Exploring the Impact of the Revised Math Standards - PowerPoint PPT Presentation

1 / 35
About This Presentation
Title:

Exploring the Impact of the Revised Math Standards

Description:

Exploring the Impact of the Revised Math Standards Lexie Domaradzki Assistant Superintendent Teaching & Learning Office of Superintendent of Public Instruction – PowerPoint PPT presentation

Number of Views:206
Avg rating:3.0/5.0
Slides: 36
Provided by: wer116
Learn more at: https://www.wera-web.org
Category:

less

Transcript and Presenter's Notes

Title: Exploring the Impact of the Revised Math Standards


1
Exploring the Impact of the Revised Math Standards
  • Lexie Domaradzki
  • Assistant Superintendent
  • Teaching Learning
  • Office of Superintendent of Public Instruction
  • lexie.domaradzki_at_k12.wa.us

2
Overview of the Session
  • Goals for the session
  • Discuss recent legislation
  • SB6534-Standards Revisions
  • SB2598-RFI, Curricula Recommendations
  • Discuss Instructional Materials Review to select
    three math curricula for elementary, middle and
    high school
  • Timeline, Process
  • Discuss state professional development plan
  • Summer 2008
  • Facilitator Recruitment
  • Regional Delivery
  •  

3
Quote to begin.
  • Never before have we had so little time to do so
    much!
  • Franklin Roosevelt

4
Status of Legislation Standards (Bill 6534)
  • By May 15, 2008
  • Receive report of national consultants review of
    Feb 29 version of Standards
  • Consult WA Mathematics Panel about the
    consultants recommendations
  • Hold public hearing
  • Direct modifications to consultants report
  • Forward final report and recommendations to OSPI
    for implementation

5
Status of Legislation Standards (Bill 6534)
  • By July 1, 2008
  • OSPI shall revise the mathematics standards to
    conform precisely to and incorporate each of the
    recommendations of the State Board of Education
  • By July 31, 2008
  • Approve adoption of the standards
  • OR
  • Develop a plan to do this by September

6
Possible Schedule Standards
  • By April 2008
  • SBE approves K-8 standards
  • By May 2008
  • SBE approves standards for Algebra 1, Geometry,
    Integrated Mathematics 1, Integrated Mathematics
    2
  • By July 2008
  • SBE approves standards for Algebra 2, Integrated
    Mathematics 3

7
Update Legislation WASL (Bill 3166)
  • Shorten the tests for Grades 3-8
  • Create diagnostic tools (NOTE diagnostic is
    not defined)
  • By 2010, create end-of-course tests for Algebra
    1 and Integrated Mathematics 1
  • By 2011, create end-of-course tests for
    Geometry and Integrated Mathematics 2
  • In 2013, end-of-course tests may substitute for
    10th grade WASL
  • In 2014, end-of-course tests replace the 10th
    grade WASL

8
Graduation Requirements State Board
  • 3rd mathematics credit required in 2013
  • SBE will determine the content of permissible
    courses

9
Revised K-12 Mathematics StandardsFeb 29 version
  • K-8
  • Core Content, Additional Key Content, Core
    Processes
  • High School (now organized by courses)
  • Algebra 1, Geometry, Algebra 2
  • Mathematics 1, Mathematics 2, Mathematics 3
  • also, topics for possible 4th year courses

10
Revised K-12 Mathematics StandardsFeb 29
version Plattner Review
  • The new mathematics standards for grades K8 are
    very close to excellent. These standards do
    compare favorably with the best in the nation and
    the world. The Performance Expectations
    (Expectations) are specific, measurable,
    important mathematical topics that are both
    focused at particular grades and developed across
    grade levels.

11
Revised K-12 Mathematics StandardsFeb 29
version Plattner Review
  • While they the high school standards are much
    improved from OSPIs January version, further
    revision is needed. Some areas, such as
    occasional imprecision of language, is similar to
    grades K8 and just as easily fixed. Other areas,
    such as missing content and content organization,
    are more problematic.

12
Revised K-12 Mathematics StandardsFeb 29
version Plattner Review
  • We first want to commend the substantial work of
    Washington educators and community leaders, OSPI,
    and the Dana Center. Washington has broken new
    ground in its approach to organizing grade level
    content by priorities rather than mathematical
    strands. The writing teams were inclusive, the
    stakeholder feedback extensive. The document
    clearly is thoughtful and written with
    mathematical expertise.

