District PLC Meeting Kindergarten

District PLC Meeting Kindergarten
April 16, 2014 2:30 – 3:45pm Thanks to Liz + facilitators for getting this message out to teachers. There is A LOT of information in this powerpoint. It is important that we give teachers time to process and let the information settle – as we know change is hard! Please let them know that what they write on their exit slips will impact my planning for the Summer Training. I will try to answer their questions and gear my presentation to their needs. Again, thank you.  I will see you all soon! Anna

Agenda 2:30pm Welcome, Reminders, and Logistics
2:35pm Framework for Teaching Elementary Math 3:15pm Social Studies 3:45pm Exit Slip & Dismissal

Reminders and Logistics
Just a few reminders and meeting logistics

The Purpose of the District PLCs
Support the implementation of our common district initiatives Provide teachers with an opportunity to share ideas and collaborate with colleagues from around the district Being the start of the school year – last session was very information, but I wanted to remind you the our purpose is to support the implementation of the common district initiatives. And to provide all of you an opportunity to share and collaborate with colleagues around the district.

Questions? We want to make an effort to deliver deep, meaningful professional development to you each and every session. We will be providing an overview of the Framework for Teaching Math at your grade level. Any further questions then what is presented – please write on a notecard. We try to be responsive to your questions and requests.

Norms Be on time – every time
Be prepared – bring back requested materials Be present No side conversations Avoid using your computer or cell phone Avoid working on other tasks – stay focused on the topic at hand Be respectful of your peers and the facilitator Participate! A quick reminder of our norms (Stay positive)

Go math!

+ Feedback: 3.5.14 District PLC
I like that the core is the focal point and it is easy to follow. The lesson planning looks great! I love that we’ll have curriculum to use! I am excited about the cross curricular material with Go Math! I am excited about learning more about Go Math (16). I am excited about easy lesson planning! I am excited about getting to use this new math program and integrating technology and manipulatives. I am excited about the technology. I am excited that each chapter is structured to help you teach the lesson. I am excited about the problem solving application that is required by the students. There is more thinking involved. I am glad to know as much as I know at this time. I am excited for the quick checks for easy assessment. These are the positives from the last PLC. Just click through these. You do not have to read these out loud, but rather have them just read them while you click through. Try not to spend too much time on this slide. I enjoyed the new curriculum resource and the workbooks (20). I am excited about the centers. I like the layout for each lesson and the problem solving.

Go Math: District PLC 3.5.14 District PLC 4.16.14 District PLC
Last Time we … Became familiar with the set-up of Chapter One in the Teacher’s Edition of Go Math. Reviewed the new Curriculum Guide format. Used the Planning Guide to identify the components in a Go Math lesson. District PLC Today we will… Walk through the Framework for Teaching Elementary Math with Go Math . Discuss differentiation and small group instruction supports. District PLC Next time… Technology Plan + SMART Summer PD Science and Social Studies Summer Training (June + August Half-Days) Looking forward… Teacher and Student Edition Exploration and Collaboration Framework for Teaching and Critical Success Factors Go Math Technology Components Problem Solving Classroom Situations Assessment and Pacing PLCs at a glance….

Go math: Framework for teaching

Go Math: Framework for Teaching
1 2 Kindergarten, Grade 1, and Grade 2 are set up very similar. Grade 3, Grade 4, and Grade 5 are set up very similar. Kindergarten and Grade 5 have some unique pieces. 3 4 5 Our focus today is going to be Kindergarten. We did ask that everyone bring a copy of the K Teacher’s Edition, but if you do not have one you can access the guide by going to the math website.

Anything that I overview with you today is available on the math webpage. I will give you a minute or two to pull up this website!

You have a document that looks like this in front of you. I am going to walk you through what does a math block look like in 2014 – 2015 in Des Moines Public Schools. I know this is a document that a lot of teachers and leaders have been wanting for quite some time because they want to know how to structure our math time. And then the question is raised – why do our math blocks across the district need to be consistent? And the answer is that we have to maintain a level of consistency for our students in the district. We have 38 elementary schools and 1 and 4 students will be in a different math classroom at the end of the school year with a different teacher .

This is an example of one of DMPS students. We all know these students who generally switch schools at least once a year. This gal could have had 8 different math teachers by 3rd grade. We want to determine a level of consistency for our students.

