Pass the Plate Find the word or symbol

Pass the Plate �Find the word or symbol on your table’s paper plate �As the plate comes to you, add something to the plate �You cannot skip your turn. �Continue to pass the plate around until asked to stop.

Welcome and Congratulations! 2015 -2016 2

New Teacher Curriculum Day – Math Session Dayna Britton, Curriculum Coordinator, CITA

Structure of SLCS Administration Building Departments Superintendent Melissa Baker Assistant Superintendent, Administrative Services. Maureen Altermatt Assistant Superintendent for CITA Services. Lisa Kudwa Assistant Superintendent for Business/Finance. Jim Graham 4

CITA Services Department �Curriculum � Instruction �Technology �Assessment � Consists of: • Lisa Kudwa, Assistant Superintendent • Kelley Engblom, Curriculum Coordinator (ELA/SS) • Dayna Britton, Curriculum Coordinator (Math/Sci. ) • Barbara Heininger, Assessment Facilitator • Support Staff: Brittany, Monica, Sue, Paula, and Marda 5

Introductions �Name, Teaching Assignment, School(s) • Did anyone grow up in the district? • Is anyone a current resident in the district? Have children who are students here? • Is anyone joining us from out of state? • What is your favorite thing you did this summer? 6

Norm Setting Count on us to … � To welcome you to the district warmly � To provide you with necessary foundations to be successful � To give you a good sense of our culture and expectations We’ll count on you … � To be active participants � To voice your needs � To keep track of questions for your mentor or principal 7

Additional Information �Schedules: • New Teacher Curriculum Days • All Teacher Curriculum Days • New Teacher Workshops �Locations: • Restrooms • Refreshments �Acronym List 8

District Professional Development Days � These days currently count as instructional days and teachers get staff development credit for attending. � You should not schedule other appointments on these days. Without permission from CITA and your principal, you cannot attend professional development outside of the district on these days. � September 2 nd & 3 rd, November 3 rd, January 18 th 9

Elementary Mathematics What you need to know…

Timeline for Implementation of State Math Standards • 2012 -2013: 8 th grade and High School • • • implemented CCSS curriculum 2013 -2014: 5 th – 7 th grades implemented CCSS curriculum 2014 -2015: 2 nd-4 th grades implemented CCSS curriculum 2015 -2016: Kindergarten and 1 st grade will implement CCSS curriculum and revise district assessments

Elementary Math Curriculum �We use the new TERC Investigations in Number, Data and Space (2 nd ed. , 2008) for grades K-5. �Materials are in your classrooms

Curriculum Binders �Contain: instructional maps, pacing guides, hard copies of some supplemental materials, grade level CCSS documents, articles for parents and more! �You can make yourself a copy to annotate �Original should remain “clean”

CCSS and Standards for Mathematical Practice � “…describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. ” (Common Core Standards Initiative, 2012)

Fluency �What is Fluency? • Speed? • Accuracy?

What is Fluency? �Fluid from memory �If students know how to attack the problem - fluency will follow �“fluency – skill in carrying out procedures flexibly, accurately, efficiently and appropriately. ” (CCSS-M, 2011)

Required Fluencies

Assessing Fluency �Method(s) of assessment differs by building and grade level • IXL, Front Row �Fluency Assessments �Report Cards

Math Workshop It’s not just stations anymore

What does math workshop look like? �Launch/Mini-lesson (10 -15 minutes, no more than 20!) �Activity: Students working on specific tasks, related to mini-lesson(20 -40 minutes) �Reflection/Summary (10 -15 minutes)

Math Workshop �Guided � Math Teaching Student-Centered Mathematics �Math Exchanges

Grading and Reporting • Formative and Summative Assessments • District Common Assessments • Report Cards

Assessments � Formative – informs your instruction � Summative content – evaluates student mastery of

South Lyon Math Assessment (SLMA) �District assessment – created by SAC members �Given twice a year (Kindergarten-end-ofyear only) �Testing window is on Assessment Calendar

