1. Connected Mathematics Project 3
Presented by Karen Cardinali
CFN 609
MAY 2013

2. Planning Session Goals Over the course of the 2 sessions we will engage in the following activities:
Identify aspects of CMP3 that support the practices outlined in the Citywide expectations, Quality Review Rubric and Danielson’s Framework for teaching.
Become familiar with the structure of the teacher’s guide, support resources and student edition through Teacher’s Place.
Negotiate philosophies: Unit planning and delivery of lessons.
Examine the Scope and sequence: Identify areas to consider with teacher teams.
Choose Unit 1: Prepare to implement the unit that will be used to launch the year.
Next steps, Questions/Concerns

3. DOE 2013-14 CORE CURRICULUM SUPPORT FOR SCHOOLS
Teachers and school leaders will have the opportunity to attend a series of four professional development sessions for each Core Curriculum program (Core Knowledge, Expeditionary Learning, Go Math!, ReadyGen, Connected Math Program 3, and Code X). The first of the four sessions will take place this summer; registration details will be shared by the first week of June. Circulars covering summer per session work for teachers and supervisors will be posted at school.

4. Setting the Stage: Common Core Learning Standards
(Content and Practice)
Citywide Instructional Expectations
Quality Review Rubric
Danielson’s Framework for Teaching
We will not read the through the standards but we will read through the other three documents to set the stage for the work we will be doing.
Make connections regarding the why these documents are important. They are the documents through which we are measured and held accountable to.

5. Activity 1: Criteria from CIE, QR, DFFT
In your team of 3: Each member reads one of the documents. Highlight the salient points from the excerpt. Keep in mind how they relate to the work you do in your classrooms and in teacher teams. We will share out whole group, jot down key words/phrases, Identify common themes
These ideas will be the lens in which we walk through the curriculum with.
These are also contribute to the “why” of what we are doing.

6. Citywide Expectations 2013-2014
Prepare: Set up to meet higher standards : Ensure curricula in Pre-K-9 are aligned to the Common Core Standards in all content areas. (QI 1.1, 2.2) Schools should work toward closing curricular gaps during spring and summer 2013, whether through purchasing and integrating publisher-made materials or by adjusting current materials. Schools must provide dedicated time, resources, and support for reviewing and revising curricula, using Universal Design for Learning to ensure access for all learners. Implement: Move students toward meeting higher standards Students will: Experience rigorous instruction. (QI 1.1, 1.2, 1.4, 3.4) • Learn content by engaging with standards-aligned curricula in all content areas. • Reflect on their work products and work habits based on their understanding of the academic and personal behaviors required for postsecondary success.

7. Teachers and teacher teams will: Shift classroom practice. (QI 1.2)
The work of laid a strong foundation for shifting pedagogy, including the use of performance tasks to assess learning.
• In all grades and content areas, plan and teach lessons and units that integrate the literacy and math Common Core instructional shifts where appropriate. While not every lesson in every content area will include integration of the shifts, students should experience all of the instructional shifts and associated standards over the course of the year. Teachers are responsible for students’ content knowledge while at the same time sharing responsibility for students’ literacy skills. Identify authentic opportunities for reading, writing, speaking, and listening in service of meeting the content standards of the discipline.
• Know their students as individuals, including their academic and personal behaviors, language development, knowledge, interests, strengths, and special needs.
• Adjust their lessons, units, and classroom assessments to address the gap between what the standards require and what their students know and are able to do.
-Work with peers, coaches, and school leaders to achieve both rigor and access for all students. Plan for interventions as appropriate.
-In the early grades, pay special attention to the developmental appropriateness of activities.11
-For students with Individualized Educational Plans, ensure that individual supports and specialized instruction are aligned to the needs of the student and that goals are aligned to Common Core standards where relevant.
•Implement classroom structures and assessment practices across all grades that encourage student self-reflection and engagement of students in the learning process.
• Actively participate in their own development

