michigan mathematics coordinators and consultants ncsm update october, 2011 ingham isd...
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Michigan Mathematics Coordinators and Consultants NCSM Update
October, 2011Ingham ISD
National Council of Supervisors of Mathematics
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CCSS Resources From NCSMwww.mathedleadership.org
Illustrating the Standards for Mathematical Practices
CCSS Curriculum Analysis Toolkit
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CCSS Resources From NCSMwww.mathedleadership.org
Illustrating the Standards for Mathematical Practices
CCSS Curriculum Analysis Toolkit
Illustrating the Standards for Mathematical Practice
National Council of Supervisors of MathematicsCCSS Standards of Mathematical Practice
Slide 5
NCSM Resources: PD
Session titles refer to ready to use professional development module. The modules support the exploration of two or more of the CCSS Mathematical Practices. The sessions are:
– designed to help teachers deepen their understanding of the practices and implement them in their classrooms
– situated in classroom practice, – anchored by a high demand mathematics task, – presented in power point format with slide annotations on the
Notes pages to support facilitation– 1.5 to 3 hours in length,– designed to be used individually or in combination
National Council of Supervisors of MathematicsCCSS Standards of Mathematical Practice
Slide 6
Professional Development Design
Each module/session:– Focuses on two or more
of the practices– Provides an exploration
to guide deeper understanding of the practices
– Includes opportunities to support the transfer of new ideas into classroom practice
www.InsideMathematics.org
Inside mathematics has resources for:– Classroom Teachers– Mathematics Coaches– School Principals
Including: Mathematics Tasks & Lessons Classroom Video Sample Student Work Rubrics Teacher Reflections and More….
National Council of Supervisors of MathematicsCCSS Standards of Mathematical Practice
Slide 8
Currently Available from NCSMwww.mathedleadership.org
Illustrating the Standards for Mathematical Practice Modules
1. An Introduction and Overview 2. Reasoning about Problems and Unpacking
Others’ Reasoning3. Mathematical Modeling and Constructing
Viable Arguments
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CCSS Resources From NCSMwww.mathedleadership.org
Illustrating the Standards for Mathematical Practices
CCSS Curriculum Analysis Toolkit
Question: How do you pick a textbook when everything … including the latest version of McGuffey’s Reader (1836), promises to be aligned to the Common Core?
Textbook Section
Answer: Ignore the stickers and use the CCSSO Mathematics Curriculum Analysis Toolkit!
CCSSO Mathematics Curriculum Analysis Toolkit
The toolkit includes: • A professional development powerpoint
designed to ensure that reviewers are familiar with the three tools to be used in analyzing mathematics curriculum materials
• Tool 1—Mathematics Content Alignment
• Tool 2—Use of Mathematical Practices• Tool 3—General Overarching Issues
Financial Support for theCurriculum Analysis Toolkit
Brookhill Foundation (Kathy Stumpf)Texas Instrument (through CCSSO)
In addition to the three alignment tools, the Toolkit includes:
Introduction and Overview to the ToolkitUsers GuideSuggested Professional Development Agendas
Development Team
William S. Bush (chair), Mathematics Educator, University of Louisville, Kentucky
Diane Briars, President, National Council of Supervisors of Mathematics, Penn Jere Confrey, Mathematics Educator, North Carolina State University Kathleen Cramer, Mathematics Educator, University of Minnesota Carl Lee, Mathematician, University of Kentucky W. Gary Martin, Mathematics Educator, Auburn University, Alabama Michael Mays, Mathematician, West Virginia University Valerie L. Mills, Supervisor, Mathematics Education, Oakland Schools, MI Fabio Milner, Mathematician, Arizona State University Suzanne Mitchell, Mathematics Educator/Administrator, Executive Director of
the Arkansas STEM Coalition Thomas Post, Mathematics Educator, University of Minnesota Robert Ronau, Mathematics Educator, University of Louisville, Kentucky Donna Simpson Leak, Superintendent, Rich Township High School District 227,
IL Marilyn Strutchens, Mathematics Educator, Auburn University, Alabama
Development Team
William S. Bush (chair), Mathematics Educator, University of Louisville, Kentucky
Diane Briars, President, National Council of Supervisors of Mathematics, Penn Jere Confrey, Mathematics Educator, North Carolina State University Kathleen Cramer, Mathematics Educator, University of Minnesota Carl Lee, Mathematician, University of Kentucky W. Gary Martin, Mathematics Educator, Auburn University, Alabama Michael Mays, Mathematician, West Virginia University Valerie L. Mills, Supervisor, Mathematics Education, Oakland Schools, MI Fabio Milner, Mathematician, Arizona State University Suzanne Mitchell, Mathematics Educator/Administrator, Executive Director of
