1. Teacher Assistant Professional Development Day
Elementary Mathematics
Florida Standards
Dee Ann Wilson
October 20, 2014

2. 1 3 2 5 6 4 Community Builder Name School
3. Which house would you choose to live in and what does that say about you as a person? 5 6 4
Teacher as Architect Connection:
Which home would you want to live in and what does this say about you as a person?
All of these homes have something common, the architects had a goal, to provide a solid structure and shelter. However, these homes are all unique. The architects had a vision and blueprint which were specific to the needs of the person who abides in the shelter. Teachers are instructional architects.

3. Elementary Mathematics Florida Standards
Shifting Gears
Talking Chips
Learning Goal:
I DO
Provide the purpose and rationale for development of the new curriculum documents
WE DO
Explore the critical elements of the Scope & Sequence and Curriculum Blueprints
YOU DO
Collaboratively interact with school level documents to deepen knowledge of the Florida Standards.
Teacher Assistants will be able to access and analyze information in the Mathematics Scope & Sequence and Curriculum Blueprints in order to support students. :
Benchmarks:
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Oct. 20, 2014
Teacher assistants will gain a deeper understanding of curriculum documents aligned to the Mathematics Florida Standards by exploring the Scope & Sequence and Curriculum Blueprints.
Objectives
Essential Question:
Quick Write
Sum-It-Up
How will the new curriculum documents revolutionize the way we teach, lead, and learn for 21st century success?
Common Language:
NEXT STEPS:
DOK
Scope & Sequence
Marzano Learning Scales
Curriculum Blueprints
Florida Standards
Use resources in these curriculum documents to support your students.

4. Lake County Schools Vision Statement
A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the Florida Assessments, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
How does your presentation support our vision and mission in Lake County?

5. Lake County Schools College and Career Readiness Instructional Framework
Key Performance Indicators
School Improvement Plan
Florida
Standards
Professional Learning Community
FCIM
MTSS
LESSON
STUDY
Personalized Learning
Desired Student
Outcomes
Statement of
Work
Content
Cultural
Behavior
Process
Interventions
Capacity
Building
Autonomy of Learning
1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade)
2.Increase proficiency rates on ELA and Math FL Standards Assessment
3.Increase proficiency rates on FCAT 2.0 Science
4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History
5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)
6. Increase participation
and performance on PERT, SAT and ACT
7. Increase AMO
percentages for all
subgroups (Achievement Gap)
8. Increase the graduation rate
9. Increase attendance rate
10. Decrease disciplinary infractions
The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:
Organize:
Stakeholders plan and assess needs based on data.
Plan:
Stakeholders set goals and objectives, identify strategies and measures of success.
Implement:
Implement activities and monitor progress.
Sustain:
Identify success of current plan, evaluate and adjust to sustain growth.
Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade.
6 Key Elements for Instruction:
1. Knowledge and Use of Florida Standards
2. Common and Collaborative Planning Time
3. Interdisciplinary Content Integration
4. Frequency of Project-Based Learning
5. Student Collaboration
6. Integrated Technology
The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:
Focus on Learning:
All students can learn and we are responsible to ensure learning occurs.
Focus on Collaborative Culture:
Time is specifically reserved for collaboration on teaching and learning.
Focus on Results:
Effectiveness is measured by results, not intent.
The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions.
Plan Do
Check
Act
Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:
1. Problem Identification
2. Problem Analysis
3. Intervention Design
4. Response to Instruction/ Intervention
Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction.
The key concepts are:
1. Collaborative Planning
2. Lesson Observation by Teachers
3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior
4. Reflection, Refinement and Re-teaching as Necessary
Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.
PL Key Elements:
1. Student-directed Learning
2.Learner Profiles and Paths
3. Competency-based Learning
4. Flexible Learning Environments
5. Structures of Accountability, Continuous Improvement and Innovation
How does your presentation topic area support our Instructional Framework?
Framework available on district website under Academic Services

6. Dee Ann
This slide indicates the journey we have been on over the last two years and highlights where we will focus in the coming year. Our focus for this presentation is on the new Florida Standards and the utilization of the PLC in strengthening our core instruction.

7. 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Which 21st Century Skills will be addressed through your presentation?
Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.”
Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.”
Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.”
Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.”
Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”

8. Shifting Gears Talking Chips
Discuss one thing you know about the New Florida Standards

9. Learning Goals: Teacher Assistants will be able to access and analyze information in the Mathematics Scope & Sequence and Curriculum Blueprints in order to support students.
4-Innovating
3 - Applying
2 - Developing
1 - Beginning
0 – Not Using
In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways
Consistent understanding of and implementation steps taken away along with monitoring componets for effective execution
Moderate understanding and implementation steps taken away
Little understanding and inconsistent implementation steps taken away
No understanding or implementation steps taken away

10. Introduction provides information about the instructional focus during the prior year
Critical Areas of Focus provides an explanation of where the majority of your instructional focus for math should be throughout the year.
First page of the scope and sequence provides information about the instructional focus for the year before as we as the critical areas of focus for the current year.

11. The Mathematical Practice Standards describe the expertise teachers should develop in their students.
Two to three practice standards should be embedded in each lesson..
What mathematical practice standard do you think you will use the most and why?
The next page you will see has the student friendly version of the Mathematical Practice Standards. The recommended practice standards for each unit are embedded within the curriculum blueprints.