A Framework for Beginning our Implementation of the Go Math Materials This instructional sequence to serve as a support for weekly planning when it feels as though “we can’t get it all in!” Adjustments in regards to pacing and timing may be needed to meet the needs of students. This should be considered a starting point as we work to become more efficient with the Go Math materials. Taking you through the introduction to the framework… This instructional sequence to serve as a support for weekly planning when it feels as though “we can’t get it all in!” Adjustments in regards to pacing and timing may be needed to meet the needs of students. This should be considered a starting point as we work to become more efficient with the Go Math materials. Remind them: 1. Next year is a learning year and the components may take longer than planned – we will become more efficient as the time goes on. 2. This is a starting point and therefore we will be taking feedback throughout the year to improve our structure.

Framework for teaching: Daily math review + Mental Math (15 minutes Max)
Give them some process time. But not too much on DMR as there are not that many changes. 2-3 minutes maximum.

Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) We will be providing DMR modification suggestions for teachers in order to adjust the time to fit 15 minutes without changing the purpose and integrity of DMR. Go through quickly… Next year the elementary math block will be minutes in length. This is a change from this year as the requirement was 60 – 90 minutes. Some teachers may struggle with this a little. Let them take a deep breath. ;) CLICK The first component of the Math Block is Daily Math Review and Mental Math. Why are we keeping Daily Math Review if it is not part of Go Math? Teachers really appreciate this time with their students because it allows for them to review concepts that students may have not mastered in previous chapters and/or prerequisite skills for what is to come in future chapters. It is the answer to the question, “What do I do if my students did not get the concept in the last chapter, but I have to move on?” The difference next year is that DMR will have a time limit of 15 minutes. Go Math has many components and so we will need to make sure that DMR is not lasting longer than the 15 minutes otherwise it will not be possible to complete the rest of the math block components. We have provided DMR modification suggestions for teachers in order to adjust the time to fit 15 minutes without changing the purpose and integrity of DMR. It is also important to remember that DMR is not a time where teachers will be “teaching” new concepts or reviewing word problems.

Go Math: Common Questions from 3.5.14
Daily Math Review + Mental Math Does Daily Math Review have to be part of the math block of time? No. Daily Math Review and Mental Math can be a stand alone – similar to this year. When does Kindergarten start DMR? Kindergarten does not need to start DMR until the beginning of 2nd semester. Will the purpose and expectations of Daily Math Review be the same as this year? The purpose remains the same – which is to review prerequisite skills or skills that were not mastered in a previous Chapter. These are common questions from the last PLC – Common Questions will pop up in the PP several times. Try to breeze through them quickly. The last question bleeds into the next slide. So the purpose will remain the same, but the expectations will change slightly to fit within the 15 minute block of time… CLICK to go to the next slide.

Go Math: Common Questions
What we have done is outline some modifications that can be made to DMR to fit within the 15 minute time frame. This sheet should look familiar – we went over this in September. CLICK You will notice the change to the number of problems. In K-2 the amount of questions asked should be up to 2. And in 3-5 it should be up to 3. When in the past it has been 5. This will lower the amount of time required for the process Click For instance the students will not need as much time to work alone or in partners. The rest of the document is exactly the same. The process – circle, fix, key statement, reflect, etc… will remain the same. It is just the amount of questions and time spent that will change.

Go Math: Common Questions
If you are looking to access this document. You will go to the math website and under PD resources you will click on Go Math. CLICK This is where you will find all of the information for next year. At the bottom of the page You will find DMR Expectations and Progression modified for next year. That is where the document is available.

Framework for teaching: Daily math review reflection
Turn to a partner or small group and process the changes within Daily Math Review (2-3 minutes). Feel free to write questions down on notecards if you would like further information! Give them some process time. But not too much on DMR as there are not that many changes. 2-3 minutes maximum.