13
Revised K-12 Mathematics StandardsFeb 29
version Plattner Review
  • Standards inherently involve tensions. They are
    goal statements about which different people,
    even different experts, will have varied
    opinions. They require negotiations, and
    represent compromises among varied legitimate
    participants and groups.
  • Confrey, Jere, Tracing the Evolution of
    Mathematics Content Standards in the United
    States Looking Back and Projecting Forward
    towards National Standards, a paper prepared for
    the Conference on K12 Mathematics Curriculum
    Standards, sponsored by CSMC, NCTM, Achieve,
    College Board, MAA, ASA (February 2007).

14
Revised K-12 Mathematics StandardsFeb 29
version Plattner Recommendations
  • 1. An exemplar review on the OSPI February
    standards K8 and 912, similar to last years
    comparison to other states, countries and
    national frameworks using the nine criteria to
    provide external validation that these are the
    best standards. In order to compress the timeline
    we suggest fewer grade levels and fewer
    documents.
  • 2. Substantive edit for grades K8. The content
    is very good language is almost ready. These
    standards are so close that work could be
    completely very quickly.
  • 3. A revision of the high school standards. The
    core content of the subjects is in the document
    and many of the examples are excellent. The
    language needs to be tightened and there is some
    more work to be done on the content. This means
    it will take slightly longer than the grade K8
    work.

15
What will be the impact of the revised standards?
  • SB2598 -- Instructional Materials Review
  • Issue a Request For Proposal to publishers to
    build a comprehensive Washington State K12
    mathematics program
  • Includes basic curricula, diagnostic and
  • Intervention materials
  • Within 30 days after the adoption of final
    revised standards
  • Target completion of analysis Dec 1 2008
  • Within Six Months after the standards are
    adopted, OSPI shall present to the State Board a
    recommendation for no more than 3 basic
    mathematics curricula for Elementary, Middle, HS

16
Instructional Materials Review
  • Three Phases of Review of Instructional Materials
  • Phase I
  • Review K-8 Basic Curricula
  • Phase II
  • Review K-8 Stand Alone Supplemental and
    Diagnostic Assessments
  • Phase III
  • Review Secondary Basic Curricula
  • Review High School Stand Alone Supplemental and
    Diagnostics Assessments

17
Timeline once K 8 Standards are approved
  • Late Spring
  • Review of K 8 Basic Curricula Materials
  • Early Summer
  • Data analysis of review results
  • Written report of Review Process and Results
  • Mid Summer
  • Submit recommendation to State Board of Education
    for K 8 Materials
  • Fall
  • Begin High School review once HS Standards are
    approved

18
Considerations for the field
  • Recent adopters (School Districts who recently
    adopted materials)
  • How do the current materials align to the revised
    Washington State standards?
  • What supplemental materials should be used to
    help fill the gaps?
  • Near future adopters/Districts with older
    materials
  • (School Districts who have been holding funds
    until the recommendations are made)
  • Which materials are most aligned to the revised
    Washington State standards?
  • Are supplemental materials necessary to
    strengthen the materials?

19
Where does your district stand?
  • Discuss one of the two questions
  • Where does your districts stand in the adoption
    process?
  • What will the implications of the Instructional
    Materials recommendations have on your work?

20
Instructional Materials Review
  • OSPI plan to support districts in WA State
  • Data collected regarding programs being used in
    WA
  • Review Process to include most used programs as
    well as voluntary submission by publishers
  • Rank order results as well as provide
    recommendation of 3 basic curricula

21
Materials Currently Being Used in Washington
  • Data Collection
  • Two sets of data collected
  • One collected and organized by School District
  • One set collected and organized by number of
    students
  • Instructional Materials Review will be sure to
    address the programs being used with most
    students in the state

22
National Mathematics Advisory Panel
  • The recent publication of the National
    Mathematics Advisory Panel will serve as pivotal
    information for the design of the Instructional
    Materials review
  • The National Mathematics Advisory Panel was
    released in the second week of March, 2008

23
National Mathematics Advisory PanelBenchmarks
Fractions
  • 1) By the end of Grade 4, students should be able
    to identify and represent fractions and decimals,
    and compare them on a number line or with other
    common representations of fractions and decimals.
  • 2) By the end of Grade 5, students should be
    proficient with comparing fractions and decimals
    and common percents, and with the addition and
    subtraction of fractions and decimals.
  • 3) By the end of Grade 6, students should be
    proficient with multiplication and division of
    fractions and decimals.

24
National Mathematics Advisory PanelBenchmarks
Fractions
  • 4) By the end of Grade 6, students should be
    proficient with all operations involving positive
    and negative integers.
  • 5) By the end of Grade 7, students should be
    proficient with all operations involving positive
    and negative fractions.
  • 6) By the end of Grade 7, students should be able
    to solve problems involving percent, ratio, and
    rate and extend this work to proportionality.

