mathematics steering committee january 7,...
TRANSCRIPT
Mathematics Steering CommitteeJanuary 7, 2015
Trish Dunn, [email protected] Ferry, [email protected]
Kristine Hineman, [email protected] Srock, [email protected]
JORDAN
Special Thanks!• Jan Burnham – MISD Administrative Assistant
• Kim Hayden – Lake Shore Public Schools
• Brian Boudreau – MISD Distnace Learning Support
• All the substitute teachers in the county who make this possible
3
Team Introductions
AgendaBecause We’re HAPPY!!!Welcome and Agenda – Shout out to DistrictsRuth Anne Hodges – MDE Preparation for M-STEPBREAKM-STEP Professional OrganizationsMISD ProgramsLUNCHMath Instruction, 3-ACT Videos District Vertical Team Meetings
MISD Mathematics • Trish Dunn [email protected]
• Marianne Srock [email protected]
…..coming soon Kristine Hineman
• Debbie Ferry (retired 1/3)
Michigan Department of Education
Ruth Anne Hodges
Math Science Partnership Coordinator
Integrated Instructional Consultant
http://remc.adobeconnect.com/macombmamth/
M-STEP
A presentation for Macomb County Math Teachers
Information we know…• In June 2014 the Michigan Legislature required
the Michigan Department of Education (MDE) to develop a new test for spring 2015, creating a need to reduce a normal three-year test
• M-STEP (Michigan Student Test of Educational Progress) will be used to deliver a valid, reliable summative assessment measuring Michigan’s standards for 2014-15 school year.
Information we know…
• The M-STEP test replaces the 44-year-old MEAP test.
• The Spring 2015 assessment will include Michigan-developed content as well as content from the multi-state Smarter Balanced Assessment Consortium.
Spring 2015 M-STEP summative tests for grades 3-8 will include:
• As in previous years, English language arts (reading, writing and listening) and mathematics will be assessed in grades 3-8.
• To reflect current year testing, science will move from being assessed in grades 5 and 8 to grades 4 and 7, and social studies from grades 6 and 9 to being assessed in grades 5 and 8 to measure current year growth.
Spring 2015 M-STEP
• The Michigan Merit Examination (MME) in 11th grade consists of ACT Plus Writing (a college entrance exam) and WorkKeys (a work skills assessment) and the M-STEP summative assessments which will measure student growth in English language arts, mathematics, science, and social studies.
Measuring Student Growth• Student Growth Percentiles (SGPs) will be used
in place of Performance Level Change (PLCs)
• Student Growth Percentiles describe a students’s learning over time, compared to other students with equivalent prior test scores. SGPs are very useful and powerful way to understand student learning over time.
• Fairer to students of all performance levels
Preview the Assessment www.wbte.drcedirect.com/MI/portals/mi/ott1
• This will allow teachers and students to preview item types and system tools.
• It does not represent all of the ELA or Math standards that will be tested.
• A more complete M-STEP sample will be released in early 2015.
• Use Google Chrome to preview the assessment.
M-STEP Mathematics
• Components
• Computer Adaptive Test (CAT)
• Classroom Activity
• Performance Task (PT)
Classroom Activity• 30 minute scripted lesson presented to the
students.
• The lesson is delivered by a classroom teacher.
• It may occur the same day as the Performance Task (PT) or up to 3 days prior.
• The purpose of the activity is to expose students to the context and vocabulary of the PT.
Performance Task• A multi-item task administered online.
• Students are presented with several stimuli, and will respond to Technology Enhanced (TE) items, short Constructed Response (CR), and extended CR items.
• Administering the PT without the Classroom Activity is considered a testing irregularity.
Testing Schedule
Testing Session Timings
SBAC Portal
• Sample assessment items in binder SBAC
• www.smarterbalanced.org
• http://www.smarterbalanced.org/practice-test/
Preparing for M- STEP
• Group by Grade Level
• K-3, 4, 5, 6, 7, 8, 11
• M-STEP Bingo
• Achievement Level Descriptors with
• Action Plans for Low Performing Areas
One of education’s best kept secrets is that children will learn what we teach them.
Larry Lezotte
What is a TARGET?
• A “Target” is a cluster statement.
• As you look at the CCSSM for your grade level or subject, they are the bolded statements that appear as a heading with a list of standards below them.
Example – Grade 3• Number and Operations Base Ten ( NBT - Domain) • Target A Represent and solve problems involving multiplication
and division. – 3.OAA.1
– 3.OAA.2
– 3.OAA.3
– 3.OAA.4
• Target B Understand properties of multiplication and the relationship between multiplication and division.
