K-5 Math Adoption

1. K-5 Math Adoption Day 2

2. Problems of the Day!

3. Problems of the Day!

4. Math Perception Impacts Performance • Where do you think besides TV, that kids get negative messages about math?

5. Mathematical Practices • Practice Standards vs Content Standards • “How a mathematician thinks and behaves.”

6. Grounding in Standards of Mathematical Practice • Each table has a complete set of Standards for Mathematical Practice (Standards #1-8). • As a group, read each standard and discuss what you interpret it to mean.

7. Standards of Mathematical Practice continued • When ready, match the set of “Student behaviors” with the mathematical practice it exemplifies. • Next, match each student thinking bubble to the mathematical practice it describes. • Final activity: Align teacher reflection questions about student behaviors with the appropriate mathematical practice standard. • Any wonderings or ah-has? How might you support development of these practice standards within your classroom?

8. PARCC Sample Tests • PARCC Assessment Sample • Cognitive Complexity • Test Complexity • Content Complexity

9. PARCC Sample Tests Engage in doing PARCC math End of Year (EOY) practice tests through each of the following lenses: • What are the differences in this assessment to the traditional year end test? Please capture your thinking. • What Cluster Level does each question assess? Use your “CCSS Where to Focus” document from yesterday to identify which cluster level the question addresses. • If your students had taken this PARCC assessment in May, what challenges would they have faced? Or for K-2 teachers, what can you do to prepare your students for this level of test? • http://epat-parcc.testnav.com/client/index.html#tests

10. PARCC Assessment Sample • Cognitive Complexity • Test Complexity • Content Complexity

11. Break • 10:30-10:45

12. Math Expressions Assessments Required assessments • Beginning of year (BOY) inventory – assesses all standards from the grade level prior. This will be with your program materials in the Assessment Guide. • Benchmark assessments: At the end of each trimester, a benchmark test will assess progress toward end of year expectations. These will exist within Illuminate and will come from the district. • End of unit: Form B is all multiple choice and can be administered on the computer or with paper/pencil. Illuminate will score and sort data into standards based clusters. This assessment is in the Assessment Guide and will be created within Illuminate by the district.

13. Math Expressions Assessments continued Each unit has a Performance Task (with multiple questions embedded) and these most mirror expectations of PARCC. They could also be used as mid unit Common Formative Assessments (CFAs) or as additional summative data. In grades 3-5, lift out the PARCCEOY questions and assign them to the appropriate unit.

14. Math Expressions Assessments continued Building principals have agreed to make use of Math Expressions “quick checks” as CFA work within classroom PLCs. These short term cycles provide evidence of mastery of learning targets that are clear to both teachers and students at the level of thinking they were taught.

15. Lunch • On your own • Be back promptly at 12:30

16. Growth Mindset • If you wanted to take on this new evidence on brain growth and ability, how would it change what you do?

17. Scope & Sequence Map Work • Deconstruct grade level content math scope and sequence. • What are your noticings?

18. Scope and Sequence Map Work • Work time (~1:00-2:45). Take a 15 minute break during this time when needed. • In school teams (or join together with others as you choose), using your resources (Math Expressions teacher’s edition, CCSS Where to Focus, etc.) begin work on completing your year long map.

19. Completing Your Map • Major/Supporting/Additional Clusters: Dig into your teacher’s manuals to determine which clusters are addressed in unit one. • Common Formative Assessment: Must include performance task found in Assessment Guide. Grades 3-5 should be embedding the EOYPARCC Practice questions that align as well. What other evidence will you be collecting via CFAs to document student learning? What every day practices can you use to determine evidence of learning? • Routines for Balanced Math: Start with routines embedded in Math Expressions program. Use Example of Balanced Math Block to consider other routines that would enhance. • Complete the cycle again for Unit 2, then 3, 4, 5, etc.

20. Break • 15 minute break

21. Differentiation • Within Math Expressions: What is embedded? How do you use it strategically on a daily basis? • What might your 90 minute math block look like?

22. Carol Dweck& Growth Mindset • If schools took on the mindset evidence seriously, what would schools need to change? • Great teachers believe in the GROWTH of talent and intellect, and are fascinated by the process of learning. • Delving back into our new math materials and the differentiation provided, what does Math Expressions offer? How do I use it? When using differentiation strategies/activiites, how might I stay mindful of fostering a growth mindset?

23. Evaluation Survey • Will be sent to you via e-mailwithin a few days. • Please respond promptly as TIC (credit) and/or stipend will be processed after the evaluation has been completed.

24. THANK YOU!