Mathematics Instruction, Curriculum and Coaching Panel

1. Mathematics Instruction, Curriculum and Coaching Panel Moderated by Jacqui Garrison Deputy Chief District Support Officer Tennessee Department of Education

2. Welcome to our Panelists Jamie Parris Director of Secondary Mathematics & Science, Hamilton County Schools Virginia Mayfield CORE Math Coordinators, Upper Cumberland CORE Office Gary Petko Math Supervisor, Knox County Schools

3. Today our panelists will be discussing the following three questions: • How can you achieve focus in the mathematics curriculum? • What does coherence mean for curriculum design and student learning? • How are you leveraging the Constructed Response Assessment?

4. How can you achieve focus in the mathematics curriculum? Jamie Parris Director of Secondary Mathematics & Science, Hamilton County Schools

5. Hamilton County’s Approach to Achieving Focus In Mathematics Curriculum and Instruction Jamie Parris, Hamilton County Schools Director of Secondary Math/Science

6. Achieving Focus In MathematicsCurriculum and Instruction Clearly define and articulate your focus Commit to your focus Always support curriculum with high-impact instructional practices

7. Achieving Focus In Mathematics Curriculum and Instruction1. Clearly define and articulate your focus • Clearly define your focus • Stop fully teaching dropped SPI’s • Spend 60% or more of your time on the focus clusters/standards • Teach and plan in units, not isolated checklists • Planning must include instructional practices

8. Achieving Focus In Mathematics Curriculum and Instruction1. Clearly define and articulate your focus • Clearly articulate your focus • Distributed in multiple professional learning opportunities/sources (teacher, principal, website, etc.) • Designed teacher professional learning opportunities around understanding the focus clusters and dropped SPI’s in the context of an instructional unit and instructional practices • Removed dropped SPI’s from district pacing guides and benchmark assessments

9. Achieving Focus In Mathematics Curriculum and Instruction2. Commit to your focus Teachers and administrators must see that the district office is committed to the focus! • Actions must show commitment • Pacing guides and benchmark assessments were completely overhauled to reflect the dropped SPI’s and focus clusters/standards • Pacing guides were written emphasizing big ideas/units of study • Instructional tasks and supplemental lessons were added focused around the focus clusters/standards and gaps

10. Achieving Focus In Mathematics Curriculum and Instruction2. Commit to your focus Teachers and administrators must see that the district office is committed to the focus! • Supports and safety nets must be created • District pacing guides, instructional tasks, supplemental lessons, benchmark assessments and other resources • Monthly curriculum support sessions • Numeracy Support Teachers • Professional learning always emphasizes both content and instructional practice

11. Achieving Focus In Mathematics Curriculum and Instruction3. Always support curriculum with high-impact instructional practices • Never separate content and instructional practices. • Model high-impact instructional practices in every professional learning opportunity. • Instruction should center on developing the 8 Mathematical Practices in students. • Leverage the instructional practices emphasized in the State Summer CCSS trainings.

12. Achieving Focus In Mathematics Instruction Clearly define and articulate your focus Commit to your focus Always support curriculum with high-impact instructional practices

13. Achieving Focus In Mathematics Curriculum and Instruction Focus your work on the important things! Don’t get caught by the distractors. Focus on high-impact instructional practices not programs. Make your focus the regular culture/vision of your school/district, not an add on.

14. What does coherence mean for curriculum design and student learning? Virginia Mayfield Upper Cumberland Regional Mathematics Coordinator

15. What is Coherence? Co-her-ence, n. The quality or state of cohering, especially a logical, orderly, and aesthetically consistent relationship of parts

16. Coherence and Math Standards? Content Standards articulated over time as a sequence of topics and performances that are logical and reflect the sequential nature of mathematics.

17. What does this look like in mathematics?

18. How does having a coherent progression effect curriculum design?

19. How does having a coherent progression effect student learning?

20. How are you leveraging the Constructed Response Assessment? Gary Petko Math Supervisor, Knox County Schools

21. Diving into the 2013 CRA Data Knox County Schools Mathematics…Going Beyond the Standards

22. Who Are We…

23. Our Focus…Growth

24. Focusing on the “HOW” rather than the “WHAT”

25. Math Practices MP1 Make sense of problems and preserve in solving them `MP6 Attend to precision

26. Overarching Habits of Mind MP1 & MP6 ASCD Common Core: Now What?
December 6, 2012 | Volume 8 | Issue 5

27. The impact of MP1 and MP6 MP1 and MP6 serve as an umbrella for the other practice standards.   MP1 and MP6 are important in every aspect of teaching and learning mathematics. The purpose of these standards is to build within students the sense that they can successfully “do” mathematics and build precision in their use of mathematical symbols, units, and language. These two standards are the habits of mind that students need to use in solving any mathematics problem and potentially lead to coherence among topics.

28. KCS Mathematics Department Plans for Coherence Each professional development will continue to focus on the progression of topics. Professional development is planned to discuss the K – 12 progression of key vocabulary and strategies. There will be an emphasis on key vocabulary in Numbers & Operations (a KCS Math Dept. area of focus) as it pertains to the progression of fractions and ratios. A cross-curricular focus between the ELA & Math Departments on similar strategies that help develop reading comprehension for both informational texts and contextual math problems.