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The State of Montana Mathematics Education Forum September 21-22, 2009 Helena, MT

Billings Public Schools Developing Standards-Based Education System: A Look at Standards-Based Instruction in Elementary, Middle and High School Classrooms. The State of Montana Mathematics Education Forum September 21-22, 2009 Helena, MT. Presenters:.

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The State of Montana Mathematics Education Forum September 21-22, 2009 Helena, MT

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  1. Billings Public SchoolsDeveloping Standards-Based Education System: A Look at Standards-Based Instruction in Elementary, Middle and High School Classrooms The State of Montana Mathematics Education ForumSeptember 21-22, 2009 Helena, MT

  2. Presenters: • Lisa Scott, 9-12 Curriculum & K-12 Assessment • Courtney Niemeyer, K-6 Mathematics Coach • Angel Zickefoose, K-6 Mathematics Coach • Kim Komar, Middle School Math Teacher • Linda Horst, Middle School Math Teacher • Lisa Wood, High School Math Teacher

  3. Lisa Scott 9-12 Curriculum & K-12 Assessment

  4. Billings Public Schools District K-12 Mathematics Curriculum Development District Demographics District Goal SEC used to connect Curriculum, Instruction, Professional Development and Assessment Curriculum PD Assessment Instruction

  5. What Content Will Be Taught? Began With Rewriting K-6 Mathematics Curriculum Vertical and Horizontal Alignment Middle School Examined Current Reality State Standards, Enacted Curriculum, and State CRT Assessment Asked hard questions Challenging conversations High School Examined Alignment of Intended, Enacted and Assessed Curriculum Discussions about alignment

  6. SEC Map Activity Take a few minutes to examine and discuss the contour maps Discuss the alignment of the four maps. Do you see any noticeable patterns? Describe the similarities and differences between the maps? What conclusions can you make? What content topics and/or cognitive levels would you suggest improving?

  7. 2005 Comparison – Standards, Instruction, and CRT • 7

  8. Identified Curriculum Points 7th & 8th Coarse Grain Maps the Same Needed to examine Fine Grain Maps Shift Emphasis Build Trust District Learning Objectives Resources Primary and supplemental Technology

  9. 12th – Math Standards MS Algebra Teachers Algebra Teachers Geometry Teachers 10th CRT Math - 2005

  10. Professional Development Decisions Elementary Math Coaches MS & HS Primary Resource & Technology Training MS & HS Summer Courses and Curriculum Work Middle School Math Professional Learning Communities Middle School Math Coach Senior High School becomes a member of the Successful Practics Network High School elimination of Pre-Algebra High School developed and wrote the curriculum for Algebra Foundations Algebra Foundation PLC

  11. Assessment • District Survey of Enacted Curriculum (SEC) • State CRT Assessments • District NWEA Assessments • District Essential Skills Assessments • New District Primary Report Cards

  12. Courtney Niemeyer K-6 Mathematics Coach

  13. What Content Should Be Taught?

  14. How Will I Teach It?

  15. How Will I Know Students Learned It?

  16. How Will I Know Students Have Learned It?

  17. Angel Zickefoose K-8 Mathematics Coach

  18. What Content Should Be Taught? • Essential Learner Outcomes • Taken from District Curriculum • 8 to 10 standards per quarter • Taught to mastery for ALL students • Other curriculum items are taught, but to a different level • Intervention focused on ELO’s • Vertically aligned • Intermediate Math team

  19. Essential Learner OutcomesBlack – 1st Q; Green – 2nd Q; Red = 3rd Q

  20. How will I teach it? • Coaching Cycle • Observation Form with feedback • Re-teach opportunities

  21. How will I know students have learned it? • Common Formative Assessments • Summative Assessments

  22. Our Journey Math Through Inquiry Project is funded through an ESEA Title II Part B Mathematics and Science Partnership Grant awarded by the Montana Office of Public Education.

  23. Kim Komar Middle School Mathematics Teacher

  24. What Content Should Be Taught? • Billings School District 2 provided time for teachers to align the district curriculum to the Montana State Standards. • Each summer the district has curriculum meetings that allows teachers to revise and edit the curriculum and pacing guides. • As a PLC group, we have developedlearning targets for each chapter or unit.

  25. Student Learning Target Sheet

  26. Student Learning Targets • Learning targets are given to the students at the beginning if each chapter or unit • Learning targets are placed on the board for daily reference • Learning targets are used to create common assessments

  27. How Will I Teach It? • Collaborate with teachers in the PLC • Develop Targets • Create Assessments • Lesson Plan Together • Share Results • Marzano’s classroom strategies guide daily instructional practices • Believe that all students can learn!