8. Quality Review Indicator 1
Quality Review Indicator 1.1 Ensure appropriate, engaging, rigorous, and coherent curricula in all subjects accessible for a variety of learners and aligned to Common Core and/or Content Learning Standards.
School leaders and faculty ensure curricula that are appropriate in all subjects aligned to CCLS and/or Content Standards, integrate the instructional shifts and align curricula across grades and subject areas to close the achievement gap and promote college and career readiness in all grades.
B) Rigorous habits and higher order skills are emphasized in curricula and academic tasks are embedded in a coherent way across grades and subjects so that all learners, including ELLs and SWDs, must demonstrate their thinking.
C) Curricula and academic tasks are planned and refined using student work and data so that individual and groups of students, including the lowest and highest achieving students, ELLs and SWDs, have full access to the curricula and tasks and are cognitively engaged.

9. Quality Indicator 2.2 Align assessments to curricula, use on-going assessment and grading practices, and analyze information on student learning outcomes to adjust instructional decisions at the team and classroom levels. A) Across the vast majority of classrooms, teachers use or create assessments, rubrics and grading policies that offer a clear portrait of student mastery of the school’s chosen key standards and curricula, thus providing actionable and meaningful feedback to students and teachers regarding student achievement. B) The school uses common assessments to create a clear picture of student progress toward goals and benchmarks across grades and subjects, track progress, and adjust curricular and instructional decisions so that all students, including ELLs and SWDs, demonstrate increased mastery. C) Across the vast majority of classrooms, teachers’ assessment practices consistently reflect the varied use of ongoing checks for understanding and student self-assessment so that teachers make effective adjustments to meet all students’ learning needs and students are aware of their next learning steps.

10. Quality Review Indicator 4
Quality Review Indicator 4.2 Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning
A) The vast majority of teachers are engaged in inquiry-based structured professional collaborations that has strengthened teachers’ instructional capacity (including CCLS integration), resulting in school-wide instructional coherence and increased student achievement for all learners. B) Teacher teams systematically analyze key elements of teacher work, including classroom practice, as well as assessment data and student work for students they share or on whom they are focused, resulting in shared improvements in teacher practice and mastery of goals for groups of students. C) Distributed leadership structures are embedded so that there is effective teacher leadership and teachers play an integral role in key decisions that affect student learning across the school.
The term inquiry approach is defined by the expectations of teacher teams in 4.2b and across the rubric

11. Danielson’s Framework for Teaching: Component 1e, 3b and 3d
Learning activities and Instruction designed to engage students and advance them through the content
Materials and resources that are appropriate to the learning needs of the students
Intentionally organized instructional groups to support student learning
And a clear and sequenced unit structure to advance students’ learning. 3B
High quality questions/prompts that cause students to think and reflect, to deepen their understanding and to test their ideas against those of their classmates.
Discussion techniques that promote learning through discussion
Teacher uses a range of techniques to ensure all students contribute to the discussion 3D
There is clear assessment criteria that students are aware of and at the highest level had a hand in articulating
Monitoring of student learning that is woven into the lesson
Timely, constructive and substantive feedback that guides students to improve their performance.
Student self-assessment and monitoring of progress
From our work this past year and depending on the components chosen to be evaluated w/ 3012c these areas have always been relevant for purposeful assessment based instruction

12. Instructional Shifts
Focus: Focuses on the concepts that are prioritized in the standards, allowing ample time to engage with them.
Coherence: Makes connections within and across grade levels, e.g. supporting standards are connected to the priority standards in the task/unit.
Rigor: Requires students to demonstrate:
Fluency: Expects and/or encourages speed and accuracy with basic calculations.
Deep Understanding: Requires students to apply their conceptual learning to new situations in addition to writing and speaking about their understanding.
Application: Provides opportunities at all grade levels for student to apply math concepts in real-world situations, and apply the appropriate concept without prompting.

