Teacher Assistant Professional Development Day

Elementary Mathematics

Florida Standards

Dee Ann Wilson

October 20, 2014

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Community Builder

1. Name

2. School

3. Which house would you choose to live in and what does that say about you as a person?

Elementary Mathematics Florida Standards

Oct

. 2

0,

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14

I DO

• Provide the purpose and rationale for development of the new curriculum documents

WE DO

• Explore the critical elements of the Scope & Sequence and Curriculum Blueprints

YOU

DO

• Collaboratively interact with school level documents to deepen knowledge of the Florida Standards.

Learning Goal:

Objectiv

es

Shifting Gears

NEXT STEPS:

:

Quick Write How will the new curriculum documents revolutionize

the way we teach, lead, and learn for 21st century success?

Sum-It-UpEssential Question:

Common Language:•DOK•Marzano Learning Scales•Florida Standards

•Scope & Sequence

•Curriculum Blueprints

Benchmarks: Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching

Teacher assistants will gain a deeper understanding of curriculum documents aligned to the Mathematics Florida Standards by exploring the 2014-2015 Scope & Sequence and Curriculum Blueprints.

Use resources in these curriculum documents to support your students.

Teacher Assistants will be able to access and analyze information in the Mathematics Scope & Sequence and Curriculum Blueprints in order to support students.

Talking Chips

Lake County Schools

Vision Statement

• A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 

Mission Statement

• The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the Florida Assessments, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance

IndicatorsSchool Improvement

PlanFlorida

StandardsProfessional

Learning Community

FCIM MTSS LESSON STUDY

Personalized Learning

Desired Student Outcomes

Statement of Work

Content Cultural Behavior

Process Interventions Capacity Building

Autonomy of Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention

Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Shifting Gears

Talking Chips

Discuss one thing you know about the New Florida Standards

Learning Goals: Teacher Assistants will be able to access and analyze information in the Mathematics Scope & Sequence and Curriculum Blueprints in order to support students.4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways

3 - Applying 2 - Developing 1 - Beginning 0 – Not Using

•Consistent understanding of and implementation steps taken away along with monitoring componets for effective execution

•Moderate understanding and implementation steps taken away

•Little understanding and inconsistent implementation steps taken away

•No understanding or implementation steps taken away

Introduction provides information about the instructional focus during the prior year

Critical Areas of Focus provides an explanation of where the majority of your instructional focus for math should be throughout the year.

The Mathematical Practice Standards describe the expertise teachers should develop in their students.

Two to three practice standards should be embedded in each lesson..

What mathematical

practice standard do

you think you will use the most and

why?

Speaking and Listening Standards should be embedded in each lesson in order to promote collaborative and productive mathematical conversations.

Writing Standards should be used frequently within lessons in order to provide opportunities to examine and convey mathematical information clearly and precisely.

Think, Pair, Share

What do you notice about the text features with

regards to the expected planning?

Identify desired results

• What is it we want and expect students to learn?

Determine acceptable evidence

• How will we know when they have learned it?

Plan learning experiences

• How will they learn it?

Backward Design Process

What are the place value strategies?

What does the illustration look

like?

What is it we want and expect

students to learn?

Intimacy With the StandardsAs you review MAFS.5.NBT.2.6

(MACC.5.NBT.6) record the instructional implications of not using this FLIP Book

during Collaborative planning

Teacher assistants do

not use the flip book

Intimacy With the Standards

Teacher assistants do

not use the flip book

How will you support your teachers with planning for instruction aligned to the cognitive demands of the Florida Standards?

Identify desired results

• What is it we want and expect students to learn?

Determine acceptable evidence

• How will we know when they have learned it?

Plan learning experiences

• How will they learn it?

Backward Design Process

Specifications and Sample test items

What is the purpose of

emphasizing these steps of the process

with a red box?

Why will it be important to review

the writing connections when discussing the PLC

Question “How will we know when they have

learned it?”

Identify desired results

• What is it we want and expect students to learn?

Determine acceptable evidence

• How will we know when they have learned it?

Plan learning experiences

• How will they learn it?

Backward Design Process

Review the tasks from the text book and from a supplemental resource.

Both are aligned to the content standards you reviewed previously.

Why is it going to be important to emphasize the use of supplemental

resources in the planning process?

How can these areas be used to

support the speaking and listening, and

writing standards in math?

Sum it Up

Quick WriteIn reflecting on the Scope & Sequence Planning Flow, which step will you use the most as a teacher assistant?

Learning Goals: Teacher Assistants will be able to access and analyze information in the Mathematics Scope & Sequence and Curriculum Blueprints in order to support students.4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways

3 - Applying 2 - Developing 1 - Beginning 0 – Not Using

•Consistent understanding of and implementation steps taken away along with monitoring componets for effective execution

•Moderate understanding and implementation steps taken away

•Little understanding and inconsistent implementation steps taken away

•No understanding or implementation steps taken away

Course EvaluationPlease complete our course evaluation.

Thank you for joining us today!