ELEMENTARY MATH PRESENTATION

Welcome!

OUR GOAL:

With time, effort, effective strategies, and results-oriented collaboration we will improve student learning in mathematics.

FORMATIVE ASSESSMENT DATA

What do you know? What do you want to know?

GOALS FOR TONIGHT:  Key shifts in math curriculum and instruction  Introduction to the growth mindset to support mathematical rigor  Our process in choosing a core program

 Support and professional development in place to assist teachers  Review of the program components  Experience the workshop model with Engage NY as the core resource  Suggestions and ideas for parents to support your child

KEY SHIFTS FOCUS Greater focus on fewer topics -K-2 Concepts, skills, and problem solving related to addition and subtraction 3-4 Concepts, skills, and problem solving reading to multiplication and division of whole numbers and fractions

KEY SHIFTS

COHERENCE Linking of topics and thinking across grades

“Students build new understanding onto foundations built in previous years.”

Not a series of topics

“Math is relentlessly sequential.”

KEY SHIFTS RIGOR Deep, authentic command of math concepts Three-legged stool: Conceptual Understanding Procedural Skills and Fluency

Application

KEY SHIFTS- STANDARDS OF MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them.

5. Use appropriate tools strategically. 6. Attend to precision.

2. Reason abstractly and quantitatively.

7. Look for an make use of structure. 3. Construct viable arguments and critique the reasoning of others. 8. Look for and express regularity in repeated reasoning. 4. Model mathematics

KEY SHIFTS  Explain thinking.  Think and talk like a mathematician.  Efficiently solve “messy” problems.  Transfer understanding to new and unfamiliar contexts.

 Computational skills are insufficient!

FIXED MINDSET  Assumptions:  Intelligence is a “thing.”  Intelligence is innate and fixed.  Intelligence is measurable and is unevenly distributed.  Innate ability determines learning and achievement.

GROWTH MINDSET

+

CONFIDENCE

Ability

+ Hard Work

ACHIEVEMENT EFFECTIVE EFFORT Strategies

Assumptions:  Innate ability explains only part of learning and achievement.  Intelligence is not fixed.  Intelligence grows incrementally and is influenced by expectations, confidence and effective effort.  Effective effort=working hard and smart (using effective strategies)

WHAT WE ALL NEED TO KNOW IS… Smart is something you get! Effective effort and strategic support= success!

The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. •

Although everyone may differ in every way…everyone can change and grow through application and experience

TO WHAT DO I ATTRIBUTE MY SUCCESS?

External Factors

Internal Success

Luck

Effort

Task Difficulty

Sufficient Ability

HOW TO SUPPORT YOUR CHILD  Time and place for homework  Growth mindset

 Positive attitude toward math  Provide feedback on effort  Encourage independence

 Ask question and model  Have your child teach you!  Words, pictures, and numbers  Real world math experiences  Have fun!

PROCESS Successful workshop model in place for reading and writing Spring- Review of District Math Data

June-Math Leadership Council decided on a Math Consultant and core math program. Summer- Math Curriculum Task Force worked this summer to develop math maps and CEPAs. Engage NY Modules were purchased for teachers. Math specialists identified additional math materials to be purchased.

PROCESS  Student materials copied at the Copy Center  DSAC Grant has developed Learning Targets and Criteria for Success for Engage NY.  On-going, sustained, job-embedded PD through professional development, PLCs, Department Meetings and Curriculum Meetings.  Math specialist scheduled into grade level common planning time.

FIDELITY OF IMPLEMENTATION  All modules will be taught and all End of the Module assessments given.  Teacher/team flexibility on which lessons based on the students and formative assessment data.  50-70% of the lessons is a great start in the first year of implementation!

MATH LEADERSHIP COUNCIL  On-going development of vision  Action Planning

 Refining and revising professional development

WHY ENGAGE NY?  High Expectations for students  Level of rigor

 Open Source  Resources and videos for parents and teachers

ENGAGE NY COMPONENTS  Problem Sets  Exit Tickets  Homework  Mid-Module Assessments  End of Module Assessments

WORKSHOP MODEL  Delivering “Just right” Instruction  Small math groups are for all students – not just those that are struggling  Other students are involved in meaningful independent practice • Small group instruction is always based on data (Unit Assessments, exit slips, problem sets, anecdotal notes, teacher observations, etc.) • Data will point to student misconceptions, error patterns, and levels of understanding

• Students move in and out of groups based on need. In geometry John could be in group A and in measurement he could be in group B.

IMPACT ON STUDENT LEARNING  Differentiated instruction Small, flexible, collaborative groups  Hands on, minds on, active learning  Regular formative assessment

 End of Module summative assessment  Focus on strategies, growth-mindset and effort  Improved student understanding and achievement

The only way to learn mathematics is to do mathematics." Paul Halmos

LET’S DO THE MATH!

RESOURCES  Director of Elementary Education

Engage NY Website  Print resources

 Principals

 Story of the Units  Video clips

 Math Specialist Eureka Website with parent letters  Classroom Teachers Mindsets Works Website

EXIT TICKETS FOR PARENTS  What I learned…

 Additional math presentations?

 Ideas I have to support my child…

 With or without children?

 Questions I have…

THANK YOU!

PURPOSE The ultimate goal of mathematics instruction is to teach students to solve problems independently.” Laney Sammons