25
National Mathematics Advisory PanelBenchmarks
Geometry and Measurement
  • 1) By the end of Grade 5, students should be able
    to solve problems involving perimeter and area of
    triangles and all quadrilaterals having at least
    one pair of parallel sides (i.e., trapezoids).
  • 2) By the end of Grade 6, students should be able
    to analyze the properties of two-dimensional
    shapes and solve problems involving perimeter and
    area, and analyze the properties of three
    dimensional shapes and solve problems involving
    surface area and volume.
  • 3) By the end of Grade 7, students should be
    familiar with the relationship between similar
    triangles and the concept of the slope of a line.

26
National Mathematics Advisory PanelInstruction
  • Instructional practice should be informed by
    high-quality research, when available, and by the
    best professional judgment and experience of
    accomplished classroom teachers. High-quality
    research does not support the contention that
    instruction should be either entirely student
    centered or teacher directed. Research
    indicates that some forms of particular
    instructional practices can have a positive
    impact under specified conditions.

27
National Mathematics Advisory PanelK-8 Curriculum
  • The mathematics curriculum in Grades PreK8
    should be streamlined and should emphasize a
    well-defined set of the most critical topics in
    the early grades.

28
National Mathematics Advisory PanelEffort
  • Use should be made of what is clearly known from
    rigorous research about how children learn,
    especially by recognizing a) the advantages for
    children in having a strong start b) the
    mutually reinforcing benefits of conceptual
    understanding, procedural fluency, and automatic
    (i.e., quick and effortless) recall of facts and
    c) that effort, not just inherent talent, counts
    in mathematical achievement.

29
Mathematics Professional Development
  • Goal
  • Support thousands of K 12 teachers with
    understanding the revised standards and the
    mathematics content within those standards
  • By May 01, OSPI will make a decision about
    whether to schedule professional development for
    high school in Summer 2008.  That decision will
    depend on the extent of revision and editing
    suggested by the SBE consultant in the exemplar
    review and analysis.
  • Tool Box
  • Uniform set of materials to be delivered in
    professional development session that are focused
    on revised standards and mathematics content
  • Focus of professional development will not
    involve pedagogy
  • Focus of professional development will be on
    deepening teachers understanding of mathematics
    in their area of instruction

30
Mathematics Professional Development
  • Regional Delivery System
  • Facilitator Recruitment (training, summer
    delivery)
  • Goal Recruit up to 300 Facilitators Statewide
  • Applications due April 2, 2008
  • Notification given April 18, 2008
  • ESD Math Coordinators will support PD
    Facilitators in organizing, registering, and
    possibly delivering training
  • Facilitators will receive 5 days of training to
    prepare for summer work
  • Professional Development Tool Kit Content
  • 2 days focused on Revised Standards
  • 2 days focused on one area of Mathematics Content

31
Mathematics Professional Development
  • Regional delivery system
  • Several ways to access the professional
    development
  • Large School Districts
  • Many large districts sending teams of
    Facilitators
  • Will deliver training in home districts
  • ESD Regions
  • Conducted in groups of no more than 100
  • Dates recorded and tracked by Math Coordinators
  • Registration through ESDs

32
Mathematics Professional Development
  • Regional delivery system
  • ESD Math Coordinators
  • Schedule and track Professional Development
    activities that will be occurring in their region
  • Share data with OSPI weekly
  • OSPI
  • Provide materials to facilitators for delivering
    professional development
  • Maintain a website where all teachers can access
    professional development sessions, statewide

33
Mathematics Professional Development
  • OSPI Mathematics Institute 4 days in late June,
    Spokane
  • 2 days on Revised Standards
  • 2 days on Mathematical Content
  • Registration on Events Manager, OSPI
  • OSPI Summer Institute July 29, 30, 31, Aug 1
    Tacoma
  • 4 day mathematics strand
  • 2 days on Revised Standards
  • 2 days on Mathematical Content
  • Registration on Events Manager, OSPI

34
Mathematics Professional Development
  • Intention To create a network of experts
    statewide that can serve as leaders in supporting
    our Mathematics teachers in the State of
    Washington
  • Current work Development of Materials
  • Selecting Writing Team
  • Outline Activities
  • Write drafts, get feedback, revise
  • Present to facilitators, make minor adjustments
  • Support Facilitators as they deliver professional
    development

35
Quote for the day..
  • You cant wring your hands and roll up your
    sleeves at the same time
  • Michelle Brown
Write a Comment
User Comments (0)
About PowerShow.com