Example – Grade 8• The Real Number System (N-RN Domain)
• Target A Know that there are numbers that are not rational and approximate them by rational numbers.
• 8.NS.A.1
• 8.NS.A.2
• Target B Work with radicals and integer exponents.
• 8.EE.A.1
• 8.EE.A.2
• 8.EE.A.3
• etc
Claim 1Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Grade LevelNumber of
Assessment Targets
3 114 125 116 107 98 1011 16
What is an ALD?
• ALDs – Achievement Level Descriptors
• Policy ALDs – are general descriptors that articulate the goals and rigor for the final performance standards supporting the overall claim.
• Content ALDs – in general, at what level (rigor) is the student understanding or interpreting the content based on the Claim.
What is an ALD?Range ALDs – are grade-and-content specific ALDs that may be used by test developers to write items that align to the cognitive and content rigor that has been defined within a particular achievement level
Threshold ALDs – defines the minimum performance required for meeting a particular achievement level expectations.
Mathematics Assessment • Claim 1: Concepts and Procedures
– Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency
• Claim 2: Problem Solving
– Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies
• Claim 3: Communicating Reasoning
– Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others
• Claim 4: Modeling and Data Analysis
– Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems
CCSS ALD DocumentGrade 3 Claim 1 Pgs. 1-4Grade 4 Claim 1 Pgs. 5-8Grade 5 Claim 1 Pgs. 9-12
Grades 3-5 Claims 2 & 4 Pgs. 13-14Grades 3-5 Claim 3 Pgs. 15-16
CCSS ALD DocumentGrade 6 Claim 1 Pgs. 17-20Grade 7 Claim 1 Pgs. 21-24Grade 8 Claim 1 Pgs. 25-28
Grades 6-8 Claims 2 & 4 Pgs. 29-30Grades 6-8 Claim 3 Pgs. 31-32
CCSS ALD Document
Grade 11 Claim 1 Pgs. 33-37
Grade 11 Claims 2 & 4 Pgs. 38-39Grade 11 Claim 3 Pgs. 40-41
FOCUS ON LEVEL 3 - • Grouped by grades, read Level 3 (Proficiency) for a specific Target.
Recall that the Targets are the Cluster Statements.
• Place a red, yellow, or green dot in the box determining where you feel your students are at this particular time
• If the dot is green – students are prepared for assessment items
• If the dot is yellow or red, write an Action Plan in the blank (be specific). Include implementation of the Mathematical Practices. You may wish to designate a person responsible for the Action Plan and a date the Action Plan is due.
• Example Action Plans are available in the room.
Examples of Action Plans
• Students will work problem 27 on page 318. They will use MP3 and construct a viable argument justifying their solution.
• Students will solve problem 15 on page 98. They will use MP6 and attend to precision in expressing the correct vocabulary for the geometric figures.
Examples of Action Plans
• Students will use MP4 and model the mathematics with multiple representations. They will explain their solution in terms of the context of the problem using a table, graph, and equation.
IN WEEKLY PLANNING
• Integrate SBAC and PARCC items in your instruction
Professional Organizations
Scot AcreTeacher in Warren Consolidated
SchoolsMacomb Mathematics Science
Technology [email protected]
Purposes:
1. Encouraging an active interest in mathematics
2. Providing a medium for exchange of ideas and facts related to the teaching of mathematics
3. Providing an on-going focus on new trends in mathematics education
4. Sustaining a program for improving mathematics instruction through such aids as meetings, website, scholarship, mini-grants, conferences, and a periodic publication
∗ Saturday, January 24th (8 AM – 2 PM)@ Wayne RESATeaching Mathematics to Students with Special Needs in the General EducationClassroom (Grades 6-12)
Upcoming events:
Pi Day CelebrationSaturday, March 14th 5:30PM-7:30PMBuddy’s in Farmington HillsTrivia contest (teams of 4)50/50 raffleSilent Auction of gift baskets
Upcoming events
∗ November 7th 2015: Annual Fall Conference
in conjunction with Metro Detroit Science Teachers Association at Cousino High School in Warren, MI
Upcoming events:
Christine Kincaid DeweyMCTM Recording [email protected]
Website:
www.mictm.org
Good News to Share:• Ongoing MCTM on-line book clubs – Next
book begins in February. Interested? Contact Kevin Dykema at [email protected]
• Planning for October 2015 Conference at MISD for teaching mathematics to students with disabilities. (MCTM & MCEC)
Good News to Share:• MCTM 66th Annual Conference &
Institutes will be held in Traverse City, MI July 28-30, 2015
Keynote: Steve Leinwand Institutes: July 28 Conference: July 29-30
Professional Organizations • NCTM – National Council of Teachers of
Mathematics
Trish Dunn, Member
http://www.nctm.org/
Professional Organizations
• NCSM – National Council of Supervisors of Mathematics
Marianne Srock, Secretary
www.mathedleadership.org
Coaches Corner
Principal Blog
Teaching Resources – Great Tasks
• Six years 2008-2014
• Face-to-face, online, and blended professional learning experiences involving units of study addressing the CCSSM in Algebra I, Geometry, and Algebra II.
