agenda 1:00 – 1:20 go math organization + curriculum guides 1:20 – 2:45 framework for teaching...

Agenda

1:00 – 1:20 Go Math Organization + Curriculum Guides

1:20 – 2:45 Framework for Teaching Go Math 2:45 – 3:00 Break

3:00 – 3:30 Collaboration, Planning and Exploration

3:30 – 3:45 Critical Success Factors for the Implementation of Go Math

3:45 – 4:05 Go Math Pacing and Assessment

4:05 – 4:30 Collaboration, Planning and Exploration

Norms

• Be present – No side conversations– Avoid using your computer or cell

phone– Avoid working on other tasks – stay

focused on the topic at hand

• Be respectful of your peers

• Participate!

GO MATH!

K 1 2

GO MATH: CHAPTER ORGANIZATION

Go Math: Organization


Briefly read over the Vocabulary Reader directions, Connections to Science, and The Project.

Turn to an elbow partner :What would be the benefits to using these resources? Do you foresee

implementing these in your classroom? If so, how?

Go Math: Organization (1)

Take a moment to read Teaching for Depth to yourself.

Turn to an elbow partner :How could you utilize this resource in data teams and planning?

Go Math: Content Development (1)

Take a moment to explore Professional Development videos on Think Central.

GO MATH: CURRICULUM GUIDE

FORMAT

Go Math: Curriculum Guide (1)

Go Math: Curriculum Guide

Go Math: Curriculum Guide (1)

Suggested Chapter PacingAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs.

Year One of implementation will be a learning process.

GO MATH: FRAMEWORK FOR

TEACHING

Go Math: Framework for Teaching


A Framework for Beginning our Implementation of the Go Math Materials

• This instructional sequence to serve as a support for weekly planning when it feels as though “we can’t get it all in!”

• Adjustments in regards to pacing and timing may be needed to meet the needs of students.

• This should be considered a starting point as we work to become more efficient with the Go Math materials.

Elementary Math Assessment Plan

FRAMEWORK FOR TEACHING:

PRE-ASSESSMENT(PRIOR TO BEGINNING CHAPTER)

Pre-Assessment

Tier 2 + 3 Students for Chapter 1

Pre-Assessment

Pre-Assessment

Show What You Know Pre-Assessment Formative Assessment

Administered: Prior to beginning each chapter

Developed by: Go Math

Located: Teacher and Student Editions

Purpose: • Support small group instruction through the

Data Teams process

• Identify Tier 2 and Tier 3 students for the chapter

• Diagnose student needs for small group interventions based on prerequisite concepts needed for the chapter

• Identify gaps in whole group prerequisite skills – Whole group instruction will be adjusted

Pre-Assessment


Gaps in prerequisite skills required to be successful for the current content.


PRE-ASSESSMENTTurn to a partner or small group and collaborate around the

pre-assessment process. • What will the pre-assessment process look like in your classroom?

• How is assessing the prerequisite skills helpful in planning for small group instruction?


DAY ONE OF THE CHAPTER

Go Math: Curriculum Guide


DAY ONE OF THE CHAPTER

Take some time to read through the Vocabulary Activity, Vocabulary Builder, and the School-Home Letter.

• Begin to sketch out an outline for what your Day One of Chapter 1 will look like and what resources you will need to locate.

FRAMEWORK FOR TEACHING: DAILY MATH

REVIEW+ MENTAL MATH

(15 MINUTES MAX)

Daily Math Review + Mental Math

Math Block: 75 – 90 minutes/day


(15 min maximum)

We will be providing DMR modification suggestions for teachers in order to adjust the time to fit 15 minutes without changing the purpose and integrity of DMR.



Does Daily Math Review have to be part of the math block of time? No. Daily Math Review and Mental Math can be a stand alone – similar to this year.

Will the purpose and expectations of Daily Math Review be the same as this year?The purpose remains the same – which is to review prerequisite skills or skills that were not mastered in a previous Chapter.