12. Speaking and Listening Standards should be embedded in each lesson in order to promote collaborative and productive mathematical conversations.
This page contains the ELA standards that the state of Florida has determined compliment math instruction and will support students ability to read, collaborate, and write within math content.
Writing Standards should be used frequently within lessons in order to provide opportunities to examine and convey mathematical information clearly and precisely.

13. Think, Pair, Share
What do you notice about the text features with regards to the expected planning?
Participants have time to preview the recommended planning process focusing on the text features. We will be exploring the curriculum documents through this flow in the following slides.

14. Participants will become familiar with the elements of the scope and sequence, including implications of strikethroughs that they may see throughout the curriculum blueprints.

15. This slide emphasizes how teachers will access the curriculum blueprints through the scope and sequence.

16. Backward Design Process
Determine acceptable evidence
Plan learning experiences
Identify desired results
What is it we want and expect students to learn?
How will we know when they have learned it?
How will they learn it?
1st step of the backward design process

17. What is it we want and expect students to learn?
What are the place value strategies?
What does the illustration look like?
Key participants in on the areas emphasized by the red outline.
1st Question- While they are looking at these elements, they should be thinking about what students should learn within the unit. Notice the strikethrough. As specified in the scope and sequence, the strikethrough represents the part of the standard that is not emphasized within this unit.
2nd Question- Discuss ambiguous words used in the standards. The standards and deconstruction does supply information about the standard, but many of them need further explanation.

18. Intimacy With the Standards
As you review MAFS.5.NBT.2.6 (MACC.5.NBT.6) record the instructional implications of not using this FLIP Book during Collaborative planning
Teacher assistants do not use the flip book
Explore the standard from the previous slide using the Flip book and record implications of teachers not using the Flip Book as they plan. (Not understanding the depth of the standard, the content within the standard, or having a visual representation are a few ideas that may be brought out) These standards are new and we all need support in understanding them. That is what this Flip book helps us with.

19. Intimacy With the Standards
Teacher assistants do not use the flip book
Use the framing question to allow leadership teams discuss how they will support their teachers.
How will you support your teachers with planning for instruction aligned to the cognitive demands of the Florida Standards?

20. The deconstructed standards completes the portion for “what is it we want and expect students to learn.” These should be used in the development of your daily objectives and organizing your unit of instruction.

21. Backward Design Process
Determine acceptable evidence
Plan learning experiences
Identify desired results
What is it we want and expect students to learn?
How will we know when they have learned it?
How will they learn it?
2nd step of the backward design process

22. Specifications and Sample test items
This scale provides a starting point for tracking student progress. Some units will have one scale while others have multiple. Teachers should use these along with blueprint suggestions for modification to track student progress. Once specification documents are out from the state, those will be linked to the blueprint as well.

23. What is the purpose of emphasizing these steps of the process with a red box?
Refer back to the recommended process for planning, focusing on the area emphasized in red. From the question, participants should come up with the fact that everything in red is driven completely by the standards and not a textbook or other resources. It also is the part teachers for teachers to truly understand the intention of the unit.

24. Why will it be important to review the writing connections when discussing the PLC Question “How will we know when they have learned it?”
These writing template tasks come from the Dana Center, and are aligned to the mathematical practice standards. They are primarily for secondary, but could definitely be used or adapted for intermediate elementary. From the question, the participants should make a connection to the expectation of increase writing in math and therefore know that when they are thinking about how they will know when students have learned it, writing should be at the forefront of their mind. (Assessment)

25. Backward Design Process
Determine acceptable evidence
Plan learning experiences
Identify desired results
What is it we want and expect students to learn?
How will we know when they have learned it?
How will they learn it?
3rd step of the backward design process

26. The resource section contains both textbook resources and supplemental resources. We know the text book is aligned to NGSSS, however we tried our best to use it when possible with the understanding that within the lessons, not everything is aligned and adaptions will need to be made. We did link to many reputable resources outside of the textbook that should be viewed and used during the planning process.

27. Review the tasks from the text book and from a supplemental resource.
Both are aligned to the content standards you reviewed previously.
Why is it going to be important to emphasize the use of supplemental resources in the planning process?
Problem Solving Textbook page and Georgia task. Participants will review the tasks and discuss the question. This should elicit thinking about the DOK level, alignment to content, performance tasks

28. How can these areas be used to support the speaking and listening, and writing standards in math?
Look at the remaining elements on the blueprint, using the question to focus the participants in on the fact that these portions are meant to be used during the planning process to support the ELA standards.

29. Sum it Up
Quick Write
In reflecting on the Scope & Sequence Planning Flow, which step will you use the most as a teacher assistant?

30. Learning Goals: Teacher Assistants will be able to access and analyze information in the Mathematics Scope & Sequence and Curriculum Blueprints in order to support students.
4-Innovating
3 - Applying
2 - Developing
1 - Beginning
0 – Not Using
In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways
Consistent understanding of and implementation steps taken away along with monitoring componets for effective execution
Moderate understanding and implementation steps taken away
Little understanding and inconsistent implementation steps taken away
No understanding or implementation steps taken away

31. Please complete our course evaluation. Thank you for joining us today!