13. CMP3 Instructional Model
Launch Explore Summarize
How does this align with what you do or what is done at your school?
What does summarize mean?
Any thoughts?
Make a few notes about what needs to come forward.
Possibility for working on planning a lesson on day 2

14. Activity 2: CMP3 Instructional Model
What does math instruction look like at your school? How are lessons delivered and students given opportunities to work in mathematics? Is there a belief system about how students learn best in the area of mathematics? Is there coherence across grades/school regarding that belief system? How does the CMP instructional model support or go against your and/or your school’s belief system?
Triad discussion.
Important for schools to get clear on this as they embark on a journey with a new program that may have a different method for delivery of instruction.
Unit planning has taken the following formats: Modules; State/City Scope and Sequence; 2 units from the major work of the grade
Unpacking and supplementing an existing unit in a curriculum

15. www.connectedmathematics3.com Teacher’s place demonstration

16. Activity 3: Access Teacher place
CMP3 website:
NYC website:
Click on Explore Teacher place
Create a 30-day trial account now!
Click on the Sign Up button below to start the registration process.

17. Click the Enter Your School Code button.
Enter the School Code:
Type the school name (DO NOT copy and paste): CMP3 Trial: May. Be sure to select this school name from the drop down menu
Click the Next button and answer the remaining questions to complete your registration. You will automatically be brought to the Product Subscription Portal.
Log into the Portal with your new account, and select any or all of the six (6) CMP3 products available to sample. Then, click Subscribe.
Close the Portal page and come back here to Sign In to your new account!
Choose "Remember Me" for future one-click access to your CMP3 account.

18. If participants are able to gain access to teacher place Activity 3: Exploring Teacher’s Place
Log into teachers place. Explore unit 1 at your grade level becoming acquainted with the structure of the teacher’s resources, content of unit one, as well as the components and aspects that support teachers in meeting the expectations put forth by the accountability rubrics.

19. Get a gist for the structure of the teacher materials.
If participants are unable to access Teacher’s place: Activity 3: Examine Materials with a Purpose
Go through materials from Investigation 2 of grade 7 unit Accentuate the Negative. (Handouts 6a: Student edition, 6b Unit overview/teacher resource and 6c, Mathematics Background and Assessment)
Get a gist for the structure of the teacher materials.
Identify areas from these resources that will serve to support teachers with meeting the expectations laid out in the accountability documents.

20. Where did you find evidence that these materials will support:
Rigorous and coherent curriculum aligned to the CCLS (and key standards).
Ease of planning and incorporation of the instructional shifts.
Activities/tasks/problems that align to the objective.
The needs of all learners: highest and lowest achieving students Ell’s, and SWD’s.
Coherent embedded academic tasks
Opportunities for higher order questioning, discussion and reflection
Opportunities to create or use assessments:
Ongoing checks for understanding, Benchmark assessments, Progress monitoring, Feedback, Rubrics/Grading policies, Student self-assessments
Teams will spend time becoming familiar with the structure and components embedded in this resource. In some cases there may be less evidence which is important to highlight.
Facilitator will rotate through tables to take down important features for whole group share out.
Have participants look over list:
How do any of these embedded features support teachers in meeting the expectations put out by the CIE, QR rubric, Danielson
Any Questions/clarifications?

21. How do the features embedded in the CMP3 program support teachers in meeting the expectations put out by the CIE, QR rubric, Danielson? Be specific
CIE
QI 1.1: Curriculum
QI 2.2: Assessment and Feedback
QI 4.2:
Professional Collaboration focused on improving student work
Danielson 1e:
Planning
Danielson 3b:
Questioning and discussion
Danielson 3d:
Assessment and instruction
While you look through the materials keep this GO out to add anything to it as you come across it.
For example:
1.1- all learners: videos, manipulative materials, the use of models for understanding concepts, common student difficulties

