exploring the impact of the revised math standards lexie domaradzki assistant superintendent...

Exploring the Impact of the Revised Math

Standards

Lexie DomaradzkiAssistant Superintendent

Teaching & Learning

Office of Superintendent of Public Instruction

[email protected]

WERA pre-conference session, March 2008

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


Quote to begin….

“Never before have we had so little time to do so much!”

Franklin Roosevelt


Status of Legislation: Standards (Bill 6534)

By May 15, 2008:

• Receive report of national consultant’s review of Feb 29 version of Standards

• Consult WA Mathematics Panel about the consultant’s recommendations

• Hold public hearing

• Direct modifications to consultant’s report

• Forward final report and recommendations to OSPI for implementation


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


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


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


Graduation Requirements: State Board

• 3rd mathematics credit required in 2013

• SBE will determine the content of permissible courses


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


Revised K-12 Mathematics StandardsFeb 29 version: Plattner Review

“The new mathematics standards for grades K–8 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.”



“While they [the high school standards] are much improved from OSPI’s January version, further revision is needed. Some areas, such as occasional imprecision of language, is similar to grades K–8 and just as easily fixed. Other areas, such as missing content and content organization, are more problematic.”



“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.”



“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 K–12 Mathematics Curriculum Standards, sponsored by CSMC, NCTM, Achieve, College Board, MAA, ASA (February 2007).


Revised K-12 Mathematics StandardsFeb 29 version: Plattner

Recommendations1. An exemplar review on the OSPI February standards K–8 and 9–12,

similar to last year’s 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 K–8. 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 K–8 work.


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


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


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


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?


Where does your district stand?

Discuss one of the two questions:

1. Where does your districts stand in the adoption process?

2. What will the implications of the Instructional Materials recommendations have on your work?


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


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


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


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.


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.


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.


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.”


National Mathematics Advisory PanelK-8 Curriculum

“The mathematics curriculum in Grades PreK–8 should be streamlined and should emphasize a well-defined set of the most critical topics in the early grades.”


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.”


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



• 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



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



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



• 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



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


Quote for the day…..

“You can’t wring your hands and roll up your sleeves at the same time”

Michelle Brown


exploring the impact of the revised math standards lexie domaradzki assistant superintendent...

Documents

new mathematics standards

integrated mathematics

version of standards

standards bill

session goals

wa mathematics panel

rd mathematics credit

course tests