Standards Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

124 Grades 1-2 Domains of Math Standards Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

125 3-5 Domains of Math Standards Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations in Fractions Measurement and Data Geometry

126

127

128 How Do Teachers Engage Students in Mathematical Practices? Initiating think, pair-share - 1 and 3 Showing thinking in the classroom - 3 and 6 Questioning and wait time - 1 and 3 Engaging problems - 1, 2, 3, 4, 5, and 8 Using questions and prompts - 4 and 7 Allowing students to struggle - 1, 4, 5, 6, and 7 Encouraging reasoning - 2, 6, 7, and 8

129 Parent Survey Results - Highlights Nearly 950 parents responded Top 3 Math Goals for their elementary age children Develop a confident math mindset Make sense of problems and persevere in solving them Enjoy Math Top 3 Valuable Components of Math Learning Quality of Teacher Preparation/ Instruction Small Group Instruction Problem solving Opportunities 48% of respondents have heard of Common Core but do not know the specifics

130 Exploration Year Goals and Rationale Timeline Parameters Exploration Document

131 Goal and Rationale Goal: This exploration year s primary focus will be for sites to explore a variety of Common Core State Standards (CCSS) aligned math curricula. This collaborative exploration will strengthen teacher understanding and instructional strategies in relation to the CCSS and build a cohesive teacher leadership group that will recommend 2-3 curricula that are worthy of a formal pilot during the school year. Rationale: In order to identify 2-3 curricula worthy of a pilot, it is required that a PAUSD teacher leadership team form and develop a deep understanding of the Common Core State Standards in both the knowledge and the application of math content and practices. This will also give all PAUSD classroom teachers a deeper understanding of the CCSS as they explore the new materials. A year of exploration also provides our district with more time and flexibility to prepare to begin the pilot phase. Following this year of exploration, the formal pilot process will begin at the start of the school year.

132 Exploration Year Exploration Year vs Pilot Year Pilot Year When Who What How Goal Teachers, Math Leads, administrators Openly explore a variety of CCSS aligned materials School sites choose from a variety of curricula to explore Narrow curricula to 2-3 options for the formal pilot Teachers, Math Leads, administrators, community members, board members Focused, in-depth, highly organized pilot of 2-3 curricula Formal pilot schedule 2-3 curricula Make a recommendation for a formal adoption to the PAUSD Board of Education

133 Math Love-Not War