math foundational services shift 1: focus october 9, 2014 cindy dollman & joe delinski the proe...

Math Foundational ServicesSHIFT 1: Focus

October 9, 2014Cindy Dollman & Joe Delinski

The PROE Center

Group Norms

• Be present.• Communicate with colleagues when appropriate.• Respect time frames.• Focus on the learning at hand.• Turn all cell phones to vibrate.

Multi-Tiered System of Support (MTSS/RtI)

Statewide System of Support

Priority

Focus

Foundational

Focus Areas:- Continuous

Improvement Process (Rising Star)

- Common Core ELA- Common Core Math- Teacher Evaluation- Balanced Assessment

Part I: Major Shifts

Focus Coherence

Rigor

Focus

Consider what is not said

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Math “needs to lose a few pounds” (p.3)

“Teach less, learn more”

“Cannot add “just one more thing”

Grade-level work begins during the first two to four weeks of instruction

Differentiation

Extensions

Coherence

Practice-content coherence

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Math should make sense

A progression of learning

Use supporting material to teach major work

Coherence supports focus

RigorBalance with equal intensity

– Conceptual understanding– Procedural skill and fluency– Application

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NEEDS ASSESSMENTS

• Grade- level• High school

– Traditional– Integrated

• Standards for Mathematical Practice

CCSSM Vocabulary

10

Organization

Practice Standards

Content Standards

Domain

Cluster

Standards

Domain: Groups of related Standards and Clusters

Cluster: groups of related standards under a bolded heading

Standards: specific information students should know

www.achievethecore.org

Structure of the Standards

• Domains are large groups of related standards. Domains change from grade to grade to reflect the changing focus of each grade. Standards from different domains may sometimes be closely related.

• Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related.

• Standards define what students should understand and be able to do.

Domain

Cluster

Standard

11

What’s on your plate?

As teachers, our plates are very full:

Select 1 grade level On your plate, list specific

math content, skills, and concepts you teach across the course of a year

Focus

Consider what is not said

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Math “needs to lose a few pounds” (p.3)

“Teach less, learn more”

“Cannot add “just one more thing”

Grade-level work begins during the first two to four weeks of instruction

Differentiation

Extensions

The PARCC assessments will focus strongly where the Standards focus

“Teach less, learn more”

70% or more on major work in 3-8

Focus allows for a variety of problem types to get at concept in multiple ways

Students will have more time to master concepts at a deeper level

15

Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction - concepts, skills, and problem solving and place value

3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Key Areas of Focus in Mathematics

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Content Emphases by Cluster

Green – major

Blue – supporting

Yellow – additional

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LET’S EXPLORE

Take time to look over the Content Emphasis for your grade level, in addition to

your grade cluster.

What’s on your plate?

Maybe it’s time to take something off our plates:

Review your plate Cross out content, skills,

concepts that are not a part of your grade level (major, supporting, additional)

Add content, skills, concepts that should be included in your grade level

Math Common Core Standards

What to Teach

=

Content Standards

How to Teach

=

Practice Standards

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HOW TO TEACHSTANDARDS FOR MATHEMATICAL PRACTICE

STANDARDS FOR MATHEMATICAL PRACTICE1. 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.

STANDARDS FOR MATHEMATICAL PRACTICE

Each team will be assigned a mathematical practice standard.

• Read and highlight 12 keywords. (Looks like)

• Determine an action the teacher could take to include the standard for mathematical practice. (Feels like)

• Create a question that encourages use of the standard for mathematical practice (Sounds like)

ISBE Mathematics

29

ISBE Model Curriculum

Philosophy Basis - Shifts

Focus Coherence Rigor

Focus• Unit Map – Opening narrative provides focus of the unit • Lesson Plan – Carries out the purpose of the lesson• Segments of Lesson– Align with overall focus

Coherence• Scope and Sequence• Unit Map – Connections to Previous/Subsequent Learning• Assessment Plan - Pre-assessments for Prior Grade Standards)

Rigor• Unit Map – Transfer/Application through essential questions;

define conceptual understandings, and address procedural skills• Assessment Plan• Lesson Plan – Explanation of Rigor

Philosophy Basis

Structure

• Understanding By Design• Standards• Assessment• Instruction

PARCC

• Scope and Sequences• Item Formats• Evidence Tables• Sample Items

Components of the Unit Maps

• Opener: – Connections to Previous Learning– Focus of the Unit– Connections to Subsequent

Learning– Progression Citation

• Standards: – Color-coded based on Content

Emphases by Cluster

• Grade Level Expectations– Knowledge Targets– Skill Targets

• Highlighted Mathematical Practices– Described in the context of each

unit– Practices to be emphasized in each

unit indicated with *– Tied to Assessments and Instruction

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Additional Elements for Planning

Vocabulary

• Critical Terms to be mastered at this grade level

• Supplemental Terms to be reinforced from previous grades/courses or introduced to prepare students for future grades/courses

Assessments

• Pre-Assessments (Prior content knowledge)

• Formative Assessments• Summative Assessments (of the

Unit)• Self-Assessments

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Differentiation Elements

Student Growth for All

• Prerequisite Skills/Concepts• Advanced Skills/Concepts

English Language Learners

• Based on WIDA Standards• Tips for instruction and

assessment

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Lesson Components

• Multi-Day Content and Practice Standards

• Supporting Content Standards• Student-friendly learning targets• Purpose (focus)• Explanation of Rigor• Vocabulary• Evidence of Learning

• Time frame• Resources• Modalities Represented• Math Practice Look Fors• Differentiation• Potential Pitfalls• Independent Practice• Instructional Steps

Your Turn

• Select a unit map for your grade or course to read.• Consider:

– What confirms what you already knew?– What is new for you?– What questions occur to you as you read?

Additional Resources for Focus

• Illustrative Math• Achieve the Core

Next Steps… Planning

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Training Considerations

• Grade level groupings• Appropriate tasks• Timing of Trainings• Educator experience in the new standards (Content and

Practice)

Planning for Training

• Take some time to plan the structure of the training for your area.– How will participants be grouped? (Grade bands? Courses?)– How will time frames be organized?

Generating Questions

• How will I facilitate conversations around the scope and sequences?

• How will I facilitate conversations around the Unit Maps?

• How will I facilitate conversations around Assessment and Lesson resources?

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Cindy Dollman – cdollman@peoriaroe48.netJoe Delinski – jdelinski@peoriaroe48.net