Go Math: Common Questions


elementary.dmschools.org

FRAMEWORK FOR TEACHING:DAILY MATH REVIEW

REFLECTIONTurn to a partner or small group and collaborate around the Daily

Math Review + Mental Math.• Does a 15 minute maximum time limit for DMR + Mental Math change your

DMR structure? How? Think through how it will look in your classroom.

• Where will you place Daily Math Review + Mental Math in your school day?

• If time allows – think through the first few weeks of school and what skills/concepts will you start off the year with in DMR?


WHOLE GROUP CONCEPT

DEVELOPMENT(20 MINUTES)

Whole Group Concept Development


(15 min maximum)

Whole Group Concept

Development(20 min)

ENGAGE EXPLORE EXPLAIN




(15 min maximum)

Whole Group Concept

Development(20 min)

ENGAGE

INTRODUCTION


Show engage lesson + walk through it with teachers… Be the teacher – they are the

students.

INTRODUCTION



(15 min maximum)

Whole Group Concept

Development(20 min)

ENGAGE EXPLORE

WHOLE GROUP


WHOLE GROUP



(15 min maximum)

Whole Group Concept

Development(20 min)

ENGAGE EXPLORE EXPLAIN

GUIDED PRACTICE + FORMATIVE

ASSESSEMNT


GUIDED PRACTICE

Formative Assessment: Quick Check

FORMATIVE ASSESSMENT

Students needing additional support with lesson concept

Differentiated Instruction(20-35 min)


Quick CheckFormative Assessment

Administered: Mid-Lesson DAILY (Explain)



Purpose: • Measure student understanding of Whole

Group Instruction (Explore)

• Guidance to teacher on areas that are not attained and need to be re-taught in Small Group Instruction

• Indicator of student readiness for independent practice and problem solving

• Real time adjustment to teaching and learning

FRAMEWORK FOR TEACHING:WHOLE GROUP CONCEPT

DEVELOPMENT + QUICK CHECKTurn to a partner or small group and collaborate.

• Explore the first few lessons in your Chapter 1 TE. Read through the lessons. What supports are provided? What materials might you need? What technology is available?

• What is a quick way to check the “Quick Check”? Share your ideas with others around you.

• There are many resources in the Engage, Explore, and Explain. Circle the “MUSTS” in your TE that will be essential in the 20 minutes allotted to this section of the math block.


DIFFERENTIATED INSTRUCTION

(20-35 MINUTES)

Go Math: Differentiated Instruction


The next few slides outline what the Differentiated Instruction component may look like in a classroom.

Thoughts to consider…• It will take 1 – 2 weeks to establish an effective small group instruction

structure and routine.

• The small group instruction format will vary by school/classroom depending on the support staff available.

• The next two slides outline what small group instruction can look like without additional support staff.

• Further information about SPED support will be provided in later slides.


Differentiated Instruction

Independent/ Collaborative Work

20 minutes

10 minutes

10 minutes

Small Group Instruction3 – 5x per week

Support Staff Push in/Pull Out During this

Time

But What If…• Over half of my class does not pass the Quick Check after the whole group lesson?• The Personal Math Trainer is not working during this time?• A Tier 2/3 student passes the Quick Check? • I have more Tier 2/Tier 3 students than devices? • I have a support teacher that comes in – how can I utilize him/her?• I have more than 20 minutes for small group – how can I allot the time?


Personalized Learning Independent/ Collaborative Work

Support Staff Push in

/ Pull Out During this

Time

Small Group Instruction (1-2x per week)

20 minutes

10 minutes20 minutes10 minutes10 minutes


10 minutes

Discuss…• What routines and expectations will need to be in place to make small group time

run smoothly? • Sketch out a plan (daily and weekly) for how your small group time will look with

the structure of your classroom and support. • What materials will you need to prepare ahead of time to be ready for small groups

each day?


Grab and Go Centers

Activity Cards (A): Ready- made, easy-to-follow activities help students reinforce or extend concepts and skills. *Includes cards for Challenge/Enrichment.

Literature (L): Integrate math skills into real world situations and cross-curricular subject matter to engage student interest. Interactive questions focus on key concepts and support comprehension.