• Involving over 1700 secondary mathematics teachers across 65 counties in Michigan.
• Sixteen (16) satellite locations.
www.emathsmi.com
EMATHS Teacher Significance in 8 of the 15 mathematical scales on Survey of Enacted Curriculum:
• Analyze Information p < .044• Make Connections p < .007 • Active Learning p < .008 • Active Teacher Engagement PD p < .002 • Coherent PD Program p < .006 • PD with Content Focus p < .002
EMATHS Content DataThe EMATHS interventions in both Algebra II and Geometry yielded significant change.
Group n p value t value
Geometry 395 < .01 -8.82
Algebra II 303 < .01 -9.09
MACOMB INTERMEDIATE SCHOOL DISTRICT
• Current Mathematics & Science Partnership project• Project IMPRINT – Improving Proportional Reasoning
Instruction through eNgineering Tasks (2014-2016)• In partnership with Wayne State University and
Fitzgerald Public Schools• 28 middle school mathematics teachers• 8 days during summer 2014, monthly face-to-face
and online meetings, 4 days summer 2015• Future Mathematics & Science Partnership project
• EMATHS through LessonSketch Story Circles submitted November 2014
• In partnership with University of Michigan, East Detroit Public Schools, and Fitzgerald Public Schools
MACOMB INTERMEDIATE SCHOOL DISTRICT, K-5
• Supporting Implementation of CCSS in K-2
• Number Talks
• Supporting Reasoning in Explanations in
Elementary Math Teaching (starts Jan 12,
5 evenings), Dr. Deborah Ball, U of M
• Fluency
• Fractions
MACOMB INTERMEDIATE SCHOOL DISTRICT, 6-8
• CMP3 Support • CMP3 User Group – June 30th Full Day PD with
Yvonne Grant: Getting Your Classroom Ready for a Great Year
• Math in Context Support• IMPRINT Grant • High Priority Schools • Geometry in the Middle School (Summer -TBA)• SIR (School Improvement Review) Visits
MACOMB INTERMEDIATE SCHOOL DISTRICT,
9-12• Lesson Study & Formative Assessment (TBA)
• Technology Day (Every Other Year)
• EMATHS Support
• EMATHS Online Courses
• EMATHS Website
• Priority Schools
Summer School 2014• 594 participants pre-post
• 53 teachers
• 19 districts participated in Summer 2014
• Exiting 7th and 8th grade students
• 60 hours of blended instruction with Carnegie Learning-Cognitive Tutor software
LUNCH
40
Best Practices in Math
Curriculum
Assessment
Instruction
QUALITY INSTRUCTION
• Launch • Explore • Summarize • Re-Engagement
• Common Core State Standards and Mathematical Practices
A LOOK AT K-2
•Watch the children in the video and determine where these children are in their understanding.
•What is the teachers role in assessment here?
QUALITY INSTRUCTION 3-5
Our 4th grade class is planning to have a holiday party and needs to raise money for the craft. The supplies for the craft will cost a total of $19.00. The class decides to sell popcorn to raise money for the craft. A parent donates popcorn for the class to sell. If they sell popcorn for 75 cents per bag and 28 students purchase popcorn, will they raise enough money? Explain your thinking in two ways.
Popcorn- Grade 6
Can you pop popcorn with your cell phone?https://www.youtube.com/watch?v=V94shlqPlSI
3- ACT Videos (9-12)
Popcorn and Quality Control
https://www.youtube.com/watch?v=WlSKRoZgE0c
District Meetings
• Vertical Teams Meet to Generate a List of
District-Wide Concerns
• Prioritize Concerns
• Write Action Plans Addressing Concerns
Whole Group Share-
Media
• Weebly misdmath.weebly.com
• Facebook Macomb ISD math
• Twitter @misdmath
EVALUATION
Please complete the evaluation for the Macomb Mathematics Steering Committee Meeting immediately following the meeting.
Thank you for your participation today!