1. Kindergarten Math: One Bite at a Time Principals’ Meeting October 9, 2015 http://seangallo.com/2011/02/22/how-to-eat-an-elephant/

2. One Bite at a Time https://www.youtube.com/watch?v=tHvExOg4NI0

3. 2015-2016 K Implementation

4. Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each level --Facilitated discussion to reflect and plan next steps Assessing Math Concepts --Day 3 Training -- Diagnostic (digging deeper) & progress monitoring --Computer-based --Aligned to Developing Number Concepts (DNC), interventions for students --For kids below cut score (AMC) KEA

5. 2015-2016 K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year (AMC)

6. Critical Learning Phases Let’s think back… What are critical learning phases? Why are they so important? How should they connect and align our work?

7. Counting Objects Knowing One More/Less Counting Objects by Groups Using Symbols Critical Learning Phases Changing Numbers Relation- ship Between Numbers Comparing Groups Using Symbols Chapter 1: Counting Chapter 2: Number Relationships

8. Use the bag of YELLOW cards. Work together as a table. Be prepared to defend your work. Critical Learning Phase: Counting Counting Objects First, students will…Then…Last… (Next Title) First, students will…Then…Last…

9. Critical Learning Phase: Counting

10. What do you observe about the student as it relates to the critical learning phases? Counting Method ● Moves objects ● Looks at objects ● Points at objects ● Lines up objects Tracking Ability ● Keeps track easily ● Keeps track with difficulty ● Can not keep track ● Lacks one-to-one

11. Critical Learning Phase: Counting https://www.youtube.com/watch?v=ORQlua-KRPI&edit=vd

12. Critical Learning Phase: Counting What do you observe about the student as it relates to the critical learning phases? Counting Method ● Moves objects ● Looks at objects ● Points at objects ● Lines up objects Tracking Ability ● Keeps track easily ● Keeps track with difficulty ● Can not keep track ● Lacks one-to-one

13. Use the bag of GREEN cards. Work together as a table. Be prepared to defend your work. Critical Learning Phase: Number Relationships Changing One Number to Another First, students will…Then…Last… (Next Title) First, students will…Then…Last…

14. Critical Learning Phase: Number Relationships

15. What do you observe about the student as it relates to the critical learning phases? What do you notice about the student’s ability to work with certain SIZES of numbers?

16. Critical Learning Phase: Number Relationships https://www.youtube.com/watch?v=-LEMGABoQVQ

17. Critical Learning Phase: Number Relationships What do you observe about the student as it relates to the critical learning phases? What do you notice about the student’s ability to work with certain SIZES of numbers?

18. Critical Learning Phases 140 characters or less @wcpssmathelem #wcpsskindermath How would you summarize what you have learned about the critical learning phases?

19. 2015-2016 K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each level (red, yellow, green) --Facilitated discussion to reflect and plan next steps (AMC)

20. Number Knowledge Test (NKT) Use as a universal screener at BOY, MOY and EOY Nationally normed assessment to measure students’ conceptual understanding of number Administered 20 days into school year All training was virtual through the Supporting K-2 Instruction Blackboard course Day 2: TIPS to problem solve data

21. Number Knowledge Test Jackson https://www.youtube.com/watch?v=BBKqngCaVWA

22. Number Knowledge Test (NKT)

24. Number Knowledge Test ComponentGuiding Questions Environment Is there a 60 minute math block in your master schedule? Is each teacher delivering 60 minutes of math instruction? What comes right before and right after math instruction in the master schedule? Does this impact your 60 minutes of instruction? Is there an intervention time/block built into the master schedule for remediation? If “yes” is it at least a 30 minute block? What does the classroom learning environment look like (table arrangement, opportunity for collaboration, access to technology, etc.)? Curriculum Are the resources on CMAPP being implemented? What other curriculum resources are being used? Does your grade level utilize collaborative planning? Are grade level common assessments being used? Instruction Are daily routines being followed consistently? Are you fostering a math environment of collaboration and discourse? Is there a focus on conceptual understanding? Are math models being used as evidence of problem solving?

25. 2015-2016 K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each tier --Facilitated discussion to reflect and plan next steps Assessing Math Concepts --Day 3 Training -- Diagnostic (digging deeper) & progress monitoring --Computer-based --Aligned to Developing Number Concepts (DNC), interventions for students --For kids below cut score (AMC)

26. Assessing Math Concepts (AMC) Uncover students’ understanding & misconceptions related to the critical learning phases Digging deeper & progress monitoring Computer-based for teacher Aligns to specific interventions based on students’ needs

27. Assessing Math Concepts (AMC) ONLY for students who fall BELOW the cut score!

28. 2015-2016 K Implementation Critical Learning Phases/Math Content --Day 1 Training --Ch 1-2 of How Children Learn Number Concepts --Counting & Changing # --Focus on CORE --Complete online training module for Day 2 --Administer NKT 20 days into school year Number Knowledge Test (NKT) --Day 2 Training --Universal screener for all at BOY, MOY and EOY --Data collected through eData platform --Data analysis to identify students at each tier --Facilitated discussion to reflect and plan next steps Assessing Math Concepts --Day 3 Training -- Diagnostic (digging deeper) & progress monitoring --Computer-based --Aligned to Developing Number Concepts (DNC), interventions for students --For kids below cut score (AMC) KEA

29. Curriculum Alignment NEW Daily Routines ◦Subitizing ◦Number Line Game Pacing aligned to KEA More important than ever before!

30. Most Important Points Write down 3 most important points from what we discussed today. Think about how you can support the K teachers in your building. 1.MIP 2.MIP 3.MIP