An Approach to Creating Pacing Guides for Mathematics Laura G. Brake, M.Sc. Mathematics Achievement Specialist

PLC’s for Creation Best done in groups Experience teaching at the grade level One teacher per group with 5 years, or more, of teaching experience at that grade level Subgroups of 4 are ideal, for when it is time to share and compare Determine the group or PLC that will carry out the work

Sequencing the Order of Instruction SS1 … PR2 N5

Sequencing that Incorporates Foundational Outcomes SP4, SP5, SP6 SS1, SS2, SP3 SS4 N6 … PR3, PR4, PR6, PR7 N3, N4, N7 N1, N5 … This is an example from Math 7. Foundational Outcomes are in bold.

Weeks per Outcome •Have blanks grids available • INDIVIDUALLY assign number of weeks per outcome • Share and Compare • Discuss it out and make a group decision for each outcome

Bridging the Gaps From “Bootcamp document: page numbers aligned with outcomes

Cognitive Levels Cognitive Level 3 Jack reads 12 pages in one hour. Write and solve an equation to show how many hours Jack will read to finish 48 pages. Cognitive Level 2 Write an equation that states the following two lines are equal Cognitive Level 1 Solve: 2x + 4 = 12

Supporting Teachers Outcomes “Bootcamp” bridging materials Alignment to sections of primary resource When to administer foundational quizzes

Guiding Questions Who will create the Pacing Guides? Are Foundational Outcomes to be incorporated? Do you have existing “Bootcamp” resources for bridging skills? Are cognitive levels well understood by instructional staff? Today: 1) Discuss and make decisions to facilitate the creation of pacing guides; or 2) beginning the process of creation now. Sequencing Weeks per Outcome Bridging materials Cognitive levels support document (appendix which is optional to provide at a later time)

Where to from here? Part 1 of 3 — The Benefits and Challenges of Pacing Guides Part 2 of 3 — An Approach to Creating Part 3 of 3 — The Implementation of