the Arkansas STEM Coalition Thomas Post, Mathematics Educator, University of Minnesota Robert Ronau, Mathematics Educator, University of Louisville, Kentucky Donna Simpson Leak, Superintendent, Rich Township High School District 227,
IL Marilyn Strutchens, Mathematics Educator, Auburn University, Alabama
Tool Development Process
• Development Team formed in October 2010• First version of tools developed in November
2010• Initial drafts of tools piloted with groups of
elementary middle, and high school teachers in December 2010
• Tools revised based on these pilots• Tools reviewed by postsecondary
mathematics educators, mathematicians, and public school administrators nationally in January 2011
• Tools revised based on input from these reviewers to obtain final versions in April 2011
Strategic Decisions
• Complete the analysis in grade band groups: K-2, 3-5, 6-8, and 9-12
• Focus on the structure of the CCSS, in particular direct attention toward content “trajectories” of related topics across grade bands (e.g., addition/subtraction, fractions, solving equations, quadrilaterals)
• Recommend analyzing the alignment for only a subset of content standards
• Allow ONLY the use of the primary student textbook and the Teachers edition when reviewing the materials
Tool 1: Content Analysis
The purpose of Tool 1 is to: • Determine the extent to which the content
standards are included in the mathematics textbook materials (Balance of Skills and Concepts)
• Determine the extent to which content standards are sequenced appropriately across grade levels in the mathematics textbook materials
Tool 1: K-5 Mathematics Content
• Two-Dimensional Geometry for Grades K-2
• Two-Dimensional Geometry for Grades 3-5• Place Value and Base 10 Concepts for
Grades K-2• Place Value Concepts for Grades 3-5• Addition and Subtraction for Grades K-2• Multiplication and Division for Grades K-5
Tool 1: 6-8 Mathematics Content
• Ratios and Proportional Relations
• Expressions and Equations
• Geometry
• Statistics and Probability
Tool 1: 9-12 Mathematics Content
• Reasoning with Equations
• Interpreting Functions
• Similarity and Trigonometry
• Interpreting Categorical and Quantitative
Data
Tool 2: Mathematical Practices
The purpose of tool 2 is to determine the extent to which the mathematics textbook materials reflect and involve students in the Mathematical Practices
Tool 2: Mathematical Practices
Look for multiple ways in which the Practices are seen within the textbook materials:• To what extent do the materials demand that students engage in
the Standards for Mathematical Practice as the primary vehicle for learning the Content Standards? (Mathematical Practices Content)
• To what extent do the materials provide opportunities for students to develop the Standards for Mathematical Practice as “habits of mind” (ways of thinking about mathematics that are rich, challenging, and useful) throughout the development of the Content Standards? (Content Mathematical Practices)
Tool 2: Mathematical Practices
Look for multiple ways in which the Practices are seen within the textbook materials:• To what extent do accompanying assessments of student
learning (such as homework, observation checklists, portfolio recommendations, extended tasks, tests, and quizzes) provide evidence regarding students’ proficiency with respect to the Standards for Mathematical Practice?
• What is the quality of the instructional support for students’ development of the Standards for Mathematical Practice as habits of mind?
Tool 3: Overarching Considerations
The purpose of tool three is to consider the ways in which instructional materials treat the overarching issues of
– Equity/Diversity/Access,– Formative Assessment, and– Technology
The reviewer is encouraged to consider the extent to which these variables support the teaching of Mathematics Core Content and Practices.
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Mathematics Assessment Project (MAP)http://map.mathshell.org.uk/materials/
• 20 ready-to-use Lesson Units for Formative Assessment for high school. cross referenced to CCSS content and practices standards. (Ultimately 20 per grade 7-12)
• Draft summative assessments, aimed at “College- and Career-Readiness,” presented in two forms: (1) a Task Collection with each task cross-referenced to the CCSS, and (2) a set of Prototype Test Forms showing how the tasks might be assembled into balanced assessments.
• Professional development modules are under development
Supporting Mathematics Coaches
Coaches Corner Resources on the NCSM website, and in the Newsletter and Journal
Elementary Mathematics Specialists and Teacher Leader Project (Skip Fennell) : http://www.mathspecialists.org/This Worked!