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11. What do we want students to learn? The Role and Implications of the New Standards Building Leadership Team Training February 2011

12. Group NormsRESPECT • Rejoin whole group when signaled • Everyone participate • Side conversations to a minimum • Prepared for meeting • Expect to be here and present in the work • Cell phone and other electronics etiquette • Two feet rule

13. The Role and Implications of the New Standards

14. The Role and Implications of the New Standards Information Flow

15. The Role and Implications of the New Standards Walkaways from Last Meeting…

16. The Role and Implications of the New Standards FLASHBACKS

17. The Role and Implications of the New Standards Why new standards and other changes now? • If you were a legislator and saw the following, what might you assume or conclude? • ACT data for KY students • 40% met college ready expectations for reading • 16% met college readiness for science • Less than 21% met readiness for college-level algebra • The number of students needing non-credit remedial courses in college has increased over the past decade. The number of students who cannot use their KEES money in the second year of college has been around 50% for a few years. They cannot use the KEES because they cannot maintain the g.p.a. required.

18. Why should we be concerned? • As Principals and Leaders in your buildings, what can you conclude from the following statistics? • In Oldham County, Kentucky: • 774 Graduates • 441 met ACT benchmarks for college readiness • That means 57% of our students are considered to be “college ready.”

19. The Role and Implications of the New Standards Why new standards and other changes now? Readiness is a major concern. Not just for college…for career, too.

20. The Role and Implications of the New Standards

21. The Future…Vision: Critical and Directional When he or she graduates from OCS, what knowledge, skills, understandings and dispositions should we have equipped him or her with?

22. The Future…Vision: Critical and Directional

23. The Future…Vision: Critical and Directional DISTRICT, SCHOOL, AND CLASSROOM COMMITMENTSTeachers in every Oldham County classroom provide an instructional program based on the five essential areas listed below: Rigorous Curriculum--What do students need to learn? Student Engagement in Learning--How will we engage them so they learn best? Continuous Assessment --How will we know when they have learned? Intervention--What will we do when they have not learned? Enrichment and Acceleration--What will we do when they have already learned?

24. The Role and Implications of the New Standards Remember it’s about the child in the chair, not the checklist of standards!!

25. Roadmap for Today Geometry-What Was, What Is Very Important Points-Standards for Mathematical Practices Math Content- Changing! Math Practices-GRR Wrap Up

26. Two Key Components of Kentucky Core Academic Standards (KCAS) for Mathematics

28. Goal for Today Help you begin to make sense of these practices.

29. Why are these critical?

30. Research suggests Students learn best when they develop both conceptual understanding and procedural skills. National Research Council, 2001

31. First Steps in the Implementation of New Math Standards

32. So . . . what are the Standards of Mathematical Practice (SMP)? The mathematical skills, knowledge and insights that students learn to independently use as they work to show that they “get it”

33. What do the Standards for Mathematical Practice (SMP) really mean?

34. The Role and Implications of the New Standards Standards for Mathematical Practice Remember we want the students to develop these skills. OBJECTIVES of these activities: To help you make meaning of the mathematical practices. To give you the opportunity to experience tasks that exhibit the mathematical practices. Reduce your apprehension about the mathematical practices.

35. The Role and Implications of the New Standards Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. “Don’t just do something, stand there.” Try, try again.

36. #1 – revision to your understanding? E/I: There are 20 students in the room. Each student needs 2 different math problems to work on. If the teacher has 25 different problems, how many more problems are needed? Write how you could find the answer to this question. M/H: The basketball coach requires at least 8 passes before attempting a shot at the basket. How many different order of passes are there? Describe a strategy that you could use to determine the number of different orders.

37. The Role and Implications of the New Standards Standards for Mathematical Practice 2. Reason abstractly and quantitatively. “You will need 31 remainder 12 busses to transport the soldiers.”

38. #2 – revision to your understanding? E/I: Jan has 23¢. You don’t know how many coins she has but give as many different sets of coins that equal 23¢ as you can think of. M/H: The ski lift moves at a rate of 350 feet per minute. Determine the speed in miles per hour.

39. The Role and Implications of the New Standards Standards for Mathematical Practice 3. Construct viable arguments and critique the reasoning of others.

40. #3 – revision to your understanding? E/I: You are to explain how to find the number of pizzas needed to feed your class. You will listen to the explanations of the other students on your team and decide which methods work to answer the question. M/H: You are to determine if these two expressions are equal: (x + 3)2 and x2 + 32. You will present your argument and listen to the reasoning of the other students in your group. Once everyone has presented, you will decide if your argument is viable.

41. The Role and Implications of the New Standards Standards for Mathematical Practice 4. Model with mathematics.

42. #4 – revision to your understanding? E/I: Use more than one visual representation to compare the fractions 3/4 and 5/6. M/H: There is a relationship between degrees Fahrenheit and degrees Celsius. Show this relationship in more than one way.

43. The Role and Implications of the New Standards Standards for Mathematical Practice 5. Use appropriate tools strategically.

44. #5 – revision to your understanding? E/I: Select the correct tool to determine your height in inches. M/H: Select the appropriate method to compare the graphs of these equations: y = 3x + 4; y = 2x - 5; y = x2 + 4; and y = 2x2 – 4.

45. The Role and Implications of the New Standards Standards for Mathematical Practice 6. Attend to precision. “You will need 31 remainder 12 busses to transport the students.”

46. #6 – revision to your understanding? E/I: Construct a graph using collected data. What story does your graph tell? How will others know? M/H: You are to graph the relationship between years of experience and salary. Choose appropriate scales and labels for the x-axis and y-axis.

47. The Role and Implications of the New Standards Standards for Mathematical Practice 7. Look for and make use of structure.

48. #7 – revision to your understanding? E/I: Explain how you might make adding 17 and 13 into a simpler problem. M/H: Explain how you could find the vertex of the parabola, given the equation: y = 2(x – 3)2 + 5.

49. The Role and Implications of the New Standards Standards for Mathematical Practice 8. Look for and express regularity in repeated reasoning.

50. #8 – revision to your understanding? E/I: Add these odd numbers: 3 + 5 1 + 7 5 + 9 11 + 3 What do you notice about all of the answers to these problems? Do you think this is always true? M/H: Multiply these numbers: (-3)(-3)(-3) (-4)(-5)(-7) (-2)(-4)(-3) (-5)(-3)(-4) What do you notice about the sign of the products? Do you think this is always true?