1. Math Study Group Meeting #1 November 3, 2014 Facilitator: Simi Minhas Math Achievement Coach, Network 204

2. Purpose of this Study Group Deepen the knowledge of how to support teachers Develop and provide professional development opportunities aligned to teachers’ and students’ needs Arrange inter-visitations with other schools in the network to share best practices Develop and improve coaching practices Creating lab sites or model classrooms within a school

3. Goals Strengthen teacher practice Improve student achievement Track student progress through ongoing school wide assessment Strengthen coaching practices Provide meaningful professional development opportunities to teachers, based on their needs.

4. Assessments Pre-assessments and post-assessments for each topic Some questions in the post assessment should be open ended that allow for error analysis Item analysis to track growth from pre- assessment to post-assessment Rubrics for problem solving

5. Data Analysis How can we use the NYS item analysis to inform our planning for this this year? How can we use NYS item analysis for professional development?

6. Goals that were set for this meeting Bring in samples of pre and post assessments, and data tracking sheets for a few grades. Determine what coherent rubrics teachers are using across grades for problem solving Determine the systems you will have in place to track student progress Group Share: What coherent school-wide systems are in place for assessing students, and tracking student progress? QR Indicator: 2.2 Align assessments to curricula, use on-going assessment and grading practices, and analyze information on student learning outcomes to adjust instructional decisions at the team and classroom levels

7. Teacher Teams What are learning teams? How do teachers teams plan the cycles of professional learning? Resources from ‘A Handbook for Professional Learning: Research, Resources, and Strategies for Implementation’ QR indicator 4.2 PROFESSIONAL COLLABORATIONS: Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning

8. FORMATIVE ASSESSMENT CYCLE EXAMINE STUDENT WORK INFORM TEACHER KNOWLEDGE INFORM INSTRUCTION ADMINISTER TASKS (STUDENT WORK)

9. EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS EXAMINING STUDENT WORK BEST PRACTICE CURRICULUM ALIGNMENT TIMELY AND MEANINGFUL DATA ANALYSIS PROFESSIONAL DEVELOPMENT AND ACTION RESEARCH SHARED RESPONSIBILITY INCREASED STUDENT LEARNING

10. Decisions to Collect Data Building and Administering Assessments Collect Data and Provide to Teachers Analyze Data for Instructional Decisions Data and Student Work Samples Discussed by Teams Student Work Used to Collaboratively Determine Proficiency Student Work Used to Decide Next Learning Steps

11. OVERCOMING BARRIERS Time Fear of Failure Dysfunctional Team – Lack of Trust Lack of Structure/Processes Lack of Instructional Resources

12. PURPOSE: Building Teacher Capacity Enhanced collaboration and trust Increased instructional tools Shared leadership Shared responsibility

13. Supporting Professional Learning How can we support the work of the learning teams in our building? Why is coaching so important? How can coaching work in schools? How does peer coaching work?

14. Units of Study Ready Gen, Go Math, EnVisions, CMP3 etc. are programs. They are not curriculum. Teachers need to plan unit maps starting with the standards. Curriculum planning should be guided by the standards, not the programs that are being used. Teachers can use the one page UFT template for unit mapping. QR indicator 1.1 CURRICULUM: Ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards

15. Planning Process Standards Start with unpacking the standards for the unit. Determine the key learning objectives, essential questions, and skills from the standards Determine the key vocabulary words within the units Lessons Look through the lessons provided in the programs that are being used at the school level. Determine which lessons are addressing the learning objectives, and which ones are not. Skip the lessons that are not aligned, and modify the lessons that need to be modified. If there are any learning objectives that are not being addressed, design lessons for those objectives. Ensure that the lessons are rigorous, and allow for multiple entry points. Assessment Create the assessments aligned to the lessons Ensure that you are incorporating a variety of both multiple choice and open ended questions. Only multiple choice question assessments do not allow us to tap into students’ thinking, and analyze misconceptions.

16. Questions, Comments and Feedback How would you like me to support you this year? Do you think this work is purposeful? Why/Why not? What best practices would you like to showcase this year? Any other questions?