New Teacher Curriculum Day Math Session

Pass the Plate Find the word or symbol on your tables paper plateAs the plate comes to you, add something to the plateYou cannot skip your turn. Continue to pass the plate around until asked to stop.

1Welcome and Congratulations!2015-2016

22Curriculum Day August 25 and 26, 2014 South Lyon Community SchoolsNew Teacher Curriculum Day Math SessionDayna Britton, Curriculum Coordinator, CITAStructure of SLCS Administration Building Departments44CITA Services DepartmentCurriculum InstructionTechnologyAssessment

Consists of:Lisa Kudwa, Assistant SuperintendentKelley Engblom, Curriculum Coordinator (ELA/SS)Dayna Britton, Curriculum Coordinator (Math/Sci.)Barbara Heininger, Assessment FacilitatorSupport Staff: Brittany, Monica, Sue, Paula, and Marda

55IntroductionsName, Teaching Assignment, School(s)Did anyone grow up in the district?Is anyone a current resident in the district? Have children who are students here?Is anyone joining us from out of state?What is your favorite thing you did this summer?6After math stretches Welcome everyone.Introduce self. - describe role in district.

Have teachers go around and say name, where they are teaching and what grade and favorite thing they did this summer. 6Norm SettingCount on us to To welcome you to the district warmlyTo provide you with necessary foundations to be successfulTo give you a good sense of our culture and expectationsWell count on you To be active participantsTo voice your needsTo keep track of questions for your mentor or principal7Additional InformationSchedules: New Teacher Curriculum DaysAll Teacher Curriculum DaysNew Teacher WorkshopsLocations:RestroomsRefreshmentsAcronym List8

District Professional Development DaysThese days currently count as instructional days and teachers get staff development credit for attending.You should not schedule other appointments on these days. Without permission from CITA and your principal, you cannot attend professional development outside of the district on these days.September 2nd & 3rd, November 3rd, January 18th 9Elementary MathematicsWhat you need to know2012-2013: 8th grade and High School implemented CCSS curriculum2013-2014: 5th 7th grades implemented CCSS curriculum2014-2015: 2nd-4th grades implemented CCSS curriculum 2015-2016: Kindergarten and 1st grade will implement CCSS curriculum and revise district assessmentsTimeline for Implementation of State Math StandardsElementary Math CurriculumWe use the new TERC Investigations in Number, Data and Space (2nd ed., 2008) for grades K-5. Materials are in your classrooms

Before aligning to CCSSM, the district used the older edition of Investigations, along with a lot of supplemental materials. 12Curriculum BindersContain: instructional maps, pacing guides, hard copies of some supplemental materials, grade level CCSS documents, articles for parents and more!You can make yourself a copy to annotateOriginal should remain cleanThis binder belongs to the section and building, not to the teacher. If you move classrooms, buildings, grade levels or districts, you cannot take the binder with you. It must be left behind for the next person. You will inherit one in your new position. 13CCSS and Standards for Mathematical Practicedescribe varieties of expertise that mathematics educators at all levels should seek to develop in their students.(Common Core Standards Initiative, 2012)

Habits of Mind of mathematics.

Practices that should be modeled and evident in your instruction and that students should be able to practice and develop during the tasks that they are asked to do.

All 8 will most likely not be present in one lesson or activity, but all should be touched on throughout the units over the course of the year. Suggested practices are listed on the instructional maps in your curriculum binders.

Refer to binders blue page of mathematical standards of practice followed by two-column page that provides questions and talk moves to encourage students to make their thinking visible and discuss their ideas. 14FluencyWhat is Fluency?Speed?Accuracy?

Ongoing debate among elementary teachers. 15What is Fluency?Fluid from memoryIf students know how to attack the problem - fluency will follow

fluency skill in carrying out procedures flexibly, accurately, efficiently and appropriately. (CCSS-M, 2011)Strategies!!!16Required Fluencies

The standards differentiate between fluency and memorization. The memorization piece is specifically noted with the required fluencies. 17Assessing FluencyMethod(s) of assessment differs by building and grade levelIXL, Front RowFluency AssessmentsReport Cards

Some grade level report cards have separated the fluency content expectations into 2 separate line items: accuracy and speed.

Your grade level colleagues will show you how the teachers at your building assess fluency at your grade level.

* Some use computer based systems like IXL and Front Row for fluency practice. * Some use paper pencil assessments with math facts

You should be able to communicate to parents their childs fluency ability and have several pieces of evidence to back it up. Many of the report cards differentiate between fluency for speed and fluency for accuracy.

