Math Curriculum Review March 19, 2013 Overview of Presentation - - PowerPoint PPT Presentation

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Math Curriculum Review March 19, 2013 Overview of Presentation 1.Overview of Process 2.Mission & Belief Statements 3.Overarching Essential Questions & Enduring Understandings 4.Progression of Curriculum 5.Next Steps Math

SLIDE 1

Math Curriculum Review

March 19, 2013

SLIDE 2

Overview of Presentation

1.Overview of Process 2.Mission & Belief Statements 3.Overarching Essential Questions & Enduring Understandings 4.Progression of Curriculum 5.Next Steps

SLIDE 3

Math Curriculum Committee

Eileen Goodspeed, Co-chair Shannon Anderson, Co-chair Peggy Bourke, Co-chair Andrea Graf Anna Ladik April Jordan Beth Niemann Betsy Steele Cathy Rosen Chi Quach Darcy Aksamitowski Jay Dillon Jean Fink Judith Campbell Katarina Jaksic Kate Edwards Kris Clendenin Lindsay Connell Marla Goldberg Mary Ellen Schultz Mary Lind Melissa Cook Michelle Ney Mike Dugo Sam Yusim Susan Hugebeck Ted Graf Teri Knaff Trisha Kocanda

SLIDE 4

CCSS-M Key Shifts

Focus—depth emphasized to

develop greater understanding of mathematics

Coherence—thinking across

grades and linking to major topics

Rigor—equal intensity of

conceptual understanding, procedural fluency, & application

SLIDE 5

CCSS-M=

Standards for Mathematical Content Standards for Mathematical Practice

+

SLIDE 6

Mission

The mission of The Winnetka Public Schools mathematics program is to engage all students in a challenging curriculum of high-quality mathematics.

October 2012

SLIDE 7

Belief Statements

We believe that classroom community engages students and supports the development of positive mathematical dispositions. An Engaging Math Environment:

Promotes a mindset of inquiry, risk taking, flexible

thinking, and problem solving.

Fosters collaboration, communication, and critique as

critical components of understanding.

Encourages multiple approaches, using tools and

technology strategically.

Encourages analysis of a variety of solutions as well as

misconceptions.

SLIDE 8

Belief Statements

We believe that high quality instruction is the foundation for the development of proficient mathematical learners. High Quality Instruction:

Values students as individual learners.
Provides meaningful tasks.
Emphasizes process and understanding of

mathematics to a level of depth appropriate for each learner.

Encourages students to learn from one another.
Provides time to develop perseverance, a level of

expertise, and an appreciation of the connectedness of math concepts to the real world.

Endorses multiple methods for students to

demonstrate understanding through the use of different modalities (manipulatives; pictures and models; oral and written language; real world situations; written symbols).

SLIDE 9

Belief Statements

We believe that high quality curriculum and assessment allow for acquisition of knowledge, development of meaningful understanding, application and transfer

f knowledge.

High Quality Curriculum:

Develops skills and

concepts in tandem.

Applies concepts to

real life contexts and new situations.

Values reflection as part
f the learning process.
Is informed by research,

state and national standards, and guided by national mathematics

rganizations.

SLIDE 10

Belief Statements

High Quality Assessment:

Encompasses a wide

range of assessment techniques.

Is an ongoing process.
Provides feedback to

inform student and teacher, resulting in the growth of all learners.

Addresses procedural

skill and fluency, conceptual understanding, and application.

SLIDE 11

Overarching Essential Questions and Enduring Understandings

SLIDE 12 Standards for Mathematical Practice Make sense of problems and persevere in solving them. Use appropriate tools strategically. Look for and make use of structure. Construct viable arguments and critique the reasoning of

thers.

Reason abstractly and quantitatively. Look for and express regularity in repeated reasoning. Attend to precision. Model with mathematics.

SLIDE 13

Content Practices

A Cohesive Curriculum

Content & Practice Standards

SLIDE 14

Presentation of KUDs

SLIDE 15

Math Curriculum: A Progression of Practices

SLIDE 16

Next Steps

Date(s) Description of Activities Desired Products April 4 Submit completed pilot tools for analysis

Pilot teacher feedback submitted for

review and analysis April 11 Review pilot experiences, alignment to CCSSM, costs, etc. in order to choose a resource

Select K-5 math resource materials

April 25 Release Align new resource to curriculum units and refine scope and sequence

Document detailing connections and

identifying needs for supplemental materials

Tightly aligned K-8 scope and

sequence of units May 7 Present K-5 math resource recommendation to School Board and share revised 6-8 math material selection plan

Board knowledge of math materials

and revised 6-8 piloting plan

SLIDE 17

Next Steps

Date(s) Description of Activities Desired Products March– June Analyze current resources and move to new resource to identify possible gaps. Design crosswalk to transition to new resource to ensure success for students and teachers.

Crosswalk for transition to new

curriculum and resources April– October Informing parents of resource selection, CCSSM implications, and reasoning for selection

WPI, website updates, newsletters, etc.

May–June This is an on-going process over two years involving different groups of teachers and incorporating differentiated instruction, modeling in classrooms, co-teaching, and coaching in order to activate and implement the CCSSM and new resource

Developed and implemented cohesive

PD plan to implement new resource with support for teachers in activating the CCSSM Practices Sept 2013

ngoing

Develop common cornerstone assessments based on CCSSM and resource

Minimum of 3 common cornerstone

assessments per grade level to serve as formative assessments for PARCC assessment.

SLIDE 18

CCSS-M=

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Q&A