Games (G): Practice skills and apply concepts with these ready-to-use interactive math adventures. Students can play these games in pairs or small groups.


Personal Math Trainer• Dynamic items + assignments to give

your students unlimited practices on key concepts supported by guided examples, step-by-step solutions, and video tutorials.

• Generates reports for teachers so instruction can be tailored to meet the students’ needs.

• PMT will automatically prescribe and create standards-based, personalized interventions for the students.


Personal Math Trainer• PMT targets each students’ individual

needs and provides content support up to two grade levels below the current grade level.

• PMT analyzes each student’s personal strengths, weaknesses, preferences, and learning pace.

• The systems adaptive data structure provides real-time recommendations and strategies based on individual needs, challenges, and learning styles.


DIFFERENTIATED INSTRUCTION REFLECTION

• Take this time to continue to plan and look through resources for differentiated instruction – located in the Teacher Edition and Think Central.

• How can you model math small groups to look similar to small group time in literacy?

• Problem solve potential challenges with a partner.


PROBLEM SOLVING(15 MINUTES MINIMUM)




(15 min maximum)

Whole Group Concept

Development(20 min)


(20 min)

Problem Solving(15 min)


PROBLEM SOLVING• How can you utilize your current problem solving practices (CGI, Messy

Problems) in the Go Math structure?

• Think through Lesson 1.1’s problem solving section –o How will you transition from small group instruction? o Become familiar with the Interactive Whiteboard o Which questions will you have students complete?o How will the complete the problems? Whole Group? Partners? Pods?





(15 min maximum)

Whole Group Concept

Development(20 min)

Differentiated Instruction(20 -35 min)


ENGAGE

EXPLAIN

EXPLORE

Small Group Instruction

Independent / Collaborative

Personalized Learning


SPECIAL EDUCATION + INTERVENTION

Special Education + Intervention


(15 min maximum)

Whole Group Concept

Development(20 min)


(20 min)


ENGAGE

EXPLAIN

EXPLORE

Small Group Instruction

Independent / Collaborative

Personalized Learning

Core Whole Group Instruction

Whole Group Concept

Development(20 min)


What if a Special Education student is out

of the room during whole group?

SPED students will be in the classroom for Core

Whole Group Instruction.

Education student is Can a SPED student

miss Daily Math Review in order to

receive SPED services?Maybe. It depends on the students and their

needs and ability levels.

Go Math: Special Education + Intervention



(15 min maximum)

Whole Group Concept

Development(20 min)


(20 min)


Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)

Where do Special Education minutes fit into The Math Framework?Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time.

What might the classroom look like during the additional 15-20 minutes of Intervention? What are Tier 3 SPED students missing during intervention?One option would be to add 15-20 minutes to the Differentiated Instruction time for Math Intervention. The teacher would be working in small groups and students would be in centers.


(20 min)

Differentiated Instruction(35-40 min)


Go Math: Common Questions from 3.5.14


Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)

Tier 3 Small Group

What materials will an interventionist or SPED support use when providing push-in or pull-out support?


SPECIAL EDUCATION / INTERVENTION REFLECTION

• Think through your math block and supports – how will you structure the 75 – 90 minutes to meet the needs of the students?



Expectations

Will teachers be expected to teach the lesson word for word out of the books?No. The prompts are available for teachers to use in the planning process and are optional in teaching the lesson.

Will teachers use additional outside resources to teach lessons?Go Math will be the primary resource for teaching elementary math in DMPS. If time and necessity allow – other resources may be utilized.

Will we be following lessons and chapters in sequential order? Yes. We will follow the progression of the lessons and chapters to maintain the integrity of the program. We will be taking feedback throughout the first year to evaluate the flow and order of lessons.


Expectations

Will we post the Essential Questions or the I Can Statements?The Essential Question is written in student-friendly language. The I Can Statement/Lesson Objective is for teacher use. It is not required by our district that teachers post either, although it is crucial that the teacher is communicating the learning goal with the students daily. School leadership may provide specific expectations at individual sites.

