 It's a little bit different than what we've heard so far today, in that this is a H-12 issue. And the climate core was adopted by most states as you well aware, or may not be aware. And in our case, the state of Utah made a decision to adopt an integrated model of mathematics versus a traditional model. And looking at that, what were we going to do? There aren't any textbooks. So what we did was get together a team of teachers along with our district specialists and walked into the world of open resources. So we're very, very new to that. And have developed online resources for our teachers, our students, and our parents. It is not a cheesy road. We're right in the middle of it. If you're familiar with Carol Black's book on mindset, there are definite mindset issues with all of those involved. Our language arts adoption has been really cheesy for our teachers to transition into using strictly online resources. For that set of resources, we followed the Gates maps that were developed and then added resources for teachers and students and developed ICANN statements so that they were easier for both teachers and students to understand in a K-12 world. For the mathematics, much more difficult in that our math teachers are very, very used to having a textbook and to not have something in hand to be able to say, open up page 239, let's look at the example, come on up to the board, has been something that our seasoned teachers quite frankly have had a very typical time with. Whereas our brand new teachers have embraced it and are having a wonderful time sharing this new way for them and for their students of learning versus strictly textbook. The question is when asked time and time again of us, do you have textbooks at all for these math kids to use? And the question is no, the answer is no, we absolutely do not have textbooks for them. So everything they are using are permanent resources that together as a district we have developed. I'll turn the time over to Camille Baker and she'll show you what we have. I have to begin with the story. Last spring, about March, I was reading the newspaper, I have hard time standing behind the line, so if I don't stay here you don't know why. I was reading the newspaper and I'm reading about Utah grants for education and I'm reading that some school nurse got money to create an e-book for math for the new Common Core Standards and I'm looking at it and I say, wait a minute, why did you do that? Well you know what's coming, right? I turn to the inside page and I find out it's me. And I credit Laura for writing that grant. She took a big chance going out there and saying we're going to do this. I think that we're at a tipping point. We all know that for a long time we've been moving towards thinking about who's learning, everybody's learning, thinking about how we learn. It's a lot different but we're not changing too quickly. Thinking about what's important to learn. We talk about 21st century schools and we know that they're important to learn but are we moving there? No. Well here we are in Utah and here we are with the Common Core Standards, no textbook, the international model and technology resources and me who wants to do it, right? So we're going full steam ahead, let me tell you about it. First of all, let me just say we'll cover the Common Core Standards just a tad, go into our implementation and then we'll talk about our learning curve and projecting the evolution of this process of online math content interaction. Because it's not just online math content, it's online interactions. Let me just ask you, would you just give me on a scale of one to five your knowledge of the Common Core? Put it up high so I can see them. Five, four, three, two, one. So I'm seeing that most people who are here, there's a one over here, most people who are here are fives and fours. You're here because you're interested in the Common Core. The states got together, this is not a national initiative. The states, the governors got together and initiated this. We have Common Core Standards. They were developed by experts, a team of experts, teachers who are involved. They were adopted for the purpose of bringing us all to the same standard. And the major difference in my mind is that we have, well, there's two major differences. One is integrated content, especially in Utah. And we think we're only one of two states in the country that is going the integrated model. In spite of the fact that the international models of the highest performing countries are integrated. And then the other major difference is the practice standards. Now you all talk a lot about 21st century skills. And when we really talk about 21st century skills in math, they're almost synonymous to the practice standards. And there's a big, the way that the Common Core is written, it's to utilize the practices. In other words, the students will be engaged, they'll be problem solving, they'll be making connections. They'll be doing the math in a much more different way. They won't just be working for memorized procedures. Not just saying that procedures are not bad, are bad. We all have to work through some procedures. But these students are going to learn what's the meaning. If we follow the Common Core in all of its integrity. Jordan School District's process. We started by pulling together teachers from every school. And by just pulling apart the core. And when we did that, they went right to the standards. They pulled everything out and wrote what we call ICANN statements. Down to the very tiniest pieces that they would understand what was there. And then we went from there to develop our yearly plans and resources. And the online resources. Interesting thing has been that there are some definite advantages to interactive, dynamic online resources for teachers. When I say dynamic, there's this slight difference. Remember I said e-textbook at the beginning? That's what we originally were going to do, was write an e-textbook. But we weren't in a position to make it, to arrive at the quality that needed to be arrived at to make it so static. An e-textbook in my mind so far is pre-static. And we need a more dynamic environment that can be changed and made better on an ongoing basis. So what you're going to see in the next minute is a dynamic environment. I'm going to click on, and there are the addresses. Can you see them in case you want to go there? We'll go to, I have two sites. Both of them are WordPress sites. We'll use the SecMath CCSS first. Just because the integrated model starts in ninth grade. Secondary Math 1, Secondary Math 2, Secondary Math 3. That's different than the traditional model, which is Algebra Geometry and Algebra 2. So I just want to point