High School Mathematics Department Chairpersons Meeting November 17, 2011 Presented by the Office of Curriculum, Instruction and Student Support Dewey GottliebStacie Kaichi-Imamura Educational Specialist for MathematicsMathematics Resource Teacher Inform Learn Stimulate Provoke Plan Inspire My Intentions HIDOEs Strategic Plan July 2011 June 2018 RTTT Action Plan Data for School Improvement Longitudinal Data System Using data to inform instruction Common Core Standards Career & College Ready Diploma Standards-based instruction Formative Assessments Interim Assessments Summative Assessments STEM Systems of Support to enable schools to do their best work HIDOE is working collaboratively with 30 other states to design and implement an assessment system aligned to the Common Core State Standards SY : SBAC assessments to be administered for grades 3-8 and 11. HIDOEs transition plan for implementing the CCSS was developed in response to SBACs work plan and timelines SMARTER Balanced Assessment Consortium BOE Policy 4540 Class of 2016: 3 credits of mathematics (Algebra I and Geometry required) High school mathematics courses Modeling Our World I & II Review of ACCN to recommend addition or deletion of courses. Implications for High School Mathematics MOW IA/IB Supplement to Algebra I (intent is for students to enroll concurrently) Content based on the CCSS for High School Mathematics (focus on MODELING) Not a replacement of pre-algebra or a basic skills review course Counts toward one of the 3 mathematics credits required for a diploma Modeling Our World Courses MOW IIA/IIB A Bridge to Algebra II course Content based on the CCSS for High School Mathematics (focus on MODELING) Counts toward one of the 3 mathematics credits required for a diploma Modeling Our World Courses All children, regardless of differences in ethnic background and socioeconomic status have the capacity to learn and succeed at high levels. Mathematics classrooms should be characterized by a caring environment, active engagement, inquiry, and a culture that promotes dialogue and a willingness to learn from ones mistakes. Fundamental Beliefs It is the responsibility of all mathematics teachers to ensure that students are provided with meaningful learning opportunities that promote academic success, self-efficacy, personal growth, and an appreciation for the utility and beauty of mathematics that will inspire students to view the continued study of mathematics as a worthwhile pursuit. Who did this for you? Fundamental Beliefs Transition from HCPS III to the Common Core August 2011 June 2014 NON-tested grade levels Grades K-2 & Algebra II Instruction aligned to the CCSS Algebra II to continue to use the ADP standards Tested grade levels Grades 3-8, Algebra I and Geometry Instruction and the HSA blueprint aligned to HCPS III Incorporation of the CCSS into classroom instruction and SBAC field test All Grade LevelsCCSS Mathematical Practices Encouraging these practices in students of all ages should be as much a goal of the mathematics curriculum as the learning of specific content (CCSS, 2010). 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. The Standards for Mathematical Practices Standards for Mathematical Practice Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Make sense of problems and persevere in solving them. Explain the meaning of the problem to themselves Look for entry points Analyze givens, constraints, relationships, goals Make conjectures about the solution Plan a solution pathway Consider analogous problems Try special cases and similar forms Monitor and evaluate progress, and change course if necessary Check their answer to problems using a different method Continually ask themselves Does this make sense? #1: Mathematically Proficient Students Gather Information Make a plan Anticipate possible solutions Continuously evaluate progress Check results Question sense of solutions -- Ellen Whitesides (University of Arizona, Institute for Mathematics and Education). Presentation to the CCSSO Mathematics SCASS, November Reason abstractly and quantitatively. #2: Mathematically Proficient Students Decontextualize Represent as symbols, abstract the situation Contextualize Pause as needed to refer back to situation x x P 5 Mathematical Problem Construct viable arguments and critique the reasoning of others. #3: Mathematically Proficient Students Use assumptions, definitions, and previous results Make a conjecture Build a logical progression of statements to explore the conjecture Analyze situations by breaking them into cases Recognize and use counter examples Whitesides, E. (2011). The CCSS Mathematical Practices. Presentation at the CCSSO Mathematics SCASS meeting, November 2011). Justify conclusions Respond to arguments Communicate conclusions Distinguish correct logic Explain flaws Ask clarifying questions Model with mathematics. #4: Mathematically Proficient Students Problems in everyday life Mathematically proficient students make assumptions and approximations to simplify a situation, realizing these may need revision later interpret mathematical results in the context of the situation and reflect on whether they make sense reasoned using mathematical methods -- Ellen Whitesides (University of Arizona, Institute for Mathematics and Education). Presentation to the CCSSO Mathematics