Connected Mathematics Project 3

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

2. Planning Session GoalsOver 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

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

6. 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.

7. CMP3 Instructional Model Launch Explore Summarize

8. 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?

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

10. Activity 3: Access Teacher place CMP3 website: • www.connectedmathematics3.com NYC website: • www.Pearsonschool.com/nyccmp3 • Click on Explore Teacher place • Create a 30-day trial account now! • Click on the Sign Up button below to start the registration process.

11. Click the Enter Your School Code button. • Enter the School Code: 26-66-85 • 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.

12. If participants are able to gain access to teacher placeActivity 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.

13. 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.

14. 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

18. Website www.connectedmathematics3.com VIDEO options

19. 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

20. 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

21. Assessment • Formal assessment after each investigation: • Check up ( 25-30 minutes) • Partner quiz (full period or take them home) • Math reflections • End of unit test • Unit Projects • Exam View • See handout

22. 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 2013-14 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

23. 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?

24. 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.

25. Pacing A unit composed of 3 investigations: 18-24 days A unit composed of 4 investigations: 22-28 days A unit composed of 5 investigations: 26-32days (including days dedicated to assessment)

26. 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.

27. 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.