One goal is to foster number sense and reasoning strategies so that fluency naturally follows. These things should be occurring daily in the classroom. 18Math WorkshopIts not just stations anymoreWhat does math workshop look like?Launch/Mini-lesson (10-15 minutes, no more than 20!)Activity: Students working on specific tasks, related to mini-lesson(20-40 minutes)Reflection/Summary (10-15 minutes)Elementary math should be taught about 75 minutes per day. Doesnt have to be consecutive. Other math activities (like calendar time/morning meeting) can contribute to that. See document in Curriculum tab in binder. 20Math WorkshopGuided Math

Teaching Student-Centered Mathematics

Math Exchanges

Math workshop has moved away from Stations and now looks more like Readers/Writers Workshop. These three books have valuable information in them regarding working with students in small groups, one-on-one, as well as whole group and how to encourage more math talk. They also encourage fostering a culture of numeracy in your classroom which includes students creating and sharing their ideas, and building on previous mathematical knowledge and viewing math as relevant and present in their daily lives.

Any combination of students working in pairs, small groups, teacher-led small groups or whole group instruction may be present during students math workshop experience. Students are learning to be self-directed and independent within their classroom community of other learners.

These books are in your buildings professional development library. Ask your mentor or principal where that is. You can check out material from these libraries for your own personal use or for grad classes. 21Grading and ReportingFormative and Summative AssessmentsDistrict Common AssessmentsReport CardsAssessmentsFormative informs your instruction

Summative evaluates student mastery of content

Adjust instruction accordingly based on results of formative assessments (conversations, observations, running records, whole/small group task, interview, warm up, exit slip, etc)23South Lyon Math Assessment (SLMA)District assessment created by SAC membersGiven twice a year (Kindergarten-end-of-year only)Testing window is on Assessment Calendar

Should not wait until latter part of testing window. (look at due dates calendar)Need to allow for make ups and time for grading (if constructed response). Scan trons should be scanned and in the Pearson database by the last day of the testing window. Data reports should be to CITA by the date on the assessment calendar. Barb will give you specific information about scanning and storing assessments.

Tier system of assessment in South Lyono Tier 1 classroom formative and summativeo Tier 2 building-wide (grade-level)o Tier 3 district-wide (SLMA)o Tier 4 state (MEAP-modified spring 2015)

Benchmarked assessments. Grades 2-4 may make some changes this year based on assessment data from their pilot year. You will receive new copies of assessments once changes are made by SAC. Must shred old copies.

SLMA (South Lyon Math Assessment)o Given twice a year (estimated, mid-January and mid-May all grades, except Kindergarten which is once a year) see district assessment and alignment calendaro 75% mastery on each standard and 75% mastery overallo Testing window/CITA due dates check assessment calendaro Pace units accordinglyo Scantron-scored Pearson reports turned in to principal/CITAo K and 1 have small revisions to make now that they are implementing fully aligned curriculum.

24South Lyon Math Assessment (SLMA)Kindergarten one-on-oneGrades 1 and 2 read aloud and cover/revealGrades 3-5 done independently5th grade all in one sittingDAW provides information specific to assessment (e.g., materials needed), including answers and rubrics. *DAW = District Assessment WorksheetThe assessments are very time-consuming to make and require a lot of funding (guest teachers, supplemental pay, summer hours). It is critical that the integrity of the assessments is not compromised. Assessments shouldnt be left out (copier, desk) ,shouldnt be given to a non-staff member (CHEERS, room mom) and CANNOT be changed. In order for our district assessment data to be valid and reliable, every student must be completing the same (identical) assessment. If you have an issue or question about a test item or some aspect of the district assessment, please bring it up with your SAC representative.

Data from district assessments can be used to determine where PD may be needed for teachers, where strengths and weaknesses are in terms of math topics, where teachers may need to differentiate their instruction more, for determining school improvement goals and reporting in school improvement plans. 25Report CardsFour point rubricNOT equivalent to A, B, C, DTeachers must have at least 3 pieces of evidence for each line item in order to give student a score. Can re-score (and should, especially if child did not met the benchmark at the time of the first scoring)

Example of report card is in new teacher binders.( see report card examples in Grading and Reporting tab in binder)

26Report CardsSome line items cannot be scored as a 4 because that standard is written in such a way that a student could not go above and beyond. (math facts, science facts, etc)

Example of report card is in new teacher binders.

If the benchmark is counting by fives, and they can count by 5's, they get a 3. There is no way to go above and beyond on that.