  28. How Will I Know Students Learned It? • Formative Assessments • Activities • Note taking • Homework-allow students to correct or redo assignments • Quick Quizzes • Observing and reviewing student work • Individual instruction • Whole class discussions, small group discussions, and partner discussions • Guided practice – white boards, paper, Elmo • Common Assessments – allowing students to correct or redo their assessments

  29. How Will I Know Students Learned It? • Self and Peer Assessment • Make corrections and redo assignments • Peer share and compare groups (2 to 4 students) • Students use the learning targets to monitor their progress before and after assessments

  30. Linda Horst Middle School Mathematics Teacher

  31. What Content Will Be Taught? • District Level Curriculum:  • Centered on Standards • NCTM standards prior to adoption of the Montana standards and benchmarks • Blended with Montana benchmarks  • Major revision in 2004 • Yearly revisits

  32. What Content Will Be Taught? • Curriculum adds focus to daily planning • Provides Focus at a state, local and building level  • Allows Flexibility  • Pacing Guides • Provides continuity between classrooms and within the district grade leveled schools • Encourages inclusion of all standards and benchmarks 

  33. How Will I Teach? • Weekly Planning: • Using curriculum & pacing guides develop continuum from prior to future lesson • Sharing ideas/concerns with teaching partner • Select activities and materials based on the goals and objectives of the week • Goals included on weekly assignment board • Students include lessons and topic of study in weekly planner • Daily Relevance: • Daily Activity Board • Review of daily topic/goals at beginning of class • Revisit goals as teaching progresses • Focus on builing connections between standards/benchmarks • Closure... Where were we today? What's our next learning opportunity?

  34. How Will I Know Students Have Learned? • Formative Assessments • Student Involvement • Assignment completion • Class Discussion • Partner conversations • Excitement about mathematics • Guided Practice Successes • Quick Quizzes • Thoroughness of student justifications both verbal and written

  35. How Will I Know Students Have Learned? • Summative Assessments • Homework Quiz • Section Quiz • Chapter Assessment • State Assessment Results • Other • Students' willingness to attempt more rigorous problem sets • Students' ability to maintain and extend the application of learned conceps • Feedback from former students

  36. And Equally Important:How Will My Students Know They Have Learned • Confident verbalization of mathematical process • Use of mathematical vocabulary • Increased involvement in partner, group and class discussion • Self-checking of solutions • Self-Grading of homework • Willingness to share justifications • Divergent thinking with common solution • Questioning of and celebrating other problem solving methods • Self-revision of Errors • Less reliance on calculators • Increasing comfort level when facing rigorous new concepts • And yes . . . better grades and test scores

  37. Montana Standards: Guiding our students' future... "We are attempting to educate students today so that they will be ready to solve future problems that have not yet been identified, using technology not yet invented, based on scientific knowledge not yet discovered."                          J.J. Lagowski

  38. 15 Minute Break Refreshments in the Lounge

  39. Lisa Wood High School Mathematics Teacher

  40. What Content Should Be Taught? SEC • Teacher completed the Survey and as a district we looked at the maps. • Maps gave a nice picture as to where taught the material well and where we had holes • Took a look at the middle school maps and noticed that many times we were reteaching what they had already taught. • Had to learn to trust the teachers before us and when looking a prerequisites to what we were teaching understand that we didn’t need to reteach them, but review them quickly and get on to what was important for that class. • This helped free up time for covering new material better.

  41. What Content Should Be Taught? Pacing Guides • At the district level, during the summers, teachers aligned our current books to both the district and state standards. • Teachers trusted previous teachers and did not reteach material. • The pacing guides allowed for individual teacher differences and built an appropriate time line for teaching the material. Certain sections were eliminated, some were built up and some were moved to cover what the standards said we should cover. • The new ELE’s that the state is developing will be a much needed aid to districts following this plan.

  42. How Will We Teach It? Algebra Foundations • Class used to support the Algebra course. • Curriculum written by Billings teachers • Revisits the Standards, Objectives, Goals that are deemed important for Algebra to better help students to understand the material. This class is more application based.

  43. How Will We Teach It? Senior • Teachers are utilizing the Pacing Guide. • Standards, Goals, Objectives are written on the board at the beginning of each class period so students are aware of the standards that are being addressed. • Math teachers have a common lunch period if want to collaborate. • Technology • Smart Board – 75 in building, 20 of which were provided by parents. • Certified instructor at Senior to help teacher become familiar with the technology.

  44. How Will We Teach It? Successful Practices Network • http://www.successfulpractices.org • Rigor/Relevance Framework • Gold Seal Lessons • Instructional Focus – National Standards in all curriculums, not just math • Student Learning – What the students learn. • Performance Tasks – An overview of the lesson and a description of what both the teacher and the students will do to accomplish the task. • Essential Skills – What will be accomplished. • Scoring Guide – A scoring rubric is provided. • Teachers writing their own Gold Seal Lessons • Over 40 written at Senior at this point. • Small Group meetings to facilitate relationships among staff and support each other in the process.

  45. How Will I Teach It?

  46. Rigor & Relevance Framework Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

  47. K n o w l e d g e 6 5 D C 4 3 2 B A 1 1 2 3 4 5 Application

  48. Submitted by: Lorna Tresler-Basquez, Kauai High School, basquez@Hawaiiantel.net http://www.successfulpractices.org/

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