mathteacherupdate 8 12 08 by HC120831142657


									               Oregon Mathematics Teacher Update #8
December 5, 2008

   1.   Welcome
   2.   FAQ’s
   3.   High School Standards – Draft 3
   4.   Webinars for Mathematics Educators
   5.   ODE Resource
   6.   Request for Articles

   1. Welcome

Welcome to the 8th edition of the Mathematics Teacher Update! This e-mail newsletter
is designed to provide up to date information concerning Oregon mathematics directly to
the classroom teachers. This edition is being sent to over 900 Oregon mathematics
teachers. Understandably, this is not everyone, but we are hoping you will find it worth
forwarding to colleagues who are not already receiving it. Please remind your
colleagues that they can subscribe to this newsletter at:

With so many changes in education here in Oregon, it is important that mathematics
teachers have a way to communicate efficiently. Please do not hesitate to let us know if
there are particular issues or topics you would like to see addressed in future updates.
Feel free to contact Paul Hibbard at

   2. FAQ’s

The questions below are representative of questions e-mailed to me during this month:

Q. Will the new graduation requirements be delayed due to the Governor’s comments
about state funding?

A. At this time, there has been no change to the implementation schedule of the new
graduation requirements. The State Board of Education meets on Friday, December 12,
2008 and will likely discuss this issue. The State Board’s agenda for this meeting is
located at:

Q. When will students be required to complete three years of mathematics? And will this
be three years of mathematics in high school or will it be three years of high school
A. Students graduating in the class of 2010 through 2013 will be required to complete
three credits of mathematics. Students graduating in the class of 2014 and after will be
required to complete three credits of mathematics at the Algebra I level or above.

Students enrolled in Algebra I or above in grades before high school, may earn credits
towards their high school diploma under the following conditions: the local school district
has adopted policy of giving credit for courses taken prior to high school and the
curriculum, at a minimum, meets the same expectations as the high school course.

Q. How are districts making the transition between old and new standards?

A. There are many models that are being effectively implemented. For example, some
schools have simply transitioned to the new standards from K-8. Others have
transitioned to the new standards at grades K-2, and plan to transition grades 3-4 next
year and so on. Finally, others have not transitioned yet but are establishing a strategic
district plan to begin this process next year. ODE does not recommend any single
transition plan. If fact, we recognize that the best transition plan depends on the specific
needs of each school. Instead, we recommend that districts identify a strategic plan that
works best for their schools. ODE does emphasize that the transition between the old
and new standards needs to be as smooth as possible for each student and provide the
student with the opportunity to learn the content being assessed annually on the OAKS.

We also stress that the transition between the two standards is more than simply
movement of mathematics topics between grade levels. The new Core Standards,
which contain fewer standards at each grade level, require a deeper focus, and for
some teachers, require a significant change in how mathematics is taught in the
classroom. This also means that teachers need to be even more careful and avoid the
mistake of teaching textbooks cover to cover. Such a practice often results in
introducing concepts that are not assigned to the specific grade level. Not all textbooks
limit their curriculum to only the topics in the Oregon standards.

In many cases, a strategic transition between old and new standards will require
significant inter and intra-grade level collaboration. Attention needs to be focused
around what students have learned in previous grades, what they will learn now, and
what they will learn in later grades as their school district completes the transition.
Therefore, during the transition year(s), curriculum taught in the classroom might have
to be a hybrid of the old and new standards in order to ensure students do not miss
important mathematics concepts.

Q. How are districts making the transition to the Algebra 1 and higher?

A. Similar to transitioning standards, there are many models that are being
implemented. The most important facet of this implementation is to ensure students
currently in the 7th grade (or below) understand this requirement and are being prepared
to complete three mathematics credits at the Algebra I and above level. Some students
may need significant mathematics intervention now to ensure they are ready when the
reach high school. This new graduation requirement should not be a surprise to any
affected student.

Q. Are math content workshops available for elementary teachers?

A. There are many content workshops available for elementary teachers statewide. For
more information, you should contact your curriculum director or local ESD for specific
opportunities in your area.

The Oregon Department of Education (ODE) has recently announced that they are
planning a professional development opportunity for Oregon’s K-12 mathematics
teachers. The opportunity consists of:

      A two-day training for all participants that includes the key features listed below
       and implements ODE’s Professional Development philosophy
      An additional third day session for designated participants to receive specific
       training to become professional development providers
      An opportunity to apply for Oregon’s Math Professional Development
       Implementation Grant

This professional development opportunity will assist Oregon’s K-12 math teachers in
the implementation of the new state math standards and Oregon’s new diploma
requirements. Key features of the ODE-sponsored math professional development

      The latest research-based instructional strategies to increase student
      Information for teachers at every grade level regarding their role in helping
       students meet the new diploma requirements through standards based
      Clear explanation of the new core math standards, the transitions between grade
       levels, and specific strategies for preparing students for Algebra I and above
       course work
      Developing the foundation for student success by teaching core standards in
      Effective assessment practices and instruction of essential skills
      Connections to K-12 math teachers’ own classroom experiences through specific
       content and activities that promote sustainability and transferability of information

Applications for this professional development opportunity will be available online in
January 2009 and specific information about the sessions will be included in the
January Mathematics Update Newsletter. Sessions will include four different locations
which have not yet been identified. Sessions will be held between in June, July and
August 2009.
   3. High School Standards – Draft 3

The Mathematics Content and Assessment Panel has completed Draft 3 of the high
school standards. We ask for your input. Please review the following link to view the
current draft:

   4. Webinars for Oregon Mathematics Educators

The Oregon Department of Education is now offering monthly webinars for mathematics
teachers. The purpose of these sessions will be to establish a statewide professional
learning community to address current topics of mathematics education. The first
webinar was held on December 3rd. This webinar was taped and will be posted online
*This page is currently under development.

The next Webinar will be held Wednesday, January 7, 2009 at 4:00 P.M. We will
discuss how districts are transitioning from the 2002 Oregon K-8 Standards of
Mathematics to the 2007 Oregon K-8 Standards of Mathematics. Districts are
encouraged to share what they are doing to support this transition during the webinar.
ODE is looking for teachers, specialists or curriculum directors to present what they are
doing in January’s webinar. If you are interested, please contact Paul Hibbard at

Information including the agenda, login information, and previous taped webinars will
also be available online. We encourage educators to take an active roll in this
professional community of learners.

   5. ODE Resources (in every issue)
Mathematics Content Standards:
Mathematics Teaching and Learning to Standards, Mathematics education resources
State Adopted Instructional Materials for Mathematics:
State Adopted Instruction Materials publisher representative information
State Adopted General Instructional Materials
ODE Mathematics Home Page
ODE Mathematics Curriculum:
ODE Assessment:
Get Ready Oregon: New Oregon Diploma Information
Oregon Diploma web page:
Contact the State Mathematics Curriculum Specialist: 503.947.5610
Contact the State Mathematics Assessment Specialist: 503.947.5832

   6. Request for Articles

If you or your colleagues would like to submit articles to be included in this publication,
please submit publication-ready short articles for the Oregon Mathematics Teacher
Update by the 20th of each month. Please send your input to
The newsletter will be posted and e-mailed early each month. Please forward this e-mail
to any interested educators who might also want to assist me. With your help, we can
make this an outstanding resource for all.

****Disclaimer--The materials contained in the Oregon Mathematics Teacher Update
produced by Oregon Department of Education are drawn from both internal and
external sources and inclusion of external materials does not necessarily indicate
Oregon Department of Education endorsement.****

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