Presentation is loading. Please wait.

Presentation is loading. Please wait.

Mathematics and Science The Programs and their Monitoring

Similar presentations


Presentation on theme: "Mathematics and Science The Programs and their Monitoring"— Presentation transcript:

1 Mathematics and Science The Programs and their Monitoring
Curriculum and Instruction Mathematics and Science The Programs and their Monitoring

2 MATHEMATICS Curriculum

3 Mathematics Vision We are committed to improving mathematics teaching and learning for all. Mission Provide leadership to empower teachers to deliver instruction that develops mathematical competence and confidence in students, and provide effective strategies for improving mathematical literacy for all.

4 Goals • Empower teachers to deliver high-quality instruction utilizing standards-based curriculum. • Provide District-wide mathematics curriculum leadership. • Ensure mathematical competence and confidence in students. • Provide effective strategies for improving mathematical literacy. • Encourage mathematics’ rich classroom environments. • Build school-site mathematics leadership capacity. • Promote rigor, relevance, and relationships in mathematics’ classrooms. • Involve the community, businesses, universities, and parents in supporting mathematics throughout the District.

5 Underlying Principles
• Instructional programs and teaching strategies must accommodate diverse learning styles and needs • Excellence in mathematics teaching and learning grows from a commitment shared by teachers, students, parents, administrators, and the community at large • Learning is a lifelong process. Successful learners are lifelong learners.

6 Making Connections Verbally Numerically Graphically Algebraically
As we work everyday to discover these connections we realize that no one can hand us a ready made template … rather each of us must discover how these pieces fit together with each other In the same way you can’t have a faculty meeting and give your teachers the big picture and be done with it (check it off your to do list) You CAN give them some of the pieces BUT you must also give them the time with their teams to put it together to create MEANING … and solve the puzzle of improving student learning Let’s see how this works … Algebraically

7 Elementary K- 1 K- 1 utilize the Common Core State Standards (CCSS) in Mathematics Kindergarten students focus on two critical areas Representing, relating, and operating on whole numbers Describing shapes and space The M-DCPS mathematics curriculum is designed to enrich the mathematical experiences of both teachers and students. It builds on fundamental mathematical concepts and integrates mathematics into other subject areas. The curriculum is based on an extensive body of research on how students learn mathematics and provides opportunities for all students to develop mathematical proficiency. The Florida Next Generation Sunshine State Standards (NGSSS), the curriculum for K- 12 mathematics, delineates what mathematics students need to know and be able to do.

8 K- 1 Elementary First grade students focus on four critical areas
Developing an understanding of addition, subtraction, and strategies for addition and subtraction with 20 Developing an understanding of whole number relationships and place value Developing understanding of linear measurement and measuring lengths as iterating length units Reasoning about attributes of, and composing and decomposing geometric shapes The M-DCPS mathematics curriculum is designed to enrich the mathematical experiences of both teachers and students. It builds on fundamental mathematical concepts and integrates mathematics into other subject areas. The curriculum is based on an extensive body of research on how students learn mathematics and provides opportunities for all students to develop mathematical proficiency. The Florida Next Generation Sunshine State Standards (NGSSS), the curriculum for K- 12 mathematics, delineates what mathematics students need to know and be able to do.

9 Common Core Development
Initially 48 states and three territories signed on Currently, 45 states have officially adopted Adoption was required for Race to the Top funding

10

11 Next Generation Sunshine State Standards (2007)
Benchmarks are grouped within standards (Big Ideas in 3-8) and according to eight Bodies of Knowledge (9-12): Algebra Discrete Calculus Financial Literacy Geometry Probability Statistics Trigonometry Benchmarks identify the knowledge, the skills, and cognitive complexity level that students are expected to acquire at each grade level.

12 Elementary Grades 3-5 Grades 3 – 5 utilize the Florida Next Generation Sunshine State Mathematics Standards (NGSSS) Grade students Focus on grade level standards consisting of 3 Big Ideas and 2 Supporting Ideas Are provided one hour (60 minutes) of uninterrupted, daily instruction The M-DCPS mathematics curriculum is designed to enrich the mathematical experiences of both teachers and students. It builds on fundamental mathematical concepts and integrates mathematics into other subject areas. The curriculum is based on an extensive body of research on how students learn mathematics and provides opportunities for all students to develop mathematical proficiency. The Florida Next Generation Sunshine State Standards (NGSSS), the curriculum for K- 12 mathematics, delineates what mathematics students need to know and be able to do.

13 Middle School Grades 6 - 8 Grades 6-8 utilize the Florida Next Generation Sunshine State Mathematics Standards Grade 6 – 8 students Focus on grade level standards consisting of 3 Big Ideas and 2 Supporting Ideas Enroll in three annual courses May enroll in high school courses for the purpose of pursuing a more challenging mathematics program of study

14 High School Grades 9 -12 High School courses
Focus on standards organized into Bodies of Knowledge Include offerings for all students Regular Program: Algebra 1, Geometry, Algebra 2, and Advanced Topics in Math Honors/Gifted Program: Honors Geometry, Honors Algebra 2, PreCalculus, Advanced Placement Calculus and Statistics and/or Dual Enrollment Focus on eight Bodies of Knowledge over the four year high school period Implement the use of technology, graphing calculators, and Inquiry-based lessons to promote authentic and rigorous student engagement