South Lyon Math Assessment (SLMA) �Kindergarten – one-on-one �Grades 1 and 2 – read aloud and cover/reveal �Grades 3 -5 – done independently � 5 th grade all in one sitting �DAW provides information specific to assessment (e. g. , materials needed), including answers and rubrics. � *DAW = District Assessment Worksheet

Report Cards �Four point rubric • NOT equivalent to A, B, C, D �Teachers must have at least 3 pieces of evidence for each line item in order to give student a score. �Can re-score (and should, especially if child did not met the benchmark at the time of the first scoring)

Report Cards �Some line items cannot be scored as a 4 because that standard is written in such a way that a student could not go above and beyond. (math facts, science facts, etc)

We will take a 10 minute break. You should be back in this room at ______.

Math Workshop, “New Teacher” Style How to tackle challenging math vocabulary with your students

Pass the Plate �How/when could you use this in your classroom?

Learning Goal: Teachers will use a developing understanding of the workshop model to become aware of possible student struggles with math academic vocabulary. 4 3 2 1 I could put together a presentation for the Board of Education explaining strategies to use during math workshop to help students learn math academic vocabulary. I could use math workshop in my classroom to help students learn math academic vocabulary. I would like to have more information/training on math workshop and helping students learn math academic vocabulary before I feel comfortable using it in my classroom. I do not feel I have a solid understanding of math workshop or helping students learn math academic vocabulary. Where are you on the continuum?

It’s as plane as the knows on yore face

It’s as plane as the knows on yore face

It’s as plane as the knows on yore face

Challenging Math Terms �Degree �Expression �Cent �Dividend �Term �Pair �Similar

Challenging Math Terms �Take a few minutes and categorize these terms based on the 9 categories discussed earlier. �When you are happy with your responses, put the category number on a Post-it note and put the Post-It note on the appropriate chart paper.

Challenging Math Terms �Debrief Challenging Math Terms

Must Do: Alike But Different �Choose one of the Alike But Different graphic organizers on the table. �You must complete both sides. �Think of as many things as you can that the three terms have in common. �Think of as many things as you can about each term that makes it unique. �Is there a strategy that a student could use to tell them apart?

Must Do: Alike But Different �WHEN YOU ARE DONE: Share your Alike But Different with someone else at your table. Can they add any more thoughts? Can you add any more to theirs?

May Do: Mathoo �Just like the game Taboo �Partner up with someone �One person gives the clues �The other person guesses the math term being described. �The person giving the clues CANNOT use any of the other words on the card as part of the clues. If (s)he does, the turn is over and the partners switch roles.

May Do: Mathoo �Doesn’t have to be timed. �Older students could help make the cards. �Good activity if there is time left at the end of class, indoor recess, etc.

May Do: Math Headbanz ™ � Everyone must put on one blue plastic headband. � Each person picks up one of the cards without looking at the word/label on the back. � Insert the card into the slot on the front of your headband. � Take turns asking questions about your card until you figure out what it is. • All questions must be Yes/No questions. • “Am I a shape? ” “Do I have something to do with division? ”

Math Huddle �What did you notice? �What mathematical connections did you make? • What was similar about the activities? • What was different? �What instructional/pedagogical connections did you make? �What are your take aways?

Learning Goal Revisited Learning Goal: Teachers will use a developing understanding of the workshop model to become aware of possible student struggles with math academic vocabulary. 4. 3 2 1 I could put together a presentation for the Board of Education explaining strategies to use during math workshop to help students learn math academic vocabulary. I could use math workshop in my classroom to help students learn math academic vocabulary. I would like to have more information/training on math workshop and helping students learn math academic vocabulary before I feel comfortable using it in my classroom. I do not feel I have a solid understanding of math workshop or helping students learn math academic vocabulary. Where are you on the continuum?

Question and Answer �Anything you still have questions on, related to math workshop, math vocabulary, report cards or district assessments (SLMA)?