Welcome!
Please do the following…
Sign in and find your name tag.
Help yourself to refreshments.
Sit at the table with your district’s name
on a table tent.
SHIFT HAPPENS
Who are we?
 264 participants
 67% first-time participants
 32 member districts, schools,
county offices
 2 out-of-state visiting groups
Introducing the Presenters
• Math Content and Culture K-2:
Mia Buljan, Kristy Leo
• Math Content and Culture 3-4:
Margie Trainer, Suzannah Young
• Math Content and Culture 5-6:
Mariana Alwell, Tracy Sola
• Math Content and Culture 7-8:
Cecilio Dimas, Becca Sherman
• Math Content and Culture HS:
Tammy Mullin, Jeff Trubey
• Lesson Study :
Jackie Hurd, Barbara Scott
• Content Coaching:
Sandy Devlin, Priscilla Solberg
• LHS Center of Mathematics
Excellence and Equity Director:
• SVMI Director:
Harold Asturias
David Foster
Institute’s Theme
Language,
Mathematics, and
Common Core State
Standards for
Mathematical Practice
Goals of the Institute
Instructional Goals
Community Outcomes
Language
Common Core
Collaboration
Standards for
Mathematical Practice
Sense-making
Instructional Leadership
Capacity
Support
Classroom
Math Content
Knowledge
Formative Assessment
Network
Daily Institute Schedule
 8:30 - 10:15 Problem Solving (Whole Group)
 10:30 -11:50 AM Breakout Group
 (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
 12:00 - 12:35 Lunch
 Served buffet style, sit where you are comfortable
 12:35 -1:25 School/District Team Planning
 Room assignments posted and will be shared at end of the
morning
 1:35 - 3:00 PM Breakout Group
 (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
 What are the Common Core State
Standards?
• The Common Core State Standards Initiative is a joint effort by
the National Governors Association Center for Best Practices
(NGA Center) and the Council of Chief State School Officers
(CCSSO) in partnership with Achieve, ACT and the College
Board.
• The Common Core State Standards were published June 2,
2010.
• The college and career ready math standards were adopted by
California on August 2, 2010.
 Mathematical Practice (recurring
throughout the grades)
 Mathematical Content (different
at each grade level)
9
 Standards for Mathematical Practice
 Describe habits of mind of a
mathematically expert student
 Based upon mathematical proficiency as
defined by the “Adding it Up” and NCTM
Process Standards
10
Mathematical Practices
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
George Polya, (1887 - 1985)
Father of Problem Solving;
“How to Solve It”, 1945
Mathematics, you see, is
not a spectator sport. To
understand mathematics
means to be able to do
mathematics. And what
does it mean doing
mathematics? In the first
place it means to be able
to solve mathematical
problems.
Problems of the Month
A program to foster
school-wide in math
and problem-solving.
5 levels: Primary A – E.
Enhance Your Personal Math
Content Knowledge Using POM’s
 Learning Math is Doing Math.
 Doing math involves nonroutine problems.
 Perseverance and learning
from mistakes are important
attributes of good
mathematicians.
 Many reasons to pick a
certain level (deepen
knowledge of topic you will
teach, explore idea in depth,
etc.)
 At every level you are
encouraged to challenge
yourself and mathematical
understanding.
Community Agreements
Community Agreements
What agreements do we need for a
community of math learning that
supports risk-taking, sharing ideas,
conjectures, and insights so we can
do our best learning?
Community Agreements
Take a few minutes to read the proposed Community
Agreements.
Discuss with your group how the Community Agreements
align with the needs you’ve identified to do your best
learning.
Community Agreements
“No one is as smart as all of us are together”
 Respect each other’s learning needs
 Respect individual think time
 Everyone participates
 Everybody helps
 Leave no one behind
 Take responsibility
Problem of the Month
Double Down
Double Down
During this quiet think time, please read all
levels of the Problem of the Month.
As you read…
• Think of clarifying questions you may
have for your group.
• Think of possible strategies you might like
to try to help you make sense of the
problem.
Double Down
In your group…
• Ask your clarifying questions of
your group and share your ideas
on possible strategies.
• Begin working on Level A. When
you feel you’ve gone as deeply
as possible into a level, move on
to the next one.
Double Down
While you are working, think
about these questions:
 How are you making sense of the
problem?
 What are strategies you used
when you get stuck?
Where are we?
Check-in Point
Think about and record your responses to the following
questions for the level you are currently working …
 Where are you in your thinking process?
 What strategies you’ve tried? What made them
successful or not?
 What questions do you have at this point?
 Where will you begin tomorrow?
English Language Learners
Harold Asturias
Lawrence Hall of Science, U.C.
Berkeley
Daily Institute Schedule
 8:30 - 10:15 Problem Solving (Whole Group)
 10:30 -11:50 AM Breakout Group
 (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
 12:00 - 12:35 Lunch
 Served buffet style, sit where you are comfortable
 12:35 -1:25 School/District Team Planning
 Room assignments posted and will be shared at end of the
morning
 1:35 - 3:00 PM Breakout Group
 (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
Time to
Reflect
and Plan
Dear Participant,
Thank you for taking valuable time out of your summer to invest in professional development to
improve the craft of teaching and enhancing mathematical knowledge. Each afternoon
following lunch we have scheduled team-planning time. This is a daily opportunity to meet
together as a team, build relationships and promote a professional learning community with your
team members, share experiences from the different grade level courses, engage in supportive
work with one another and do some planning for the school year.
During at least one of the meetings, we would like your team to discuss the article on relational
thinking found in each binder.
Other than this one request, the team planning time is flexible. You and your team should focus
on issues and items that are most important to you. Below is a list of possible suggestions for
making this time together productive.
· R e view and reflect on the Coaching Institute Goals and how to integrate them in our
district.
· S hare out experiences from the individual course sessions
· W ork on the POMs and/or share experiences from the problem solving session[s]
· Use the Math Teaching Rubric as a self-evaluation instrument and discussion starter
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
· S tart to design a math plan [curriculum guide] for the school year
· Map out a coaching schedule that provides time for observations, conferences, planning
and student work examination
· D iscuss issues around norms, access, status, equity and working collaboratively
After lunch for 50
minutes - find
colleagues to work
with and use the ideas
provided ---------->
· D iscuss feelings/attitudes towards doing mathematics with adults including challenges
and opportunities
· D iscuss how to implement a POM program in a classroom, school, and/or district
· S hare readings, problems, curriculum materials that will enhance the instructional
program
· D iscuss how to use the MARS assessment for formative purposes
· D iscuss how to implement Number Talks at specific grade levels or school wide
· S hare issues and concerns that arise from the institute
Enjoy!
District Planning Time
Assignment
Report to your district’s assigned
location.
Read and discuss Chapter 3: ….. By
Wednesday morning
Newcomers’ Session Day 1 in gym
District Planning Time Rooms
 Room 20: Alvord, Armijo, Dublin, Hayward, San Ramon, St. Jarlath
 Room 21: Redwood City, San Carlos Charter
 Room 22: Bayshore/Brisbane, Belmont, SFUSD Mission Zone
 Room 23: Cupertino, Cambrian, New Visions
 Room 24: Santa Clara, Scotts Valley, Valley Christian, Mountain El.
 Room 26: Las Lomitas, Los Altos, Menlo Pk, Palo Alto, Ravenswood
 Room 27: Jefferson Elementary and Jefferson Union HS Districts
 Room 28: ACOE, Gilroy, Georgia, Nueva, Pacifica, Pajaro,
Woodside
 Room 37: Walnut Creek
 Gym: Sequoia
Break