GOMATH!

Presented by Karen CardinaliCFN 609

Planning Session GoalsOver the course of the 2 sessions we will engage in the following activities:

• Identify aspects of GOMATH! that support the practices outlined in the Citywide expectations, Quality Review Rubric

and Danielson’s Framework for teaching.• Become familiar with the structure of the teacher’s guide ad

components of GOMATH!• Negotiate philosophies: Unit planning and delivery of lessons.• Examine the Scope and sequence: Identify areas to consider

with teacher teams. • Choose Unit 1: Prepare to implement the unit that will be

used to launch the year.• Next steps, Questions/Concerns

DOE 2013-14 CORE CURRICULUM SUPPORT FOR SCHOOLS

Teachers and school leaders will have the opportunity to attend a series of four professional development

sessions for each Core Curriculum program (Core Knowledge, Expeditionary Learning, Go Math!,

ReadyGen, Connected Math Program 3, and Code X). The first of the four sessions will take place this

summer; registration details will be shared by the first week of June. Circulars covering summer per session work for teachers and supervisors will be posted at

school.

Core Curriculum adopted Program

GoMath! 2012 A comprehensive, K-8 program developed to

meet the objectives and intent of the Common Core State Standards with a focus on Depth of

instruction, equal emphasis on conceptual understanding and procedural fluency, and a

focused and coherent articulation across grade levels.

Setting the Stage:

Common Core Learning Standards(Content and Practice)

Citywide Instructional Expectations

Quality Review Rubric

Danielson’s Framework for Teaching

Activity 1: Criteria from CIE, QR, DFFT

In your team of 3:Each member reads one of the documents.

Highlight the salient points from the excerpt. Keep in mind how it relates to the work you do in your

classrooms and in teacher teams.

Share with team, Identify common themes, jot down key words/phrases.

Citywide Expectations 2013-2014Prepare: Set up to meet higher standards : Ensure curricula in Pre-K-9 are aligned to the Common Core Standards in all content areas. (QI 1.1, 2.2)

Schools should work toward closing curricular gaps during spring and summer 2013, whether through purchasing and integrating publisher-made materials or by adjusting current materials. Schools must provide dedicated time, resources, and support for reviewing and revising curricula, using Universal Design for Learning to ensure access for all learners.

Implement: Move students toward meeting higher standards

Students will: Experience rigorous instruction. (QI 1.1, 1.2, 1.4, 3.4) • Learn content by engaging with standards-aligned curricula in all content areas. • Reflect on their work products and work habits based on their understanding of the academic and personal behaviors required for postsecondary success.

Teachers and teacher teams will: Shift classroom practice. (QI 1.2) The work of 2011-2013 laid a strong foundation for shifting pedagogy, including the use of

performance tasks to assess learning. • In all grades and content areas, plan and teach lessons and units that integrate the literacy and math Common Core instructional shifts where appropriate. While not every lesson in every content area will include integration of the shifts, students should experience all of the instructional shifts and associated standards over the course of the year. Teachers are responsible for students’ content knowledge while at the same time sharing responsibility for students’ literacy skills. Identify authentic opportunities for reading, writing, speaking, and listening in service of meeting the content standards of the discipline. • Know their students as individuals, including their academic and personal behaviors, language development, knowledge, interests, strengths, and special needs. • Adjust their lessons, units, and classroom assessments to address the gap between what the standards require and what their students know and are able to do. -Work with peers, coaches, and school leaders to achieve both rigor and access for all students. Plan for interventions as appropriate. -In the early grades, pay special attention to the developmental appropriateness of activities.11 -For students with Individualized Educational Plans, ensure that individual supports and specialized instruction are aligned to the needs of the student and that goals are aligned to Common Core standards where relevant. •Implement classroom structures and assessment practices across all grades that encourage student self-reflection and engagement of students in the learning process. • Actively participate in their own development

Quality Review Indicator 1.1Ensure appropriate, engaging, rigorous, and coherent curricula in all subjects

accessible for a variety of learners and aligned to Common Core and/or Content Learning Standards.

A) School leaders and faculty ensure curricula that are appropriate in all subjects aligned to CCLS and/or Content Standards, integrate the

instructional shifts and align curricula across grades and subject areas to close the achievement gap and promote college and career readiness in

all grades.B) Rigorous habits and higher order skills are emphasized in curricula and

academic tasks are embedded in a coherent way across grades and subjects so that all learners, including ELLs and SWDs, must demonstrate

their thinking.C) Curricula and academic tasks are planned and refined using student work

and data so that individual and groups of students, including the lowest and highest achieving students, ELLs and SWDs, have full access to the

curricula and tasks and are cognitively engaged.

Quality Indicator 2.2Align assessments to curricula, use on-going assessment and grading practices, and

analyze information on student learning outcomes to adjust instructional decisions at the team and classroom levels.

A) Across the vast majority of classrooms, teachers use or create assessments, rubrics and grading policies that offer a clear portrait of student

mastery of the school’s chosen key standards and curricula, thus providing actionable and meaningful feedback to students and teachers regarding

student achievement.

