Math 6-12 Staff Professional Development

Math Goals for  Prepare for Standardized Assessments (ACT)  Prepare for School Report Card  Educator Effectiveness  District Initiatives

Prepare for New Standardized Assessment  ACT bell ringers (Math 2x a week)  ACT and CCSS curriculum alignment  Possible ACT prep course elective (in Grades 8 and 9)  ACT Explore Test in Grade 7  Additional ideas

Prepare for New School Report Cards  Student Achievement (reading and math) 37.5%  Student Progress (not currently measured) 0%  Closing the Gaps (reading, math, and graduation for all cell groups) 37.5%  On track and Postsecondary Readiness 25%  Graduation  Attendance  ACT (Participation and Performance)  Student Engagement Indicators (minus points)  Test Participation  Attendance  Dropout rate

Educator Effectiveness  50% Educator Practice (Rubric)  Observations, review of documents, surveys, discussions with teachers  50% Student Outcomes/Growth  State Assessment 15%  District Assessment 15%  Teacher developed Student Learning Objectives (SLO) Improvement/student growth 15%  Graduation/Reading 2.5%  District Choice 2.5%

How can we increase student achievement in math?  Balanced Math Instruction- conceptual understanding, procedural fluency, and application  Response to Intervention- Tier 1: Differentiation Tier 2 & 3: Interventions  Personalized Learning- NxGL, Learner’s Profile, flexible groups, learning continuum, instructional tools, student choice/voice  Additional methods (ACT prep, curriculum, resources, etc.)

Calendar Updates  Upcoming Professional Development Days  Jan 14 Differentiation  Feb 18 Literacy and Argument  Mar 11 Inquiry  Math (non grant department meetings)  Nov 12 Developing Critical Thinking through discussions  Jan 28 Differentiation  Apr 15 Math Literacy and Inquiry

Math Vertical Team  Jenell Strickland (6 th grade FLW)  Brad Valona (6 th grade WMIS)  Derek Pipkorn (8 th grade Lincoln)  Barbara Sverdrup Stone (8 th grade FLW)  Sarah Sagert/Peter Carlo (Central)  Mark Czaplewski (Central Dept Chair)  Ryan Koch (Hale Dept Chair)  Clint Beam (Hale)

Review ACT Handbook  Read ACT’s College and Career Readiness Standards  Text Code the Standards:  Circle verbs  Highlight or underline content/concept/skill  Star * information that is important

Review School ACT Data  Where are the weaknesses?  Where are the strengths?  Where are areas that students are very close to proficiency?  What students have met expectations?  What students have not met expectations? What interventions are in place for these students?

Balanced Math Instruction  Conceptual Understanding  Procedural Fluency  Application

Conceptual Understanding  Focus on vocabulary  Develop conceptual connections (graphic organizer)  Use visuals as much as possible  Explains why we use the concept/skill/procedures  Explain how to solve the problem in multiple ways  Can justify and critique strategies

Procedural Fluency  Practice math skills  Multiple ways to solve problems  Gradual release, guided practice, individual/group practice  Whole group, small group, partners, flexible groups  Efficiently solve problems  Evaluate strategies

Application  Problem solving (in partners/small groups)  Rigorous and challenging  Relevant to students  Multi-disciplinary  Students seek information (research and inquiry)  Students share their learning in multiple ways

Sample Unit Plan  Examine a sample unit  Turn and talk

Unit Planning  How will I incorporate balanced math into my next unit?  Conceptual understanding  Procedural Fluency  Application  Learning targets, flexible groups, Cornell notes,