to one thing on this front page. And that is that down here in the directions, it tells everyone that if they'd like to contribute resources, they can email me, I'll invite them to the Dropbox, which is what our teachers are doing. They're dropping their resources into a Dropbox, and then we're harvesting them from there, editing them, posting the best ones, eliminating the ones that don't exactly fit, the teacher that we just eliminated. But that's an important process. That's part of the dynamic process. It's also part of the participatory process. Sorry, I'm in trouble with words today. When we talk about online resources, we talk about online education. We need to be thinking about participatory education, not just for our teachers. Right now, this is participatory for our teachers, but we'll show you in a minute how we want to make it participatory for students as well. Let me just scroll back up. You'll see, I'll go to the Secondary Math 1 site. You can go through the rollouts if you want. It'll be identical, but I'm going to go to the flat pages. They're a little bit easier to see everything we have there. I'll click on Secondary Math 1. You'll see that we're basically addressing three questions. What do students need to know and be able to do? How will we know if they know it? Of course, that's assessments, and then our instructional resources. In this section here, the year-to-glance, ICANN statements, the things that we were talking about before, I want to point to one thing, which is an exceptionally important tool. This takes the place of the teacher's edition. So if I click on, if I go to Conceptual Foundations, and it might take a minute at the internet, so I'll just scroll up here. What I'm going to find, oh, it didn't, one passed. What I'm going to find are exactly what they say they are. They're conceptual foundations. I'm going to click on the Statistics 1, because in Secondary 1 that's the very, very difficult transition. Teachers have not been teaching this material, in which you'll see that the yellow boxes highlight some of the major concepts, and then below it is the information that teachers need in order to teach it. And this is about 20 pages long for statistics. In other words, if teachers are going to teach new content, they need to know what it is. So we've provided them with conceptual foundations. These are also good to point parents to. Teachers can use these in their presentations. They can project them any way they want. They can use the problems for them, as their problem sets for that matter. Let me go back. I'll go back again. I'm just hitting the highlights. You're welcome to visit this site and take advantage of all of our resources. That's what they're there for. I'm going to take you right now briefly. I'll mention the assessments. We have benchmark assessments for each of the units or domains, depending on which grade level you're in. We've also, again, put up a hand if you're familiar with task-based learning. Five, four, three, two, one. Use your hands so I know where you are. Five, one, fours. I'm only seeing a few hands. What we're talking about here is that the teams of people who developed the Common Core, their intent is that there will be two performance assessments per year, and they will be more complex tasks. You have one problem. It's extensive. The student has to explain, draw drawings, draw pictures, show their work. It might take them an hour or two to do one task. It's pretty complex. When we talk about assessment tasks, when we go here, we'll find tasks that are longer, not just five problems on a page. We don't know exactly for sure that those assessments will come, but we hope they are because that will give us the integrity of what the Common Core is asking us to do. The formative assessments, there's nothing there yet. I take that back. There are a few. We're asking our teachers to submit the assessments that they're beginning to use on a weekly basis so that we can, everyone can begin to access those. Instructional resources. Let me take you, just because I want you to see it, in order to do that, I'm going to take you to this, our other site, which covers six through eight. I'll take you to the eighth grade. This time I'll go through the rollout. I'd like to go into expressions and equations. The reason that I'm taking you there is because there's a section in here that teachers are not used to yet. This whole section on proportional relationships as part of expressions and equations. I'll just show you how the resources are outlined for them. You'll notice that there is a headline here that says Instructional Media. I haven't done it yet. I need to go ahead and find the stuff online that's the very best and put it there. Right below that, you'll see Resource Series. So, intro to proportional relationships, one to two days, here are your resources. Use different representations and slope of the unit rate one week. Is this a little bit like a textbook? Except that it's online? That may be good or bad. Actually, for the timing, I think it's good. You just need to feel comfortable. I'm going to actually, if I can, find the one that I want. I was going to show you a resource, so that you can see the difference between worksheets that you're used to saying. In a minute, maybe I'll do that. Let me just finish this page. Slope with similar triangles, one to two days, and deriving y equals mx plus p. Here's the one that I was looking for. You'll see on this worksheet there are two problems only. Each problem, number one, has a table, a graph. Here's the table, here's the graph. Here's the story. Here's the algebra piece that's right there. And this one, the table's given. And this one, the graph is given. And the third one, there will be the story. Here would be a likely story. I drive to work every day. It cost me two dollars to get to work. 25 dollars an hour. And they have to then put that into a table, a graph, and then come up with the rate of change, which would be 25 dollars per hour and a constant. We're asking them to make connections right off the bat. If they haven't learned white, maybe they have. We're asking them to make connections to think about things and to think about math in real terms. Anything else on the website can show them, Lauren. I think we're... You can look at that all you want. There's a lot there. Teachers are just beginning to utilize it. Let's go back to the PowerPoint. This is the most important part of the presentation because we had quite a learning curve. First of all, let me just say that when you think about that tipping point and all of those things, they're pushing us towards education in a different way. You think about the other side of it and you