Framework for teaching: Whole group concept development (20 minutes)

Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) ENGAGE EXPLORE EXPLAIN The next component in the math block will be WHOLE GROUP CONCEPT DEVELOPMENT – 20 minutes. Whole group concept development has three different components. The first is… Engage Click The first part of whole group concept development is called ENGAGE. The engage lesson really introduces the lesson before the students open their student editions. This part of the lesson is digital. We have not had a chance to preview the new versions of these, but we have talked to their program coordinator and she says this is a very cool, important part of the lesson – in order to get the students interested and invested in the content. CLICK The next part of whole group concept development is called EXPLORE. This is the whole group instruction piece where they are really learning the concept of the day. A lot of times you will see the Hands On symbol which means the students are using hands-on manipulatives to learn the concept. That being said, the teacher could be using the iTools and having students use the iTools on tablets. K-2 Listen and Draw 3-5 Unlock the Problem The last part of whole group concept development is the EXPLAIN section. This is a guided practice section where the students complete some questions similar to the concept learned in the EXPLORE section. They call this Share and Show. So basically the students come to class and every day they will start of with an ENGAGE – digital lesson which will capture their interest in the content. Then they will move into the EXPLORE section which is really teacher-directed – learning the content – hands on. Then they will have the opportunity in the EXPLAIN section to do some guided practice on the type of problems that were taught in the EXPLORE section.

Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Differentiated Instruction ( min) EXPLAIN – has two Quick Check Problems that can help teachers identify groups for differentiated instruction. EXPLAIN The explain section does have two Quick Check problems that can help teachers identify groups for differentiated instruction.

Thoughts to consider on Differentiated Instruction… It will take 1 – 6 weeks in Kindergarten to establish an effective small group instruction structure and routine. The small group instruction format will vary by school/classroom depending on the support staff available. Setting them up for the next slide

Push in/Pull Out Support Differentiated Instruction 20 – 35 minutes What resources are available for the minute small group and differentiated instruction part of the math block? Small Group Instruction Independent / Collaborative Personalized Learning Let’s talk about what is available for differentiated instruction… CLICK What resources are available for the 20 – 35 minute small group and differentiated instruction part of the math block? Click For small group instruction CLICK There are 10 minute activities available for the teacher to lead small group instruction through Think Central. Go Math provides 10 minute lessons for… Language Support Enrich or Advanced Tier 1 And Tier 2 For independent and collaborative work Every lesson has an on your own practice section available in the SE As well as Math Centers – Grab and Go Differentiated Instruction Centers Kit. – We will talk more about these centers on the next slide. And lastly the Personal Math Trainer which will be available through Think Central and provides individualized learning opportunities for students in relation to the concept of the lesson. This is also the time in the math block where Support Staff can push in and pull out… On Your Own – Independent Practice in SE. Ready-made differentiated centers.. Personal Math Trainer provides individualized learning opportunities. 10 minute activities for small group instruction are available on Think Central.

Differentiated Instruction What do the Centers look like? Games (G): Practice skills and apply concepts with these ready-to-use interactive math adventures. Students can play these games in pairs or small groups. Literature (L): Integrate math skills into real world situations and cross-curricular subject matter to engage student interest. Interactive questions focus on key concepts and support comprehension. Activity Cards (A): Ready- made, easy-to-follow activities help students reinforce or extend concepts and skills. *Includes cards for Challenge/Enrichment.

Framework for teaching: Differentiated instruction
Turn to a partner or small group and process the small group instruction piece (5 minutes). Feel free to write questions down on notecards if you would like further information! *More slides about Special Education Intervention to come! Give them some process time. About 5 minutes…

Framework for teaching: Problem Solving (15 minutes minimum)

Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Differentiated Instruction (20-35 min) Problem Solving (15 min) The last part of the math block is the problem solving section. This section is timed at a 15 minute minimum. We recognize the importance of students solving problems in context and do not want to short change this section because it is at the end of a lesson. Therefore, when teachers are planning lessons – they must plan for 15 minutes of problem solving daily and if they need to shorten other sections to do so – that is okay. CLICK The students have the problems in their SE and there are also videos available called Math On The Spot which are puppets leading students through how to solve certain problems. There are interactive white board lessons available for this section as well. We are not going to get into the interactive white board discussion at this time. Technology will be covered in the MAY PLC. We are just saying the interactive white board is available.

Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Differentiated Instruction (20-35 min) Problem Solving (15 min) ENGAGE Small Group Instruction EXPLORE Independent / Collaborative SO this is essentially what a teacher’s math block will look like daily. There will be some flexibility in the chapter pacing in order to make a few lessons 2-day lessons to fit the students’ needs. In which case, the schedule of those two days would look differently. You will see this many more times so if you are feeling overwhelmed – that is okay – this was a very quick overview. POSSIBLE QUESTIONS: Do we have the flexibility to move these components around to fit the needs of our master schedule? The writers of Go Math did everything with purpose and integrity. To start of the year, make every attempt to keep the components in place and in order. If you find that you need to move a component out of the order due to STUDENT NEEDS – that is possible, but ultimately it would be preferred to keep it in order. Does DMR have to be part of the math block? No – it can be a stand alone like some teachers have it this year. Can we split out Problem Solving from the block? The problem solving is directly related to the content of the lesson – it is just application. It should stay in tact with the rest of the lesson components. If we move Small Groups to the end of the block it will help with push-in support… If at all possible please attempt to keep the overall lesson structure intact. If the students’ needs are not being met with it intact, the components can be moved. This is a lot to fit into 75 minutes – what support will be given to teachers in the area of time management? We will spend time in summer training as well as in PD next year working with time management and structures to support this work. The first year will be a time struggle for most teachers as it is a new program. EXPLAIN Personalized Learning

Framework for teaching: Special education + intervention

Special Education + Intervention Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Differentiated Instruction ( min) Problem Solving (15 min) Problem Solving (15 min) ENGAGE Small Group Instruction What if a Special Education student is out of the room during whole group? SPED students will be in the classroom for Core Whole Group Instruction. What if a Special Education student is Can a SPED student miss Daily Math Review in order to receive SPED services? Maybe. It depends on the students and their needs and ability levels. EXPLORE Independent / Collaborative There are many questions about Special Education and Intervention that have popped up in PLCs. The most common was how does it fit into the framework. What is considered whole group? Click The 20 minutes of Whole Group Concept Development and the 15 minutes of problem solving is Core Whole Group Instruction. So the question is – what if a special education student is out of the room during whole group? And the answer is that all SPED students will be in the classroom for Core Whole Group Instruction. Next Question – can a sped student miss DMR in order to receive SPED services? Maybe – it depends on the student and his or her ability level and needs. If you have a student who is a grade or two below grade level – reviewing the prerequisites in DMR may be beneficial – but if the student is many levels below – DMR may not be appropriate. EXPLAIN Personalized Learning Core Whole Group Instruction

Math Block: 75 – 90 minutes/day Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Differentiated Instruction (20 min) Differentiated Instruction (20 min) Differentiated Instruction (35-40 min) Problem Solving (15 min) Math Intervention: minutes/day (**only for students in need of intensive support) Where do Special Education minutes fit into The Math Framework? Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time. What might the classroom look like during the additional minutes of Intervention? What are Tier 3 SPED students missing during intervention? One option would be to add minutes to the Differentiated Instruction time for Math Intervention. The teacher would be working in small groups and students would be in centers. The question then comes up CLICK Where do SPED minutes fit into the framework? SPED students may receive in class or pull out support during the 20 minutes of differentiated time. What might my classroom look like during the additional minutes of Intervention? What are Tier 3 SPED students missing during intervention? If a students IEP indicates they need additional math support outside of the core time where do we fit this in? One option would be to change the 75 minute math block to a 90 minute block and add the 15 – 20 extra minutes to the differentiated instruction component in the math block. Click Then the SPED student is receiving minutes of support while the Core teacher is working with other small groups of students and students are also working in centers. Again, this is one way it COULD look but it is dependent on the specific needs in each classroom. Principals have received this information and are working on a plan for a structure to support all the needs of the students.

Math Intervention: minutes/day (**only for students in need of intensive support) What materials will an interventionist or SPED support use when providing push-in or pull-out support? Tier 3 Small Group As an interventionist – there are many resources available to meet the students needs during intervention time. Depending on what the core teacher and the interventionist decide the interventionist can use any of the following resources in Tier 3 small group… Click Personal Math Trainer Strategic Intervention Intensive Intervention Tier 2 Activity available on Think Central *More information on these resources in Summer Training Possible Questions: What if I have more Tier 3 students than I have devices? Prioritize the needs of the students and other students can be working with the teacher and not on a device. What will my other students be doing while I am doing this intervention? That is completely up to the teacher.