What is the math journal?The math journal is tied directly to the essential question. This will not be a mandatory component in the lesson, but rather can be utilized in small groups, centers, or with the whole group.

TAKE A BREAK +COLLABORATE, PLAN,

AND EXPLORE2:45 – 3:30

GO MATH: CRITICAL SUCCESS

FACTORS

Go Math: Critical Success Factors

Critical Success Factors: Effective Implementation of Go Math

The Iowa Common Core Standards and the learner objectives listed on our district curriculum guides are our K-5 Mathematics curriculum.

• The curriculum guides clearly articulate what students need to know and be able to do during each unit of study at each grade level.

• The recently purchased Go Math is a comprehensive Mathematics program that supports the Common Core by emphasizing explicit, systematic instruction in the areas of conceptual understanding, application, and procedural skill and fluency.

• This program will be used as our primary tool to support instruction and enhance students’ mastery of the Iowa Common Core Standards.


The following elements have been identified as critical success factors for the implementation of the Go Math materials during the 2014-2015 school year. Application of these components will establish the framework upon which an effective and sustainable Mathematics program can be built.


Launching the Chapter

Show What You Know Pre-Assessment

Vocabulary Activity

Vocabulary Builder

Grab and Go Centers

School-Home Letter





Vocabulary Activity

Vocabulary Builder

Grab and Go Centers

School-Home Letter

Grade 1 – 5: beginning of school year

Grade K: start of second semester

15 minutes maximum

2-5 multi-step mental math problems daily






Vocabulary Activity

Vocabulary Builder

Grab and Go Centers

School-Home Letter



15 minutes maximum


“Engage” Digital LessonDaily

“Explore” Lesson Daily

Hands-on Manipulatives

Guided Practice: “Explain” - Share and Show





Formative Assessment


Vocabulary Activity

Vocabulary Builder

Grab and Go Centers

School-Home Letter



15 minutes maximum


“Engage” Digital LessonDaily

“Explore” Lesson Daily

Hands-on Manipulatives

Guided Practice: “Explain” - Share and Show

Quick Check: Create Groupings







Small Group Instruction 3-5x week for students in need of

additional support.

Small Group Instruction 1-2x week for Advanced

Students.

Students Needing Additional Support: Personal Math

Tutor daily

Students not in small group will complete “On Your

Own” and Math Centers.







Problem Solving

Utilize Problem Solving Interactive White Board

example

15 minutes minimum daily


additional support.


Students.


Tutor daily









Problem Solving


example



additional support.


Students.


Tutor daily



Management + Organization

Plan for differentiated instruction using Think Central Resources.

Management system for use of technology.

Organization of manipulatives







Problem Solving


example



additional support.


Students.


Tutor daily




Plan for differentiated instruction using Think Central Resources.

Management system for use of technology.

Organization of manipulatives

Intervention

Tier 3

Fastt Math







Problem Solving


Intervention

MATH ASSESSMENT PLAN

WHAT WILL PLC / DATA TEAMS LOOK LIKE IN 2014-

2015?

Math Data Teams


How might the Data Team/PLC structure look different in 2014-2015?

Having conversations around what instruction will look like at the teacher and student level.

– Focus on the use of Go Math– Engagement techniques within Go Math– Opportunities for collaborative practice using the new materials

and technology.– Use of the Show What You Know assessment to differentiate

instruction and plan for small group time.

The Purpose of Data Teams Remains the Same

Having conversations about the student data and what it means for our instructional practices.

District-Created Pre- and Post- Unit Assessments aligned to standards without materials

that support the Core.Become familiar with what works

for our kids in the Go Math materials.

Use assessments from the Go Math materials and

implement a modified Data Teams Cycle.

GOAL: Implement the Iowa Core with Common Formative Classroom Assessments to use

during the Data Teams process. Deepen the Data Teams process by using student data

around the standards to plan for instruction using the Go Math materials.



