Welcome Back

Secondary Math DepartmentSuperintendent’s Conference Day

August 28, 201212:15-3:30

Agenda

(12:15-12:30) Welcome Back(12:30-1:15) Building & Implementing a Rigorous Curriculum(1:15-1:45) Curriculum Maps – NYLearns (1:45-2:00) BREAK(2:00-3:30) Grade Level/Course Groups

Deepen understanding of the instructional cycle for a curricular unit of study .

Access all unit resources necessary for implementation of instructional cycle and use the unit resources effectively.

Connect resources and instructional cycle to the shifts required for implementation of common core.

Become aware of changes in department programs. Provide constructive feedback on a unit of study for

the course you are teaching.

Outcomes

Do you believe?

“A rigorous curriculum must keep students at the center of its design. A rigorous curriculum must remain flexible, adaptable to the diverse and continuously changing learning needs of all the students it serves. One of the ways a rigorous curriculum design can help teachers address these challenges is by offering students precise learning targets, meaningful and relevant lessons and activities, and multiple opportunities to succeed.”

~Larry Ainsworth

Rigorous Curriculum Design

Curricular Unit

of Study

Mid-Unit Evaluation of Targeted Strategies

Enrichment,

Remediation,

Intervention

Post-Test and Data

Teams Process prior to

next unit

Pre-Test and Data

Teams Process

Instruction, Differentiatio

n, and Intervention and Informal

Progress Monitoring

Checks

Let’s practice implementing the cycle with a sample curricular unit of study.

Practice

1. After introducing the unit to students and administering the common formative pre-assessment, the instructional Data Team will chart the students’ assessment results according to levels of proficiency

2. and then analyze those results to diagnose student learning needs.

3. They will set goals for student learning gains to achieve by the end of the unit.

Implementing the Curricular UnitLarry Ainsworth

4. They will select research based instructional strategies to meet the goal for each of their different performance levels of student subgroups.

5. They will determine results indicators to show whether or not the strategies are working for the educators and their students.

6. They will decide how and in what ways they will monitor the effectiveness of the targeted strategies.

Implementing the Curricular UnitLarry Ainsworth

Curricular Unit

of Study

Mid-Unit Evaluation of Targeted Strategies

Enrichment,

Remediation,

Intervention

Post-Test and Data

Teams Process prior to

next unit

Pre-Test and Data

Teams Process

Instruction, Differentiatio

n, and Intervention and Informal

Progress Monitoring

Checks

“Precise learning targets” Puts accountability for their own progress in the students’ hands. Informs parents or others who are supporting the students’ learning. Informs teachers regarding differentiation.

“Meaningful and relevant lessons and activities” Will be working throughout the year to embed best practices/ effective

lessons in NYLearns Resource column. This will take time as this is our first year of CCLS implementation.

Sharing strategies that work with data teams will be vital. “Multiple opportunities to succeed”

Common Formative Assessments: Pre-Tests Teacher created formative assessments (ticket out, thumbs up,

clickers, work on white boards, etc) Providing timely, meaningful feedback moves learners forward and

promotes effective classroom discussions.

Components of a Rigorous Curriculum

All courses except IB and AP have curriculum maps in NYLearns.

Log in to NYLearns and add the curriculum maps you will be teaching from this year to My CMs by clicking the green plus symbol. This will help keep you informed when updates are made to the map.

Curriculum Map Updates

First row of each unit for each course in NYLearns will contain the following five documents:

* Unit Map* Learning Targets* Pre-Test* Collaborative Analysis Tool* Post-Test

Not all maps are complete yet. We will continue to add these resources throughout the year.

Curriculum Maps

Mathematics Shift 1: Focus

What the Student Does… What the Teacher Does…

•Spend more time thinking and working on fewer concepts.•Being able to understand concepts as well as processes (algorithms).

•Make conscious decisions about what to excise from the curriculum and what to focus•Pay more attention to high leverage content and invest the appropriate time for all students to learn before moving onto the next topic.•Think about how the concepts connects to one another•Build knowledge, fluency and understanding of why and how we do certain math concepts.

14

Mathematics Shift 2: Coherence

What the Student Does… What the Teacher Does…

•Build on knowledge from year to year, in a coherent learning progression

•Connect the threads of math focus areas across grade levels•Think deeply about what you’re focusing on and the ways in which those focus areas connect to the way it was taught the year before and the years after

15

Mathematics Shift 3: Fluency

What the Student Does… What the Teacher Does…

•Spend time practicing, with intensity, skills (in high volume)

•Push students to know basic skills at a greater level of fluency•Focus on the listed fluencies by grade level•Create high quality worksheets, problem sets, in high volume

16

Mathematics Shift 4: Deep Understanding

What the Student Does… What the Teacher Does…

•Show, through numerous ways, mastery of material at a deep level•Use mathematical practices to demonstrate understanding of different material and concepts

•Ask yourself what mastery/proficiency really looks like and means•Plan for progressions of levels of understanding •Spend the time to gain the depth of the understanding•Become flexible and comfortable in own depth of content knowledge17

Mathematics Shift 5: Application

What the Student Does… What the Teacher Does…

•Apply math in other content areas and situations, as relevant•Choose the right math concept to solve a problem when not necessarily prompted to do so

•Apply math including areas where its not directly required (i.e. in science)•Provide students with real world experiences and opportunities to apply what they have learned

18

Mathematics Shift 6: Dual Intensity

What the Student Does… What the Teacher Does…

•Practice math skills with an intensity that results in fluency•Practice math concepts with an intensity that forces application in novel situations

•Find the dual intensity between understanding and practice within different periods or different units•Be ambitious in demands for fluency and practice, as well as the range of application

19

SMI Grades 6-Algebra (September, January, May)

Grade 7 Accelerated math to begin 2013. ECC Advanced Studies Program Instructional Data Inquiry Team meeting

locations and times. Updates to district Math webpage.

Department Info

Progressions within and across Domains

Ainsworth, Larry; Rigorous Curriculum Design

NCSM www.engageNY.org www.nysed.gov

References