Growing Mathematical Minded Students

1. Growing Mathematical Minded Students Supporting Math Teachers to Grow Students

2. Reflecting on Current Practice • Questions for administrators and teachers Hand Out

3. Your Task: • Independent Work: Respond to the questions on the Principal and Administrator Reflection. • Table Talk: Discuss your responses and ideas with others at your table.

4. SGG Criteria Hand Out 1 DISTRICT CEP The SGG is congruent with KCAS and appropriate for the grade level and content area for which it was developed. The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school. The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

5. Defining ENDURING Hand Out 1 Learning that • ENDURESbeyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom, • is worthy of embedded, course-long focus, • may be necessary for the next level of instruction.

6. Hand Out 1 Enduring Skills inKCAS - Mathematics Critical Areas-Where math practices are vehicles for reaching intent of standards.

7. Hand Out 1 Rigor & Comparability Comparability (of the assessments) • Agreement on what ‘meeting standards’ looks like when assessed • Assessments are comparable in terms of the criteria used to determine progress toward attainment of the standard Rigor (of the goal) • Congruency to the standards • Proficiency and growth components are defensible based on base-line data. DISTRICT CEP

8. Resources to Help 1. Illustrative Mathematics2.  Achieve the Core3.  Formative Assessment Lessons (Middle and High School)4.  Formative Assessment Lessons (Elementary)5.  PARCC Math Practice Assessments

9. Practice the Process: Is this goal ‘good enough’? Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least one level on the 3rd grade critical area standards mastery rubric and 80% of students will reach proficiency (level 4 on the rubric). What questions would you need to ask this 3rd grade teacher to determine if this goal is ‘good enough?

10. Third Grade Critical Area In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. (1) Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.

11. Which Standards? 1.OA.1, 1.OA.2 2.OA.3, 2.OA.4, 3.OA.1, 3.0A.2, 3.OA.3, 3.OA.4 3.OA.5, 3.OA.6, 3.OA.7 3.MD.7C, 3.MD.7D, 3.MD.7A, 3.MD.7B

12. Using Baseline Data to Create a Rubric

13. Developing the Rubric

14. Hand Out 2 Practice the Process: Using Baseline Data Your Task: Analyze the baseline data on the handout and the SGG you just read to determine if the growth and proficiency componentsof the goal are appropriate for the current data.

15. Revised StudentGrowth Goal Using the 8 standards for mathematical practice, all of my 3rd grade math students will develop their ability to understand multiplication and division conceptually over the course of the school year. All students will grow at least two levels on the 3rd grade critical area standards mastery rubric and 70% of students will reach proficiency (level 4 on the rubric).

16. Connections to CEPSample District-Determined Rules DISTRICT CEP

17. Connections to CEPSample District-Determined Rules HIGH DISTRICT CEP

18. Practice the Process: Determining Low, Expected, High Growth Rating Using the revised SGG, the sample district decision rules and district-designed matrix, make a determination for this teacher’s overall growth rating. (Reminder: These samples may or may not represent your district’s decision rules. The sample is designed to allow for an experience to apply data to a set of rules to determine an overall rating.) DISTRICT CEP

19. Practice the Process • Teacher’s Revised Growth Component of SGG: • Target: 100% of students grow at least 2 levels • Actual: 86% of students grew 2 or more levels • District Rule:

20. Practice the Process • Teacher’s Revised Proficiency Component: • Target: 70% of students reach level 4 (or 5) • Actual: 54% of students reached level 4 (or 5) • District Rule:

21. Practice the ProcessDetermining Overall SG Rating HIGH DISTRICT CEP

22. Online Resources: www.jennyray.net KDE’s PGES Resources Contact Information: Teresa Emmert Teresa.emmert@education.ky.gov