Milwaukee Public Schools: Standards for Mathematical Practice

1. Milwaukee Public Schools: Standards for Mathematical Practice March Academic Coach-Math Training March 8, 2013 Presented by ACM: Sean Goldner

2. What I hope to provide: Learning Intention: We will explore and discuss different resources available for the Standards for Mathematical Practices. Success Criteria: We will be successful when we can choose which resource for the Standards for Mathematical Practices we will share with the staff members in our buildings.

3. Does one type fit all? Here is what the state has presented educators with: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. What does this tell us? (Deep and full of rich meaning, but it is also very complex, lengthy, and not very friendly)

4. This is what a different K-1 grade resource looks like:

5. What about this resource for grades 2-3:

6. How about this 4-5 grade resource:

7. Finally, here is a 6th grade resource:

8. State resource: Resource created by the Jordan School district: • Created to provide a deep rich meaning • Created using very mathematical terminology for adults • Very lengthy • A lot of content to decipher • Broader room for interpretation or what the meaning could be • Created for different grade levels • Short, concise, and to the point • Easier to understand and interpret for students, parents, and teachers • Examples of what is expected is present • Provides information for multiple types of learners So, what’s the big deal?

9. Where do I locate these additional resources? In our instructional guide for each grade level Standards for mathematical practice Resource

10. What I have done with teachers: Let’s turn and talk about how these resources could be used in all buildings: • Hallway visual • Conversations with staff during grade level meetings • Tool to be used with students to support constructive response, assessments, and daily work • Events to share with parents (governance council, Open House, and conferences) • How might these resources be used in your building. • Which resource would you use and why? • Have you discussed any of these with your buildings already and what has been the success? What does this mean for us?

11. Feedback and suggestions • On an index card please provide me with feedback on what we did today.

12. Did I deliver on the following? Learning Intention: We will explore and discuss different resources available for the Standards for Mathematical Practices. Success Criteria: We will be successful when we can choose which resource for the Standards for Mathematical Practices we will share with the staff members in our buildings.

13. Milwaukee Public Schools: Math Intervention Ideas Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Chief School Administration Officer Denise Callaway, Executive Dir., Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Exec. Coord., Superintendent’s Initiatives MPS Board of School Directors Dr. Michael Bonds, PresidentLarry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large