1. Solving the Math Problem!

2. hello! I am Jeff Mikols. I am the Executive Director of Mathematics.
You can find me at or
OFFICE
MOBILE
2 minutes

3. The Mathematical Mindset
Up to 15 minutes

4. Up to 13 minutes

5. The Learning Targets
I can support my teachers’ use of data and student work for planning.
I can support my teachers’ understanding of the standards to plan more effective lessons.
I can support my teachers to provide actionable feedback on student work .
17 minutes

6. Resources Backwards Core Data Analysis Intervention Design Instruction
Accessing Unpacking Protocols for NYS Learning Standards and Modules
Data Analysis
Accessing NYS Data From WnyRIC
Core
Instruction
Intervention
K-2 Math RTI Guidance Documents with Activities
Unpack the Modules
RCSD eLearning
3-6 Math RTI Guidance Documents with Teacher Toolbox
Look at Data
7-8
iReady
20 minutes

7. Supporting the
Planning Process

8. Backwards Design
Unpack
The
Modules

9. Grade 4
Module 3
The Standards

10. What Do We Learn From This Chart?24

11. Common Formative Assessments
Looking At Data
Data Notebook
NWEA
Common Formative Assessments
Look at Data

12. What Do You Notice or Wonder?31

13. Math Protocols Work Quietly Try Your Best to Complete Your Work
Provide Wait Time to Others
Be Respectful

14. Let’s Do the Math!
4.oa.1

15. *
Let’s Do the Math!
4.oa.2

16. *
Let’s Do the Math!
4.oa.3 39

17. Based on what you have seen on the data and tasks, what are things you would talk about in terms of the students gaps and strengths as teachers begin to plan?
What would you do to clarify the misconceptions?

18. What Do You Notice or Wonder?44

19. Let’s Do the Math!
4.oa.2

20. *
Let’s Do the Math!
4.oa.3 49

21. Providing Actionable Feedback
Feedback is the Food of Champions

22. *

29. * 64

30. Based on what you have seen on the data and tasks, what are things you would talk about in terms of the students gaps and strengths as teachers begin to plan?
What would you do to clarify the misconceptions?
You are now ready to begin planning great instructional opportunities for your students using your choice of curriculum resources!

31. What do you Need? How can we help?

32. This is what our students are saying about math instruction!

33. Resources Backwards Core Data Analysis Intervention Design Instruction
Accessing Unpacking Protocols for NYS Learning Standards and Modules
Data Analysis
Accessing NYS Data From WnyRIC
Core
Instruction
Intervention
K-2 Math RTI Guidance Documents with Activities
Unpack the Modules
RCSD eLearning
3-6 Math RTI Guidance Documents with Teacher Toolbox
Data Notebook
7-8
iReady

34. The Learning Targets
I can support my teachers’ use of data and student work for planning.
I can support my teachers’ understanding of the standards to plan more effective lessons.
I can support my teachers to provide actionable feedback on student work .

35. Revised NYS Standards in MAthematics
Click HERE to access changes in current standards
Summary of Changes
K-5
Mainly clarification of language. Very little change to content
7-8
Mainly clarification of language in Grade 7. Very little change to content.
Grade 8 clarified types of algebraic solutions to systems of equations and added “glide reflections” to transformational geometry
9-12
Several standards have been moved from one course to another.

36. Projected Trend Line For Standards and Assessments from NYSED
*July 2017: Adoption of Next Generation Standards
* School Year: New two-day assessments measuring the current standards; professional development on Next Generation Standards;
School Year: Two-day assessments measuring the current standards; professional development continuing on Next Generation Standards;
School Year: Two-day assessments measuring the current standards; professional development continuing on Next Generation Standards;
September 2020: Full implementation of the Next Generation Standards;
Spring 2021: New assessments measuring Next Generation Standards.

37. Please Let Us Know How Helpful This Was
Please Complete: Googleform

38. You can find me at Jeff.Mikols@rcsdk12.org or 585-262-8741 OFFICE
thanks!
Any questions?
You can find me at or OFFICE
MOBILE

39. Extra Information

40. Understanding By Design: Stages of Backwards Design1
Identify Desired Results 2
Determine Acceptable Evidence 3
Plan learning Experiences & Instruction
Grant Wiggins and Jay McTighe

41. Backwards Design
Unpack the Modules

42. Backwards Design
Unpack the Modules

43. =
Core Instruction
RCSD eLearning
Small Group
Formats + +
Zearn

44. Core Instruction
Exit
Tickets
Problem Sets
Homework
EngageNY Modules

45. Core Instruction
EngageNY Modules
Zearn

46. Core Instruction Zearn is the modules •Digitized •Streamlined
•Individualized student lessons by topic
•Feedback, videos and other supports
•Fluency, content development, problem solving, exit ticket

47. Core Instruction
Zearn

48. Core Instruction
Zearn

49. Core Instruction
Small Group Models

50. Differentiating by Ability to Work Independently
Core Instruction: Small Groups
Differentiating by Ability to Work Independently

51. Small Groups with Technology
Core Instruction: Small Groups
Small Groups with Technology

52. Look at Data... Again

53. Intervention

54. K-2 Math RTI Guidance Documents with Activities
Intervention
K-2 Math RTI Guidance Documents with Activities
7-8
iReady
3-6
Intervention
Documents
With Teacher Toolbox

55. K-2 Math RTI Guidance Documents with Activities
Intervention
K-2 Math RTI Guidance Documents with Activities
3-6
Intervention
Documents
With Teacher Toolbox

56. Intervention

57. Kindergarten Resources
Intervention:
Kindergarten Resources

58. Bank of Activities in Order of Standards by Module

59. Intervention:
1st and 2nd Resources

60. Grade 2 Major Content Emphases

61. Intervention: Mapping Standards
2.NBT.1 understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Modules:
Grade 2 Module 3 Topic B
Grade 2 Module 3 Topic D
Grade 2 Module 3 Topic E
Grade 2 Module 3 Topic G
Zearn:
Grade 2 Mission 3 Topic B, D, E, G
Activities:
2.NBT.2
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones – called a “ten.”
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Grade 1 Module 2 Topic D
Grade 1 Module 4 Topic A
Grade 1 Module 4 Topic F
Grade 1 Module 6 Topic B
Grade 1 Mission 2 Topic D
Grade 1 Mission 4 Topic A & F
Grade 1 Mission 6 Topic B
1.NBT.2
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two three, four, five, six, seven, eight or nine ones.
Grade K Module 5 Topic A
Grade K Module 5 Topic B
Grade K Module 5 Topic C
Grade K Module 5 Topic E
K.NBT.1

62. Intervention:
3-6 Resources

63. Intervention:
Mapping Standards

64. Intervention: Teacher Toolbox
•Teacher Toolbox- Teacher Toolbox is a paid product from Curriculum Associates. RCSD has covered the cost for this product this year. A teacher login is required (your principal has these). Resources for students are recommended in this order:
•-Ready Instruction (direct student instruction)
•-Practice and Problem Solving (student practice)
•-Assess (short assessments for progress monitoring, recommend 70% threshold)
•-Reteach (if necessary, if 70% threshold is not reached)

65. Intervention: Teacher Toolbox

66. Core Instruction + Intervention
This is where intervention and differentiation can happen!
Differentiating by Ability to Work Independently

67. Core Instruction + Intervention
This is where intervention and differentiation can happen!
Small Groups with Technology

68. You can find me at Jeff.Mikols@rcsdk12.org or 585-262-8741 OFFICE
thanks!
Any questions?
You can find me at or OFFICE
MOBILE