Oceanside Unified School District

Achievement Gap Task Force

March 9, 2015

Dr. Chris HurstDr. Jeanne ImanEileen FrazierKasia Obrzut

Sabrina LeeDeb WickmanEric Frandsen

Success criteria for this session:

I can:

Define at least two challenges related to CCSS-M implementation

Explain my next step to facilitate shifting instruction

Describe two strategies to support teachers in my district and/or site

THE STRUCTURE OF OUR PRESENTATION

Outlining the changes

OUSD’s first steps

Enjoy an experience

Examine our resources

WHAT DO YOU SEE?

A CLOSER LOOK

HOW DO HOLDFASTS FIT INTO THE MARINE ECOSYSTEM?

They provide shelter for millions of marine organisms!

A SIMPLE HOLDFAST OFFERS…….

…opportunities to explore:

Relationships Cause and effect Structures Purpose Roles Patterns Models Questions?????

COMPARE AND CONTRAST

Observe and recall

Explore, test, and understand

Sea weed on the beach Kelp consists of many parts including a holdfast.

The holdfast provides shelter to many forms of life.

The many life forms fill some function in the marine ecosystem even when the holdfast detaches and the kelp washes up on the beach.

WHAT DO YOU SEE?

A gate is heightened by adding 1 brick to each of two pillars. There is a single brick connecting two pillars on top.

y = 2x + 1

THE GAME HAS CHANGED IN OUR WORLD OF TEACHING AND LEARNING. THESE CHANGES ARE WRITTEN IN THE STANDARDS.

DOK level 4 - Extended thinking:design, synthesize, apply

DOK level 3 – Strategic thinking:critique, construct, investigate

DOK level 2 – Skills and Concepts:design, synthesize, apply

DOK level 1 – Recall and reproduce:repeat, state, recall

conceptual understanding, procedural skill and fluency, and application.

Webb’s Depth of Knowledge (DOK)

TABLE TALK

Identify key features of teaching and learning before and after CCSS-M implementation.

Before CCSS-M Implementation

After CCSS-M Implementation

Word Cloud

Directions:

Texting:In the “To:” space type 37607In the “message” space type 173630 followed by a space and 1 or 2 words

Website:When poll is active, respond at PollEv.com/ericfrandsen801

IN LIGHT OF THE CHANGES, WHAT CHALLENGES ARE YOU CURRENTLY EXPERIENCING ?

DEFINING OUR TARGET

Identify our core values, beliefs, and experiences

Teachable point of view (Noel Tichy)

Merge TPOV into a vision statement

The vision for instruction guides our actions and behaviors

Our vision: Teachers inspire all students to be responsible learners through the development and facilitation of rigorous, meaningful, cohesive, and accessible math instruction.

CONSIDERATIONS IN SHIFTING INSTRUCTION

InitiativeShift takes place

How does the initiative impact the instructional core?

Does research support the initiative?

Does the initiative move us towards our vision?

PART 2: OUR CONTENT GOAL

Using one of the challenges you defined earlier, pen your own “How might we…..” question.

Criteria of HMW statements:• Open ended• Generative • Actionable (help support identity, celebrate, encourage)• All written in positive/affirmative language

Example:

How might we support teachers in integrating the SMPs into instruction while simultaneously developing fluency?

HOW WE PROGRESS TOWARD OUR VISION:

Goals

Vision:

Ensure all members have a common understanding and knowledge of our vision

Content:

At least 50% of teachers will incorporate the SMPs into instruction by year’s end.

Process:

Establish a district-wide process for gathering evidence to determine progress towards our vision

OUSD’S PROCESS Rigor:“Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades.” (CCSS-M)

Conceptual Understanding: “Students must be able to access concepts from a number of perspectives in order to see math as more than a set of mnemonics or discrete procedures.” (CCSS-M)

Application:Students are able to use mathematical concepts to solve real world problems and transfer skills from one situation to another.

WHAT’S THE SECRET CODE?

Debrief

• How did this activity address rigor, accessibility, and developing number sense?

• What mathematical concepts were addressed?

• What surprised you?

HOW WE KNOW INSTRUCTION IS SHIFTING

Teacher trainings

Site lead trainings

Administrator trainings

Embedded days

Teacher workgroupsWhat teachers

are saying:

“The kids are definitely persevering more than in the past.”

What observers are seeing:

“It is common to see our students making models and justifying their answers.”

Achieving our vision for math instructio

n

Vision: Embracing our vision

Process: Documenting evidence of our progress

Content: Limiting our foci and pursue with passion

Support structure

Limite

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TEACHER TESTIMONIAL

Kate Pharris Fred Vencill

Erik Mateljan Melanie Stone

ADDITIONAL RESOURCES

Resources utilized by OUSD:

• SMP proficiency matrix• Descriptors of SMPs per grade• You Cubed (Jo Boaler)• Silicon Valley Mathematics Initiative• Embedded day description• “Look Fors” doc• Nrich• Illustrative Mathematics• Timothy Kanold and Dylan Wiliam

TAKE TIME FOR SUCCESS CRITERIA 3

With your table partners define two strategies you might roll out to support teachers in your district and/or site.

Success criteria for this session:

I can:

Define at least two challenges related to CCSS-M implementation

Identify your next step to support CCSS-M implementation

Describe two strategies to support teachers in my district and/or site