Administered: Prior to beginning each chapter



Purpose: • Support small group instruction through the

Data Teams process

• Identify Tier 2 and Tier 3 students

• Diagnose student needs for small group interventions based on prerequisite concepts needed for the chapter

• Identify gaps in whole group prerequisite skills – Whole group instruction will be adjusted

Elementary Math Data Teams

Step 1: PretestTeachers will administer the Show What You Know prerequisite assessment prior to teaching Lesson 1.1.

This assessment will diagnose student needs for small group interventions (Tier 2 and Tier 3) based on prerequisite concepts needed for the chapter.

Show What You Know will be administered on ____________.


Planning for Small Group Instruction


Planning for Whole Group Instruction


Quick CheckFormative Assessment

Administered: Mid-Lesson DAILY (Explain)



Purpose: • Measure student understanding of Whole

Group Instruction (Explore)

• Guidance to teacher on areas that are not attained and need to be re-taught in Small Group Instruction

• Indicator of student readiness for independent practice and problem solving

• Real time adjustment to teaching and learning


Chapter Posttest (Recommended)

Formative / Summative Assessment

Administered: End of a chapter

Developed by: Go Math (Revised by Data Teams/PLC)

Located: Assessment Guide (Think Central)

Purpose: • Measure attainment of standards from chapter

• Give guidance to teacher to reteach, change strategies, and identify student needs before end of semester/year

• Predictor of success on standards based assessments

• Possibly used as part of a student grade

• Identify content not mastered – Daily Math Review


Planning for Daily Math Review


Mid- and End-of-Year District Standard AssessmentDistrict Standards Based Assessment

Administered: Semesters

Developed by: Go Math (Revised by DMPS District Team)

Located: Math Website (Available in August)

Purpose: • Measure grade level attainment of standards

• Use to inform semester instructional pacing and strategies

• Possibly used as part of student grade determination • Evaluate Go Math as a system

Math Data Teams



Scholastic Math Inventory (SMI)External Interim Assessment

Administered: Fall, Winter, Spring

Developed by: Scholastic

Located: SAM

Purpose: • Monitor student progress towards Algebra

Readiness

• Show what needs to be addressed to meet student needs

• Assess Fact Fluency for FASTT Math Intervention Groups

• Assist in identifying gaps in prerequisite skills – Daily Math Review

How Might PLC / Data Teams Look Different?

Pretest / Posttest Data Team OPTIONAL Structure

Assess your readiness level:

• How frequent Math Data Teams meet

• Familiarity with Go Math materials in order to differentiate

• Effectiveness in analyzing data to change instruction


Chapter Pretest(Optional)

Common Formative Assessment

Administered: Prior to beginning a chapter

Developed by: Go Math (evaluated and revised by Data Teams/PLCs)

Located: Assessment Guide (Think Central)

Purpose: • Support whole group instruction through the data

team process

• Allows for customization of instructional content to optimize the time spent teaching specific objectives

• Guidance for teacher to utilize strategies, lengthen

lesson time, and identify student needs and abilities before teaching the chapter


Step 1: Pretest OPTIONAL

Teams will evaluate the chapter posttest before administering as a pretest. Teams may add or delete problems to fit student needs.

Pretest will be used for customization of instructional content to optimize the time spend teaching specific objectives in whole group instruction.

Pretest will be administered on ______________________.


Planning for Whole Group Instruction

How Might PLC / Data Teams Look Different?

Pretest / Posttest Data Team OPTIONAL Structure

Assess your readiness level:

• How frequent Math Data Teams meet

• Familiarity with Go Math materials in order to differentiate

• Effectiveness in analyzing data to change instruction

Math Assessment Action Plan

• Develop a plan for your school’s Math PLC structure based on your readiness level.

• Modify the data teams form to fit your structure.

• Become familiar with the “Show What You Know” pre-assessment and small group instruction resources.

• Communicate Math Assessment Plan with teachers.

COLLABORATE, PLAN, AND EXPLORE

EXIT TICKET:• I am excited about…• I have a question about…• I would like more time to…

agenda 1:00 – 1:20 go math organization + curriculum guides 1:20 – 2:45 framework for teaching...

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