27

We will take a 10 minute break. You should be back in this room at ___________. Math Workshop, New Teacher StyleHow to tackle challenging math vocabulary with your studentsLaunch: Math vocabulary and the challenges it poses for students

Activity: students may be working on tasks independently, in pairs, in small groups depending on what the task is.

Must do: Alike But Different (in folders, different things filled in top row)May do: Mathoo (include directions)Find a partner and each take a stack of cardsThe first person must get partner to say the word at the top of the card, but the first person may NOT use any of the other words on the card in their clues. Each pair should take turns being clue-giver and guesser

OR

Pass the plate (include directions)Pick up one of the paper plates with a word written on it. One person at a time will add something to the plate that is related to the word in the middle. When you are ready to being, someone will flip the timer over. Add as many words/phrases/images you can ONE PERSON AT A TIME in the given time. There will be a prize for the team who has added the most RELEVANT content to the plate.

29

Pass the Plate How/when could you use this in your classroom?

30Learning Goal 4321I could put together a presentation for the Board of Education explaining strategies to use during math workshop to help students learn math academic vocabulary. I could use math workshop in my classroom to help students learn math academic vocabulary. I would like to have more information/training on math workshop and helping students learn math academic vocabulary before I feel comfortable using it in my classroom. I do not feel I have a solid understanding of math workshop or helping students learn math academic vocabulary. Learning Goal: Teachers will use a developing understanding of the workshop model to become aware of possible student struggles with math academic vocabulary.

Where are you on the continuum?4 I could put together a presentation for the Board of Education explaining strategies to use during math workshop to help students learn math academic vocabulary.

3 I could use math workshop in my classroom to help students learn math academic vocabulary.

2 I would like to have more information/training on math workshop and helping students learn math academic vocabulary before I feel comfortable using it in my classroom.

1 I do not feel I have a solid understanding of math workshop or helping students learn math academic vocabulary. 31Its as plane as the knows on yore face

Refer to handouts (chart)32Its as plane as the knows on yore face

Refer to handouts (chart)

33Its as plane as the knows on yore face

Refer to handouts (chart)

34Challenging Math TermsDegreeExpressionCentDividendTermPairSimilarHave these words on chart paper hanging up.Teachers will put the # of vocab. challenge on each of the sheets. Can put more than one sticky if they think its appropriate.

35Challenging Math TermsTake a few minutes and categorize these terms based on the 9 categories discussed earlier.When you are happy with your responses, put the category number on a Post-it note and put the Post-It note on the appropriate chart paper.Challenging Math TermsDebrief Challenging Math TermsWhat did you notice? What trends do you see?

Can you think of other words we havent mentioned?37Must Do: Alike But DifferentChoose one of the Alike But Different graphic organizers on the table. You must complete both sides.Think of as many things as you can that the three terms have in common .Think of as many things as you can about each term that makes it unique. Is there a strategy that a student could use to tell them apart? Must Do: Alike But DifferentWHEN YOU ARE DONE: Share your Alike But Different with someone else at your table. Can they add any more thoughts? Can you add any more to theirs?May Do: MathooJust like the game TabooPartner up with someoneOne person gives the cluesThe other person guesses the math term being described.The person giving the clues CANNOT use any of the other words on the card as part of the clues. If (s)he does, the turn is over and the partners switch roles.

May Do: MathooDoesnt have to be timed. Older students could help make the cards.Good activity if there is time left at the end of class, indoor recess, etc.May Do: Math Headbanz Everyone must put on one blue plastic headband.Each person picks up one of the cards without looking at the word/label on the back.Insert the card into the slot on the front of your headband.Take turns asking questions about your card until you figure out what it is.All questions must be Yes/No questions.Am I a shape? Do I have something to do with division?

Math HuddleWhat did you notice?What mathematical connections did you make?What was similar about the activities?What was different?What instructional/pedagogical connections did you make?What are your take aways?What did you notice? (chart paper)

Exit slip: Used to think/now I think or Plus/Minus/Delta43Learning Goal Revisited4321I could put together a presentation for the Board of Education explaining strategies to use during math workshop to help students learn math academic vocabulary. I could use math workshop in my classroom to help students learn math academic vocabulary. I would like to have more information/training on math workshop and helping students learn math academic vocabulary before I feel comfortable using it in my classroom. I do not feel I have a solid understanding of math workshop or helping students learn math academic vocabulary. Learning Goal: Teachers will use a developing understanding of the workshop model to become aware of possible student struggles with math academic vocabulary. .

Where are you on the continuum?Question and AnswerAnything you still have questions on, related to math workshop, math vocabulary, report cards or district assessments (SLMA)?