SCASS, November 2011. Use appropriate tools strategically. #5: Mathematically Proficient Students Proficient students are sufficiently familiar with appropriate tools to decide when each tool is helpful, knowing both the benefit and limitations detect possible errors identify relevant external mathematical resources, and use them to pose or solve problems Attend to precision. #6: Mathematically Proficient Students communicate precisely to others; use clear definitions state the meaning of the symbols they use specify units of measurement label the axes to clarify correspondence with problem calculate accurately and efficiently Express answers with an appropriate degree of precision Comic: -- Ellen Whitesides (University of Arizona, Institute for Mathematics and Education). Presentation to the CCSSO Mathematics SCASS, November Look for and make use of structure. #7: Mathematically Proficient Students look closely to discern a pattern or structure step back for an overview and shift perspective see complicated things as single objects, or as composed of several objects Look for and express regularity in repeated reasoning. #8: Mathematically Proficient Students notice if calculations are repeated and look both for general methods and for shortcuts maintain oversight of the process while attending to the details, as they work to solve a problem continually evaluate the reasonableness of their intermediate results -- Ellen Whitesides (University of Arizona, Institute for Mathematics and Education). Presentation to the CCSSO Mathematics SCASS, November 2011. Please take about the next 13 minutes to complete the mathematical tasks. Pay close attention to and note your own mathematical thinking as you work. Lets do some math! In order to create meaningful courses that teachers will be excited to teach and students will be engaged, lets think about. What are barriers to success in Algebra I? How can we better prepare and motivate students to be successful beyond Algebra I? Your feedback will inform the development of the MOW courses. Focus Group Interviews: We want your thoughts Inform Learn Stimulate Provoke Plan Inspire My Intentions The CCSS for Mathematics compel a change in the culture of traditional mathematics classroom. In the typical mathematics classroom students are too busy covering content to be engaged with mathematics. A shift in perspective Mediocre mathematics achievement and unacceptably stark achievement gaps are the symptoms not the problem. If we conceive of it as an achievement gap, then its THEIR problem or fault. --Steve Leinwand (Presentation at the Association of State Supervisors of Mathematics, April 2011) A shift in perspective Alternatively, it is a system failure, the heart of which is modal instruction that fails to provide adequate opportunity to learn, that is the problem. If we conceive of it as an instruction gap, then its OUR problem or fault. And OUR responsibility to fix! --Steve Leinwand (Presentation at the Association of State Supervisors of Mathematics, April 2011) A shift in perspective --Steve Leinwand (Presentation at the Association of State Supervisors of Mathematics, April 2011) Were being asked to do what has never been done before: Make math work for nearly ALL kids and get nearly ALL kids ready for college. There is no existence proof, no road map, and its not widely believed to be possible. Lets be clear --Steve Leinwand (Presentation at the Association of State Supervisors of Mathematics, April 2011) When most of our efforts work for only 30% - 40% of our students Weve got work to do! Lets be clearer A shift in perspective Year Number of HS Grads Enrolled at UHCCs Number Enrolled in Developmental or Remedial Mathematics Percent Enrolled in Developmental or Remedial Mathematics 20083,3791, % 20072,2081, % 20062,5891, % Source: University of Hawai`i Institutional Research Office, Hawaii Public High School Graduates Enrolled in Remedial and/or Developmental Classes at the University of Hawai`i Community Colleges (February 2009) A shift in perspective Percent of Hawaii DOE Graduates Enrolled in Remediation-level Courses in the University of Hawaii system* *Source: Hawaii P-20 Partnerships for Education College and Career Indicators Report Dr. Mitchel Anderson, UH-Hilo Dr. Diane Barrett, UH-Hilo Dr. Monique Chyba, UH-Manoa Another perspective Mathematics as a tool for making informed, well-reasoned decisions. Promoting the Mathematical Practices Lets discuss MP #3 and MP #4 a little more deeply. If the MP is the effect that we want to bring about (i.e., see students exhibiting), what must we consider when designing learning experiences to cause that result? What does this mean for the grades that I teach? Algebra II End-of-Course Exam Testing window: May 7-13, 2012 Standards Toolkit Website Resources and webinars Good Idea GrantAdditional Updates Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST)Nominate an outstanding grades K-6 teacher Additional Updates Upcoming PD opportunities: ADP Algebra II EOC Exam (Pearson trainers) Workshops scheduled January 9-13, Diane Barrett, Mitch Anderson, Bob Pelayo (UH- Hilo) Workshops to be planned in spring and summer focusing on Algebra II and the CCSS Additional Updates Upcoming PD opportunity: Dan Meyer March End of June End of July Video: Math Class Needs a MakeoverAdditional Updates