Secondary Math Olympia School District

Fall 2015

Mathematics Vision Project

Why?

Washington State Standards

• Washington State has recently adopted mathematics standards (Common Core Standards for Mathematics).

• These standards expect students to learning content with specific focus, coherence, and rigor that does not always align well with our current textbook.

Common Core State Standards in Mathematics -

The Three Shifts

• Focus strongly where the standards focus

• Coherence: Think across grades and link to major topics within grades

• Rigor: Require conceptual understanding, fluency, and application

Shift One: Focus strongly where the Standards focus

• Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

• Narrow the scope of content and deepen how time and energy is spent in the math classroom

Shift Two: Coherence Think across grades, and link to major

topics within grades• Carefully connect the learning within and across

grades so that students can build new understanding onto foundations built in previous years.

• Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

Coherence is about math making sense.

Shift Three: Rigor Equal intensity in conceptual understanding,

procedural skill/fluency, and application

• The CCSSM require a balance of:– Solid conceptual understanding– Procedural skill and fluency– Application of skills in problem solving situations

• This requires equal intensity in time, activities, and resources in pursuit of all three

Olympia’s journey to implementing the Common Core State Standards

• Teachers spent time learning about the content standards of Common Core and the Standards for Mathematical Practice

• Work was done to evaluate the alignment of our current textbooks with the Standards

• Teachers participated in professional development, working on strategies to implement the Standards for Mathematical Practice in their classrooms.

• Teachers worked to adapt their textbooks to teach with the focus, coherence, and rigor required by CCSSM.

• Two years ago teachers began looking at other available resources, including rich tasks and whole curriculums.

• 2014-2015 school year materials from two curriculums (OER’s) were piloted in classrooms.

• This year many of Olympia School District is piloting one of these OER curriculums more extensively, the Mathematics Vision Project.

Mathematics Vision Project

• Mathematicsvisionproject.org written by a team of educators in Utah

• Online Educational Resource

• Reviewed by Achieve.org and OSPI. http://www.achieve.org/EQuIPhttps://digitallearning.k12.wa.us/oer/library/

Online Educational Resources• Provide teachers access to instructional materials that

are high quality, aligned to standards, adaptable, and are aligned to new college- and career-ready standards

• May be used as need to meet the needs of classrooms, along with traditional and digital resources,

• OER’s must contain open licenses that allow for their free sharing and reuse

States in blue have evidence of at least one MVP user. MVP is also being used by American International Schools in at least four countries.

What if my student needs more help?

• Extra help

• Videos (MVP has links to appropriate videos, or google the topic)

• Ask students if they are writing their thinking as they work through tasks, and notes from class summaries of their learning.