Standards for mathematical practice

1. PROFESSIONAL COLLABORATION FOR CALIFORNIA CCSS: Beaumont Unified School District Brian Wood, Director of Assessment & Accountability Lora Roman, Instructional Coach Standards for mathematical practice

2. Who are we? Pieces of the Puzzle

3. Who are we… • The Beaumont Unified School District, located in Riverside County at the convergence of the Interstate 10 and Highway 60 freeways, serves approximately 8,800 TK-12 students • Six TK-5 Elementary Schools • Two 6-8 Middle Schools • One Traditional High School & One Alternative High School • Large Adult Ed Program Pieces of the Puzzle

4. Our district has experienced tremendous growth over the last 11 years due to new home construction. About Beaumont Unified

5. About Beaumont Unified Major Subgroups

6. About Beaumont Unified Beaumont Unified is one of two Riverside County unified districts NOT in Program Improvement

7. District Goals • District Goal One: • ALL students in our district five years or longer will achieve Proficient or Advanced in core subjects as measured by CST. •  District Goal Two: • ALL English learners will be reclassified within five years as measured by the district reclassification criteria. The complete picture in mind

8. Funding • Focused on District goals 1 & 2 despite fiscal challenges • Use of Federal Categorical Funds including Title I, II, and III to fund instructional coaches and release time for teachers • Alignment of LEA plan and School Site Plans to dedicate funding • Collaboration with stakeholders, especially the teachers’ association, to maintain initiative The complete picture in mind

9. Instructional Leadership Council (ILC) • What is it? Coming Together

10. Instructional Leadership Council (ILC) • Who is involved? Coming Together

11. Instructional Leadership Council (ILC) • How is it structured? Coming Together

12. Instructional Leadership Council (ILC) • When does it take place? Coming Together

13. Activities Supporting Standards Ownership • Leadership • Effective Instructional Practices • The Standards • Time to Design The Right Fit

14. School Leadership that Works, Marzano Learning by Doing, Dufour Managing Transitions, Bridges Leadership Component

15. Professional Learning Communities All Stakeholders Communication Accountability Professional Learning PLCs are the vehicle, or umbrella, for leaders to disseminate the information by presenting, coaching, facilitating, and consulting.

16. 21st Century Classroom Instructional Practices critical thinking communication Standards and Assessments Curriculum and Instruction Professional Learning Learning Environments RELEVANCE collaboration RIGOR creativity technology RELATIONSHIP media information life and career skills

17. Student Centered vs. Teacher Centered Instructional Practices Passive Learning ActiveLearning adapted from Ntl Institute for Applied Behavioral Science (n.d.)

18. Rigor and Relevance Framework™ Instructional Practices

19. High Rigorand Relevance Framework ™ (Application Model) Evaluation Synthesis Analysis Application Comprehension Knowledge & Awareness 6 C: Assimilation Analyze, appraise, characterize, classify, compare, contrast, choose, construct, deduce, diagram, distinguish, examine, organize, outline, relate, research, rewrite, separate D: Adaptation Assess, argue, debate, design, develop, differentiate, discriminate, integrate, invent, judge, justify, make, perform, plan, predict, prioritize, produce, propose, prove, rank, rate, select 5 4 3 A: Acquisition Count, define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, sequence, tell, write, conclude, discuss, explain, generalize, illustrate, tell, review B: Application Conclude, demonstrate, discuss, explain, generalize, interpret, paraphrase, predict, report, restate, summarize, tell, apply, change, compute, dramatize, interview, prepare, produce, role-play, select, show, transfer, use 2 1 123 4 5 Apply to real-world unpredictable situations Apply to real-world predictable situations Knowledge in one discipline Apply in one discipline Apply Across disciplines

20. Webb’s Depth of Knowledge (DOK) Instructional Practices

21. Fixed vs. Growth Mindset • Promote learners’ beliefs about their own intelligence (growth mindset vs. fixed mindset). Instructional Practices adapted from Briars (2011) Intensified Algebra

22. “Crosswalk” Analysis Learning Progression Application of Writing Standards Alignment with Current Adopted Curriculum Performance Tasks Instructional Enhancements The Standards

23. Concept by Subject Activity • Activity to Highlight CCSS Literacy and SMP • Promotes Discussion • Enlightens Participants Activity example

24. Concept by Subject Students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

25. Part 1 – (10 Minutes) Facilitator: Please read each bulleted item (on the yellow sheet provided) one at a time, and pause to allow group members to identify the subject where the concept most often is instructed. Recorder: Write the subject your group identified next to the bullet. Time Keeper: Make sure the bullet reading and discussion for each bullet takes no more than one minute. Part 2 – (3 Minutes) Facilitator: After all nine of the bullets have been read and discussed as described in Part 1, your school will identify two bullets and answer the two guiding questions with the entire group. Recorder: You will write answers / jot ideas in response to the two guiding questions on the reverse of the yellow sheet. Part 3 – (2 Minutes) Spokesperson: You will share out with the group. Concept by Subject Activity

26. Standard for Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or readthe arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. • Students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

27. Planning for Dissemination Time to design

28. After action Review (AAR) • What we set out to do for CCSS • Completed • Successes • Barriers • Addressing the barriers

29. TK-5 CCSS Implementation • Middle School Math CCSS Implementation • Instructional Rounds in Education • Monitor Implementation • Addressing the 21st Century Classroom • Wireless Infrastructure • Promethean Board • Chrome Books • Bring Your Own Device (BYOD) • Google Environment • Learning Management System • Illuminate (Data Management System) At the Core

30. Expanding the Capacity for Leadership District to Facilitate Professional Learning Opportunities Full Implementation 2014-2015 College and Career Readiness Future Vision

31. We are all unique and at different places in implementation, but at our core… we all have the common goal of educating the future. Thank You

32. Briars, J. L. & Briars, D. (2011). Algebra Intensification: Research-Based Interventions. (pdf 3.7 mb) Bridges, W. (1991). Managing Transitions: Making the most of change. Reading, Mass: Addison Wesley. Calvin & Hobbes retrieved from http://ramanju.blogspot.com/2009/10/mindsets-nature-vs-nurture.htmll. June 6, 2013 City, E. A., Elmore, R.F., et al. (2010). Instructional Rounds in Education. Cambridge, Massachusetts: Harvard Education Press Commoncore.org. Link for CCSS Resources DuFour, R., DuFour, R., et al. (2006). Learning By Doing. Bloomington, IN: Solution Tree Press. Dwek, C. (2006) Mindset. New York City, New York: Random House. Hess, K. (2009). Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited. (Khess@nciea.org) From Webb’s Depth of Knowledge Levels Learning Pyramid Graphic. Adapted from NTL Institute for Applied Behavioral Sciences. Retrieved from http://www2.sunysuffolk.edu/joshiv/handouts/PDF/Learning+pyramid.pdf June 6, 2013 Marzano, R.J., Waters, T. & McNulty, B.A. (2005). School Leadership that Works. Alexandria, VA: ASCD. Rigor and Relevance Framework (International Center for Leadership in Education), retrieved from http://www.leadered.com/pdf/R&Rframework.pdf on June 6, 2013 Riverside County Office of Education http://www.rcoe.k12.ca.us/ 21st Century Classroom. Retrieved from http://theconnectedclassroom.wikispaces.com/Classroom. June 6, 2013 Resources