Exploring the Impact of the Revised Math Standards

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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

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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
•  

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Quote to begin.

• Never before have we had so little time to do so
  much!
• Franklin Roosevelt

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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

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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

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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

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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

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Graduation Requirements State Board

• 3rd mathematics credit required in 2013
• SBE will determine the content of permissible
  courses

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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

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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.

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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.

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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.

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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).

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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.

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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

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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

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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

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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?

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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?

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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

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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

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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

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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

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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

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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

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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

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Quote for the day..

• You cant wring your hands and roll up your
  sleeves at the same time
• Michelle Brown