think about teachers and disequilibrium because they are some of them. Some of them are grabbing hold of this and running with it and really are really excited about it. I had one department here and she said, you know, this is kind of interesting. My kids are retaining what they're learning. I've never experienced this before and I was really surprised. That was for Herman, by the way, the department here and there. You know, so there are some teachers who are grabbing and running with it and there are others who just do not know what to do whether they're used to practice it, practice it, practice it. So they're in disequilibrium. Then you have parents who, okay, let's just take it if you think about all parents and you think about probably at least 70% maybe even 80% and if you ask them, they would tell you they didn't like math, right? Yes, however, if you want to teach it differently if you want to teach it differently then they learned it then something's wrong. So they haven't quite connected the dots because they don't like math why don't they like math? They are connecting into their, they don't think it's connected to their real life and yet they don't want you to change. And would they want their students to have online abilities and to do in school what they're going to be expected to do in real life? They absolutely would. That's critical. That's critical to their success. So they haven't really thought about it yet but hopefully we'll help them. So we're in the process of helping teachers make this shift to online resources. Here's another big issue. We started teaching Secondary 1 but students who are in Secondary 1 aren't prepared for it because they didn't have the class that came before which is 8th grade math. It's one of the reasons why our schools, our Jordan District teachers chose to implement in grades 6 through 9 because they don't want to keep repeating that process every year. Even though Utah only chose to implement in grades 6 and 9 I don't understand the logic of that but that's where we are. So we're addressing the needs of students who aren't prepared for their current classes. So there's a whole big thing going on there. Another thing is that we developed a lot of resources that you saw but as the teachers are beginning to teach it we're finding gaps so we have to prepare that we have to teachers have to give us input I have my helpers, we work on stuff and we fill in the gaps on the resources that are there. That's an ongoing process, it's another reason why it's great that it's dynamic. I already mentioned Dropbox so that's second to the last bullet that's how we're doing that. Building in quality from the beginning our quality analysis is ongoing. We're continually looking at what's on there and changing it. Oh that's the important thing that I forgot to show you. Hang on just a minute. I'm going to go, I'll show you in a minute. Actually the WordPress links are blogs right? So if you notice on the right hand side the very top last post that I made was updates to the 7th and 8th grade tests. So the fact that this is a blog I can I can communicate with them without it being 6 or 7 emails that they can't remember which email had the best update. They know what the most recent resources are that are on there. They can also make comments and say hey the links broke and I get an email and I can go and fix it. So it's really cool that it's dynamic and we can build in quality from the beginning. That sequence that I showed you in 8th grade how I had broken it down into pieces that wasn't there in the beginning. It was a long list of resources and yes they were loosely associated. So we're all ready starting to change it and it's only 2 months into the school year in order for it to work better for teachers. We're developing an instructional sequence that works for the teachers. I've got some teacher experts projecting out and helping me to develop that sequence for them so that before the teachers arrive there they have the sequence that they need. We hope that we're not just reproducing the textbook environment. So let's see. Oh, the other piece is helping teachers to experience mathematical practices and they didn't. They didn't grow up experiencing those things they grew up memorizing the procedures and following them. So that is another challenge we're beginning to address and we're talking about it. Accessing time with teachers is our biggest handicap but if constructive responsibilities are in the assessments it will help us to move there. Supporting challenged and advanced learners that's an ongoing problem. We're continuing to try to address. And now we're dealing with what comes in the high school next year. Do we offer secondary one again just because we're afraid that they're not going to succeed and how is the state going to deal with the graduation requirements? We don't know the answers to those questions yet so those are some of the things that we're dealing with right now. Let me just move into projecting the evolution of where we think this is going to go. Yesterday I was with teachers and I was showing them they were actually creating their own word press sites only their word press sites are going to be structured maybe by the calendar. September, October, November, December week one with two, week three, week four all they have to do is go on to our word press site and paste it right onto theirs and what they want. So they have their own personalized their own personalized textbook. Now understand that we're in the beginning stages of that but we really think that everything that I've been hearing here not everything but I've been hearing a lot about post-secondary and I'm hearing a lot about online education for adults or older students who they can't take charge of their learning think about it, these are middle school students are they going to have an online course and yes there will be some online courses for them but how is it going to be handled, it's going to be completely different so if you think about this you think about teachers and using a learning management system the teachers learning management system becomes the online textbook so our resources should be imported into the learning management system and then the teacher can have student participation through that learning management system and they can also assess, it can track we've seen some really interesting things on learning management systems and it's now time. Okay our contact information are Laura's and my email addresses and our site addresses one more time and was that a five minute or was that the end that was the end if you have questions or ideas for us we'd be welcome here at the back of our home thank you very much