22. Strengths and challenges
Keep in mind

24. www.connectedmathematics3.com VIDEO options
Website
VIDEO options
Handout provided

25. CMP3 Instructional Features
Problem-Centered curriculum that fosters reflective learners through discussion of solution methods, embedded mathematics , and appropriate generalizations
Three part lesson structure: Launch, Explore, Summarize
ACE ( Applications, Connections, Extensions) homework questions
Mathematical Practices serve as the pedagogical fabric of the program
Table of Contents and unit Investigation Booklets completely aligned by grade level to the CCLS domains, clusters and standards
Interactive Class and student management features
Personalized Skills Practice powered by MATHXL

26. CMP3 Components Interactive Digital Student edition
Student Edition in Print ( booklets, single bind, English , Spanish) Personalized skills practice powered by MATHXL
Interactive digital Teacher’s guide with additional point of use teaching resources
Teacher’s Guides in Print
Program implementation and overview Guide
Digital QuickStart guide
Program resources package (print, digital)
Online Teacher community
Assessments CD with ExamView
Teacher resources DVD
Manipulative Kits

27. Assessment Formal assessment after each investigation:
Check up ( minutes)
Partner quiz (full period or take them home)
Math reflections
End of unit test
Unit Projects
Exam View
See handout

28. Benchmark assessments aligned to Core Curriculum options in grades 3-8
Periodic Assessment
The DOE’s Periodic Assessment portfolio will continue to help schools transition to the Common Core and meet citywide instructional expectations by providing new assessments and technology for the school year. These new supports will include:
Benchmark assessments aligned to Core Curriculum options in grades 3-8
Transition from Acuity to SchoolNet, an easy-to-use technology platform for assessment and instructional materials management, with data analysis tools
The PA team is working to see how the city and state scope and sequences are aligned. From that work they will decide if there will be one or two benchmark assessments that align with the Scope and sequence.
Common Core-aligned baseline assessments in high school Algebra, benchmark assessments in grade 9 ELA, and benchmark assessments in high school Algebra

29. After looking closely at the teacher’s materials, what instructional practices, processes and or materials will you bring forward from the work that you have been doing over the past 2 years?
Rubrics, Tasks, Pre/post assessments, developing Math Practices

30. Identify the unit of study you will use to start the year.
Activity 4: Sequencing
Using the current scope and sequence put out by DOE that aligns to the state, and the scope and sequence outlined in CMP3 correlated to the CCLS and examine major differences.
Using your experience from this past year, establish a rationale for keeping or changing the suggested pacing.
Identify the unit of study you will use to start the year.
City will be providing a pacing…

31. Pacing
A unit composed of 3 investigations: days A unit composed of 4 investigations: days A unit composed of 5 investigations: 26-32days (including days dedicated to assessment)

32. Choose/examine the unit to start the year.
Activity 5: Planning
Choose/examine the unit to start the year.
Identify which standards will be addressed, how you might present the material to engage all students, and how you will check for understanding in both lessons and throughout the unit.
Identify structures that you would like to embed from the start of the year and contemplate where in the unit they might be introduced: Unit projects, Rubrics, Performance tasks, Math reflections, Developing mathematical practices, Exit slips…
Make decisions about formative and summative assessments to be used and discussed during Unit 1.
To view student edition materials go to online samples on cmp3 website

33. Next steps for next session : Brooklyn:6/12/13 Queens:6/5/13
Decide how/when/what information to turn key with staff.
Share sign in for 30 day free trial with teachers.
Discuss plan/pacing of unit 1 and possible sequence for the rest of the grade level.
AP’S: Establish the system for monitoring progress throughout the year. Decide what structures will be used across grades and school. Consider how teachers across the school can use lesson planning resources embedded in CMP3.
Teacher teams can:
Match pacing of CMP3 to the Pacing outlined by the city/state. Consider this past year and as a team make a flexible timeline inclusive of interim assessments decisions about the sequence or order of units