CFN 204 · Diane Foley · Network Leader Math Professional Development September 27, 2013 Presented by: Simi Minhas Math Achievement Coach

CFN 204 · Diane Foley · Network Leader Agenda 8:30-9:15: Problem of the Day- “Questioning and Discussion Techniques” 9:15-10:00: Go Math Components and Flow of the lesson 10:00-10:10: Break 10:10-10:45: Assessments and Tracking Student Data 10:45-11:30: Navigating the DOE Common Core Library 11:30-12:30-Lunch 12:30-1:00- Connecting Go Math to Danielson Framework 1:00-1:30- Go Math and Instructional Shifts 1:30-2:00-Share 2:00-2:30- Questions and Feedback

CFN 204 · Diane Foley · Network Leader Expectations You’re teacher leaders that have been selected by our Principals to represent your building. Your role is to take some key ideas form each professional development session, and help improve teacher practice, so that you can impact student learning in your building. It is your responsibility to share the important information from the professional development that you attend with your school leaders, and teacher teams.

CFN 204 · Diane Foley · Network Leader Problem of the Day Trail Teamwork Please take out the Trail Teamwork task from your folder and solve it. You have 25 minutes to complete this task. Please include visuals and models to represent your thinking. When you are done completing the task, jot down a few ways to differentiate the materials, or the task, to meet the needs of your students. You may use the UDL handout provided in your folders to help you differentiate the materials for SWDs.

CFN 204 · Diane Foley · Network Leader Questioning and Discussion Techniques What are some of the questions that you could ask your students while they are working on the problem, to assess their understanding, and to clarify their misconceptions? How can you facilitate a student discussion using this task? What are some of the routines or practices that you can put in place to create a respectful environment in your classroom? (think protocols) How can you engage students in accountable talk? **You may use the Blooms Taxonomy packet in your folders.**

CFN 204 · Diane Foley · Network Leader Go Math Flow of the lesson: 1.Engage 2.Teach and Talk 3.Practice 4.Summarize

CFN 204 · Diane Foley · Network Leader Engage The purpose of the Engage section is to provide an opportunity for the teacher to establish a common conceptual foundation before approaching the lesson content. Here, students recall and apply prior knowledge and use prerequisite skills to participate in a short discussion or to complete a short activity. Purpose for Learning: Why am I learning this?

CFN 204 · Diane Foley · Network Leader Teach and Talk This section contains the core instruction for the lesson, in which conceptual development is key. Here, students are expected to represent, record, solve, and explain as they build an understanding of the lesson concept or skill. The instruction is scaffolded and guided in a way that encourages students to apply Mathematical Practices as they solve a new type of problem, or a familiar problem in a new way.

CFN 204 · Diane Foley · Network Leader

Focus: Teach and Talk/ Math Talk Highlight the strategy that was used to solve the problem. Ask the student to explain and justify their work. Other students should ask clarifying questions when needed to challenge the thinking of their peers. Whenever there is an opportunity to bridge the work, jump in and show the students connections between different strategies.

CFN 204 · Diane Foley · Network Leader Practice Instruction is complete, and students are ready to practice what they have learned. This is where the ‘Quick Check’ is embedded. Quick Check is a formative assessment embedded with in the lesson to determine the need for RTI. The independent practice section also includes a test-prep question and a HOT Question.

CFN 204 · Diane Foley · Network Leader Formative Assessment Use the data from Quick Check to determine your small group or groups for RTI. RTI is clearly defined in the lesson.

CFN 204 · Diane Foley · Network Leader Summarize Pose the Essential Question to the class. Students who have a deep understanding of the lesson concept will be able to answer this question accurately and concisely using appropriate math vocabulary, and will be able to justify their responses. Have students record their understanding of the lesson concept by answering the Math Journal question. You can have students save their Math Journal entries for their portfolios or keep a math notebook with all their math writing.

CFN 204 · Diane Foley · Network Leader Break! Take a ten minute break and please return on time, so we start on time and end on time. Thanks!!

CFN 204 · Diane Foley · Network Leader Assessment Choices for Go Math Baseline and Benchmark Assessments Skills inventory/ Beginning of the Year is a choice for baseline assessment There are two other benchmark assessments: Middle of the year, and End of the Year

CFN 204 · Diane Foley · Network Leader Unit Assessments Formative: 1.‘Show What You Know’ at the beginning of each unit. 2.Diagnostic Interview Assessment for each unit Please select one form of assessment per student. You can pick one based on the needs of your students.

CFN 204 · Diane Foley · Network Leader Summative Assessments Options 1.Chapter tests: Form A and form B The purpose of having two forms of the assessment: Use one form as the summative assessment for the entire class Second From: If you have a student that needs to be assessed again after re-teaching the skills, you can use the second form. 2. Performance Task for each unit 3. Critical Area Performance Tasks after a few units

CFN 204 · Diane Foley · Network Leader The Purpose It is very important that as educators we are able to justify the choices that we make for each assessment, and the purpose why those assessments were administered. It is also important that we don’t choose too many assessments, but instead focus on using the data from the few assessments that we pick to identify, and meet the needs of our students. In the pacing, two days are allotted for assessment for each unit. You can either assess both days, or review one day and assess the other.

CFN 204 · Diane Foley · Network Leader Data Tracking Use the record forms in the assessment book to create checklists. These record forms list the questions aligned to particular standards. Create small groups based on the assessments Every unit begins with a “Show What You Know” assessment. This is the diagnostic or formative assessment for the topic. Use the data from this assessment to pre-determine the need of RTI and copy the materials accordingly for the chapter.

CFN 204 · Diane Foley · Network Leader

NYC Resources monCoreClassroom/Mathematics/elementary_math This website provides scope and sequence, lesson roadmaps, lesson overview and math other resources for math planning.

CFN 204 · Diane Foley · Network Leader Lunch Enjoy you lunch!!! Please be back on time, so we can start promptly.

CFN 204 · Diane Foley · Network Leader Connecting Go Math to Danielson Framework What are some of the key ideas in the Teacher Effectiveness Rubric, that make a teacher effective?

CFN 204 · Diane Foley · Network Leader Shifts in Mathematics 25 Shift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

CFN 204 · Diane Foley · Network Leader Share Strengths: What are some of the components that you like? What do you see working well? Challenges: What are your concerns? What are you having difficulty with?

CFN 204 · Diane Foley · Network Leader Questions and Feedback Please fill out the Feedback Form before you leave. Thanks!!!! Please visit the CFN204 page for the power point from this workshop.