Framework for teaching: Special Education + Intervention
Turn to a partner or small group and process the special education and intervention component (5 minutes). Feel free to write questions down on notecards if you would like further information! Give them some process time. About 5 minutes…

So that is all the information on this document. Anna Taggart will be doing the summer trainings and you will really be digging into this document deeper. But questions – or further clarification – please do write them down on your cards.

Expectations Will teachers be expected to teach the lesson word for word out of the books? No. The prompts are available for teachers to use in the planning process and are optional in teaching the lesson. Will teachers use additional outside resources to teach lessons? Go Math will be the primary resource for teaching elementary math in DMPS. If time and necessity allow – other resources may be utilized. Will we be following lessons and chapters in sequential order? Yes. We will follow the progression of the lessons and chapters to maintain the integrity of the program. We will be taking feedback throughout the first year to evaluate the flow and order of lessons. Lastly we will address just a few of the other common questions with from Go quickly over these questions.

Expectations Will we post the Essential Questions or the I Can Statements? The Essential Question is written in student-friendly language. The I Can Statement/Lesson Objective is for teacher use. It is not required by our district that teachers post either, although it is crucial that the teacher is communicating the learning goal with the students daily. School leadership may provide specific expectations at individual sites. What is the math journal? The math journal is tied directly to the essential question. This will not be a mandatory component in the lesson, but rather can be utilized in small groups, centers, or with the whole group.

Go Math: District PLC 3.5.14 District PLC 4.16.14 District PLC
Last Time we … Become familiar with the set-up of Chapter One in the Teacher’s Edition of Go Math. Review the new Curriculum Guide format. Use the Planning Guide to identify the components in a Go Math lesson. District PLC Today we… Walked through the Framework for Teaching Elementary Math with Go Math . Discussed differentiation and small group instruction supports. District PLC Next time… Technology + SMART Summer PD Science and Social Studies Summer Training (June + August) Looking forward… Teacher and Student Edition Exploration and Collaboration Framework for Teaching and Critical Success Factors Go Math Technology Components Problem Solving Classroom Situations Assessment and Pacing Wrap up

Social Studies Instruction Unit 6

Reminder: The “What” vs. the “How”
The “what” of Social Studies is non-negotiable. The learner objectives or “I can” statements The “how” of Social Studies is up to your team. Teacher teams can get creative with the units they design and the instructional strategies they select.

http://subscriptions.teachtci.com/teacher/kpbxldf Reminder!
If your grade level team hasn’t created your 2 demo accounts, use the link below:

*Suggested Unit Outline
Social Studies Theme: “Learning about Myself and Others” Week 1: Needs and Wants (NW) Week 2: Needs and Wants (NW) Week 3: Needs and Wants (NW) Week 4: Choices (C) Week 5: Choices (C) Week 6: Choices (C)

I Can Statements – Needs and Wants
Distinguish between a need and a want (NW) List and describe personal needs and wants. (NW -Explain that goods sold in local stores are used by people living in the community to meet their needs and wants (NW)

I Can Statements – Choices
-Analyze the costs and benefits of different choices (C) -Explain that families make choices about the need for buying groceries based on cost, availability, family or cultural customs and personal taste (C) -Explain that when families make choices about moving, a new place to live is gained and an old place to live is given up. (C)

Resources National Geographic Emergent A and B Social Studies Classroom Sets *Adopted materials 2007 Social Studies Alive! My School and Family TCI Lesson Junior Achievement: Ourselves This program uses compelling stories read aloud by the volunteer, along with hands-on activities to demonstrate helping, working, earning, and saving. Five required, volunteer-led sessions. Money Instructor *Early elementary economics lessons, ideas, and activities

Collaboration Time! Form small groups (3-4) and discuss how you plan to teach Unit 6: “Learning about Myself and Others” with your students, and integrate social studies concepts with literacy and math. Send your lesson ideas to Amber Graeber to share on the elementary social studies weebly: socialstudies.dmschools.org

*Suggested Unit Outline
Social Studies Theme: “Learning about Myself and Others” Week 1: Needs and Wants (NW) Week 2: Needs and Wants (NW) Week 3: Needs and Wants (NW) Week 4: Choices (C) Week 5: Choices (C) Week 6: Choices (C)

Exit Slip

Exit Slip Use a notecard on your table to complete one of the following sentence starters: I am excited about… Something I find challenging… I would like more information about… I really enjoyed…

District PLC Meeting Kindergarten

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