1. District Curriculum January 2009

2. Purpose Define K-12 Math Curriculum … to ensure every student in Tea will graduate with the essential skills necessary (educate and empower all students to succeed in a global society).

3. Steps to the process Establish what is being taught in class Ensure all state standards are taught Determine essential skills & assessments all district teachers must teach (consensus) Grade level or department work to write curriculum for appropriate grades Team meetings to review (consensus) on curriculum Individual teachers teach the agreed upon (approved) curriculum Team meetings (monthly) to check progress (gather data) or make changes to the curriculum

4. Advantages of a District Curriculum Sets pace for the year Determine the level of instruction (introduction, master, reinforcement) Ensures all essential standards are taught Ensures all students are prepared for the next grade level Teachers know, understand and are able to teach the content Collaboration of staff Allows staff to locate weak areas in curriculum (takes away blame)

5. Concerns I don’t have enough time. This is a new textbook and delivery method. I need to teach every page in the book. I need to teach according to the scope and sequence of the book. My kids aren’t ready for these concepts. Others …

6. “Doing What Works” National Math Panel http://dww.ed.gov/media/MathScience/MP2/ MP/Learn/breeze/index.htmhttp://dww.ed.gov/media/MathScience/MP2/ MP/Learn/breeze/index.htm

7. Reality All standards need to be taught during the school year The curriculum is MORE than your textbook. Students learn best completing activities that engage them in their own understanding of the standards.

8. Example of District Curriculum Skills (an ability that has been acquired by training) - VERBanabilitythathasbeen acquiredbytraining Assessments (products or performances that demonstrate student learning) Standards Solve open addition sentences with one unknown using numbers equal to or less than 10. Solve open subtraction sentences with one unknown using numbers equal to or less than 10. Teacher Observation Checklist Teacher Observation Checklist Practice Worksheet Benchmark Assessment Teacher Observation Checklist Demonstration Benchmark Assessment 1.A.2.2. Students are able to solve open addition and subtraction sentences with one unknown (  ) using numbers equal to or less than 10.

9. Standards Standards articulate an essential core of knowledge and skills that the state as a whole wants students to master. http://doe.sd.gov/contentstandards/ also on the T:/ share drive

10. Skills Skills are key abilities and processes students will develop related to specific content. Skills are written beginning with a verb.

11. Skills Examples Solving word problems Matching words and pictures Reading a map Writing a play Analyzing non-fiction text

12. Activities Key activities that lead to acquisition of knowledge and skills. Describe the "how" for the knowledge and skills.

13. Activities Examples Watch School House Rocks Sing “Three is a Magic Number” Writing persuasive letters to local government Water analysis of local river Critique a work of art Create a 50 states quilt

14. What is the difference between skills and activities? SkillActivity Solve binomial using 2 variablesPractice worksheet where students are solving multiple binomial equations Memorize multiplication facts to 12Practice times tables to 12 x12 Tell time to the minuteLook at time on a watch or clock A skill is what students must be able to do. An activity provides practice concerning a particular skill or skill set.

15. Your Turn Using one of your math standards, look at the unpacked standard. With your grade level or department, discuss what skill students will be able to do at the end of your lesson. Write a skill or two that will accomplish the objective.

16. Assessment Assessments are the products or performances that demonstrate student learning. Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.

17. Formative Assessment Used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. Goal: The results are used to make a judgment of student competency. Used to improve instructional methods and student feedback throughout the teaching and learning process Goal: The results are used to modify and validate instruction. Summative Assessment

18. State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability for schools (AYP) and students (report card grades). Observations Questioning strategies Self and peer assessment Criteria and goal setting Student record keeping Anecdotal records Diagnostic tests Formative Assessment Summative Assessment

19. Assessment Examples In groups, classify by type. Group presentation Brochure Research Paper Essay exam Reteaching worksheet Teacher observation

20. Progress Report Progress reports are a means of reporting student successes and failures to others. Progress reports describe any evaluation of something for information

21. Progress Report Examples Report Card Grade Sheet Midterm grade Accountability Report IEP Progress Report

22. Your Turn Using the skill you wrote earlier, discuss how you will know students are successful in completing the skill. Write an assessment for each skill (How will students demonstrate proficiency?)

23. Work Smarter, Not Harder. Goal for Tea Area School District: 85% of the students will be proficient or advanced in math.

24. Doing what we’ve always done will get us what we’ve always gotten.

25. Next Steps Determine essential skills & assessments all district teachers must teach (consensus) Grade level or department work to write curriculum for appropriate grades Team meetings to review (consensus) on curriculum Individual teachers teach the agreed upon (approved) curriculum Team meetings (monthly) to check progress (gather data) or make changes to the curriculum

26. Observation Checklist Solve open addition sentences with one unknown using numbers equal to or less than 10. Solve open subtraction sentences with one unknown using numbers equal to or less than 10. Amy Anderson Bill Benson Cody Carlson Darla Davis Edgar Edwards Francine Frankenstein George Gullickson

28. Practice Worksheet