B) The school uses common assessments to create a clear picture of student progress toward goals and benchmarks across grades and subjects, track

progress, and adjust curricular and instructional decisions so that all students, including ELLs and SWDs, demonstrate increased mastery.

C) Across the vast majority of classrooms, teachers’ assessment practices consistently reflect the varied use of ongoing checks for understanding and

student self-assessment so that teachers make effective adjustments to meet all students’ learning needs and students are aware of their next learning

steps.

Quality Review Indicator 4.2Engage in structured professional collaborations on teams using an inquiry approach

that promotes shared leadership and focuses on improved student learning

A) The vast majority of teachers are engaged in inquiry-based structured professional collaborations that has strengthened teachers’ instructional

capacity (including CCLS integration), resulting in school-wide instructional coherence and increased student achievement for all learners.

B) Teacher teams systematically analyze key elements of teacher work, including classroom practice, as well as assessment data and student work for

students they share or on whom they are focused, resulting in shared improvements in teacher practice and mastery of goals for groups of

students.C) Distributed leadership structures are embedded so that there is effective teacher leadership and teachers play an integral role in key decisions that

affect student learning across the school.

Danielson’s Framework for Teaching:Component 1e, 3b and 3d

1e:•Learning activities and Instruction designed to engage students and advance them through the content•Materials and resources that are appropriate to the learning needs of the students•Intentionally organized instructional groups to support student learning•And a clear and sequenced unit structure to advance students’ learning.

3B•High quality questions/prompts that cause students to think and reflect, to deepen their understanding and to test their ideas against those of their classmates.•Discussion techniques that promote learning through discussion•Teacher uses a range of techniques to ensure all students contribute to the discussion

3D•There is clear assessment criteria that students are aware of and at the highest level had a hand in articulating•Monitoring of student learning that is woven into the lesson•Timely, constructive and substantive feedback that guides students to improve their performance.•Student self-assessment and monitoring of progress

Instructional ShiftsFocus: Focuses on the concepts that are prioritized in the standards, allowing ample time to engage with them.

Coherence: Makes connections within and across grade levels, e.g. supporting standards are connected to the priority standards in the task/unit.

Rigor: Requires students to demonstrate:•Fluency: Expects and/or encourages speed and accuracy with basic calculations.•Deep Understanding: Requires students to apply their conceptual learning to new situations in addition to writing and speaking about their understanding.•Application: Provides opportunities at all grade levels for student to apply math concepts in real-world situations, and apply the appropriate concept without prompting.

Activity 2: Program Walk-throughWith your team, walk through Chapter 1 of your grade level sample, highlighting or marking components of the program that are relevant to the expectations designed by the CIE and Quality Review Rubric as well as important features of the program

that will support instruction.

Look for evidence of:•Rigorous and coherent curriculum aligned to the CCLS (and key standards).•Ease of planning and incorporation of the instructional shifts.•Activities/tasks/problems that align to the objective.•How the program is designed to meet the needs of all learners: highest and lowest achieving students Ell’s, and SWD’s.•Academic tasks embedded in a coherent way.•Opportunities for higher order questioning and discussion•Opportunities to create or use assessments:

– Ongoing checks for understanding, Benchmark assessments, Progress monitoring, Feedback, Rubrics/Grading policies, Student self-assessments

How do the features embedded in the GoMath! program support teachers in meeting the expectations put out by the CIE, QR rubric, Danielson? Be specific

CIE2013-2014

QI 1.1: Curriculum

QI 2.2: Assessment and Feedback

QI 4.2:Professional Collaboration focused on improving student work

Danielson 1e:Planning

Danielson 3b:Questioning and discussion

Danielson 3d:Assessment and instruction

GOMATH! Components• Teacher edition• Student edition and Standards practice Book ( spiral review and practice)• Planning guide: Chapter planners, CC correlations• NYC planning Guide ( Lesson by Lesson Roadmaps, Content standards and

progressions and enhanced lesson plans)• Classroom Manipulative kit• Math boards• Grab and GO differentiated Kit• Differentiated Instruction: Reteach, Enrich and Strategic intervention book• Assessment Guide• Critical area and Chapter performance tasks• Online resource centers: Includes all of the above, lesson transparencies,

Professional Development videos, Itools animated math models, E glossary, real world math videos, Carmen Sandiego math detective activities

Online access for all of the Chapters

1. Go to www.k-6.thinkcentral.com and click EVALUATORS CLICK HERE: click REGISTER.

2. Enter the access word: gocommoncore Spanish Edition: goccspanish3) Click the check boxes next to PRIVACY POLICY and TERMS OF

USE. Click NEXT. Enter your name and email address. Click NEXT.

4) Next to the name of your evaluation site. Select a role (e.g.,teacher) and then click LOGIN

5. Click VIEW RESOURCES

GO Math! Enhancements for New York City Working closely with the NYC DOE Houghton Mifflin Harcourt will include the following enhancements to the GO Math! program: • A booklet of Chapter and Critical Area performance tasks at each grade level that includes:

– High cognitive level problem-solving performance tasks addressing the Common Core Standards and assessed with a 4 point scoring rubric aligned with NYC expectations and requirements.

– Two-pages of teacher support material for each Critical Area and Chapter performance task with teacher content and information for incorporation and development of the problem-solving performance tasks.

– Examples of student work for each rubric scoring level for each Critical Area and Chapter performance task.

•Student-featured videos showing students using the Common Core Mathematical Practices, problem solving, and performance tasks demonstrating productive struggle. Dr. Juli Dixon, GO Math! author will provide modeling of effective classroom instruction and will include 13 videos at grades K-2 and 14 videos at grades 3-5.

How will we utilize the opportunities for Assessment provided:

Diagnostic assessment: •Pre-requisite skills inventory: Beginning of year or for a new student to provide insight regarding pre-requisite skills for the upcoming year•Show What You Know: Prior to beginning each chapter to determine if students have the pre-requisite skills•Diagnostic Interview Assessment: Optional instrument to evaluate each child’s level of accomplishment for the chapter’s pre-requisite skills•Beginning-of-the year test: Multiple choice format to be used early in the year to establish on grade level skills that children may already understand. The benchmark test will allow for customization of instructional content to optimize the time spent teaching specific objectives. (Individual Record form to track improvements through to the end of the year.)

Formative assessment:•Lesson Quick Check: In every lesson, monitors student understanding.•Mid-Chapter Checkpoint: Monitors student progress to permit instructional adjustments.•Middle-of the Year Test: Same skills as beginning of the year to monitor student progress and permit instructional changes.•Portfolios: Work samples showing progress through the year.

Summative Assessment:•Chapter Review/Test: Determines is additional instruction or practice is necessary for mastery of concepts. Includes items in free response, multiple choice and a Performance task•Chapter test: Measure child’s mastery of concepts taught in t he chapter. Two forms•Performance Assessment: Each assessment contains two tasks to assess children’ s ability to use what they have learned and provides an opportunity for children to display their thinking strategies•End of Year Test: Mirrors the Beginning and end of year test

Assessment Technology:•Online assessment system offers assessment flexibility to individualize assessment for each child. It provides and option to print, electronically assign tests or easily build your own test using a bank of questions displayed by standard. Upon completion of a multiple choice test, items are automatically scored, providing instant feedback. Prescriptive suggestions are given to indicate follow up instruction that may be necessary.

Periodic AssessmentThe DOE’s Periodic Assessment portfolio will continue to help schools

transition to the Common Core and meet citywide instructional expectations by providing new assessments and technology for the 2013-14

school year. These new supports will include:

•Benchmark assessments aligned to Core Curriculum options in grades 3-8•Transition from Acuity to SchoolNet, an easy-to-use technology platform for assessment and instructional materials management, with data analysis tools

Continued…

• A NYC specific Teacher Edition Planning Guide to map out pacing for the school year. – Lesson by lesson roadmap of core instructional components. – Chapter- at- a-glance planners providing an overview of the lessons

for each chapter, with pacing information. – Three 8-page enhanced lesson plans for the first chapter showing

Common Core instruction for each of the lesson types in the program: skills, problem-solving, hands-on/investigations.

– Each Chapter will include a 1-page summary showing the content standards and mathematical progressions across the grades.

Activity 3: Lesson/Unit PlanningWhat does math instruction look like at your school?

How are lessons delivered and students given opportunities to work in mathematics?

Is there a belief system about how students learn best in the area of mathematics?

Is there coherence across grades/school regarding that belief system?

In regard to unit planning, from the work you have done over the past two years what are the important practices your school will bring forward while using

GoMath?

GO MATH! Workshop ModelWhole Group

1) Engage2) Teach and Talk

SMALL GROUP3)Practice with Quick Check: Intervene, On-Level or Advanced

WHOLE GROUP4) Summarize

Look ahead…

Move to Grade level tables

Activity 4: Scope and Sequence

Examine the current scope and sequence put out by DOE that aligns to the state.

Examine the order of the chapters in the beginning of your sample for major differences.

Make notes, establish the first unit of study.

Activity 5: Planning Ideas• Read through and closely examine chapter one.

• Identify how the lessons are connected, which standards will be addressed, how you might present the material to

engage all students, and how you will check for understanding in both lessons and throughout the unit.

• Identify structures that you would like to embed from the start of the year and contemplate where in the unit it will fit: Rubrics, Performance tasks, Math journals, Exit slips…• Make decisions about formative and summative

assessments.

Next steps before next session:• Decide how/when/what information to Turn key

with staff• Share online access with teachers• Discuss plan/pacing of unit 1 with the rest of the

grade level.• Lesson Planning: decide how the components in each

lesson will be used and the structure for the Math workshop.

• AP’S: with teacher support make decisions regarding the system for monitoring progress throughout the year. Decide what structure will be used.