15 MATHEMATICS CURRICULUM
ASSESSMENTS

16 Quarterly Mathematics Benchmark Assessments
Grades K-2 Aligned to Pacing Guides Aligned to Go Math! Grades K and 1 Aligned to CCSS Grade 2 aligned to NGSSS Grades K – 2: Standards assessed each Spring Kindergarten first-time assessment Spring 2012 Provide predictability for performance on the SAT-10

17 Grades 3 - 8 2007 standards are assessed each Spring Interim Assessments , provided by the District, are administered in the Fall and Winter to assist teachers in monitoring the student’s progress during the course of the year

18 Algebra 1 and Geometry End-of-Course Assessments Computer-based
Items assessing the benchmarks in the Algebra 1 Course Description or Geometry Course Description, respectively Interim Assessments , provided by the District, are administered in the Fall and Winter to assist teachers in monitoring the student’s progress during the course of the year

19 MATHEMATICS CURRICULUM
Teacher resources

20

21 Pacing Guides

22

23 MATHEMATICS CURRICULUM
TECHNOLOGY RESOURCES

24 Gizmos

25 Gizmos

26 Geometer’s Sketchpad Sketchpad gives students a tangible, visual way to learn mathematics that increases their engagement, understanding, and achievement. And it’s not just for geometry. Use it for elementary and middle school math, algebra, precalculus, and calculus. Sketchpad can help you meet the Common Core State Standards. In fact, Dynamic Geometry® software like Sketchpad is specifically identified in the standards as a strategic tool.

27 Calculation Nation Calculation Nation® uses the power of the Web to let students challenge opponents from anywhere in the world. At the same time, students are able to challenge themselves by investigating significant mathematical content and practicing fundamental skills. The element of competition adds an extra layer of excitement.

28 Science Curriculum

29 Science VISION The vision of the science department is to be at the forefront of STEM education creating a community of scientifically literate lifelong learners who are globally competitive. MISSION Our mission is to provide a high quality science program and a world-class education to all students.

30 The Science Curriculum
Instruction Labs Reading and Writing Resources Assessments FCAT (2.0 and EOC) IA and QSBA Professional Development Competitions and other community engagements 30 30

31 The Format The science curriculum is delineated by the grade-level and course level descriptions set forth by the state of Florida Each course description lists the benchmarks that students must learn in order to achieve mastery of the course

32 Next Generation Sunshine State Standards K-12 (2008)
Benchmarks are grouped within standards (Big Idea in K-8) according to their Bodies of Knowledge: Nature of Science Earth and Space Science Life Science Physical Science Benchmarks identify the knowledge, the skills, and cognitive complexity level that students are expected to acquire at each grade level.

33 Cognitive Complexity The cognitive complexity of a Benchmark is based on Dr. Norman L. Webb’s Depth of Knowledge (DOK) levels: Low Complexity %–20% Moderate Complexity - 60%–80% High Complexity %–20% May skip

34 A marine food web is shown below.
Which of the following organisms is a consumer in this food web? A. Seaweed B. Sea Grass C. Clam Worm D. Phytoplankton May skip

35 A marine food web is shown below.
Which of the following is a long-term effect on the removal of the redfish from the ecosystem represented by this food web? A. The osprey population will increase. B. The amphipod population will increase. C. The clam worm population will increase. D. The phytoplankton population will increase. May skip

36 Elementary Curriculum
K-1: 60 minutes of instruction per week 2-5: 150 minutes of instruction per week The science instruction at these grades is integrated within the mathematics and language arts focusing on the conceptual understanding of the process of science and becoming more subject specific, such as life science, earth science, and physical science as students move up in grades. The amount of science instruction expected in the classroom begins very early, with 60 minutes in Kindergarten and 1st grade and 150 minutes in 2nd thru 5th grade.

37 Secondary Curriculum Middle School High School
6-9: 60 minutes per day focusing on grade level courses Advanced courses include Earth and Space Honors, Gifted and Biology Honors, Gifted High School 9-12: average 60 minutes per day Advanced courses include Advanced Placement, International Baccalaureate, AICE Academies Secondary: The middle grades focus on an integrated science of Earth and Space science, Physical science, and Life science. These courses are taught at the honors and gifted level. Those students who choose and qualify to take more advanced courses can then take the High school level courses of Earth and Space Science honors and Biology honors. At the high school level, the student progression follows the Earth and Space Science, Biology, and Chemistry as the main requirements, with Physics, and other courses as additional electives, including Advanced Placement. Some schools offer additional programs like the International Baccalaureate program or the Cambridge Program (AICE).

38 SCIENCE CURRICULUM ASSESSMENTS

39 Assessments Weekly Briefing # 10799 FCAT 2.0 (5th and 8th grade)
EOC (Biology) Interim Assessments (5th, 8th , Biology) QSBAs: 3rd, 4th, 6th, and 7th grades Earth and Space Science, Chemistry, and Physical Science

40 Quarterly Science Benchmark Assessments
Aligned to Pacing Guides Pretest / Posttest, and Quarterly (QSBA): District developed Found on Edusoft Grades 3, 4, 6, 7, and SHS subject area Benchmark Exams Tab Assessments Link District Science Folder Grade level/subject Science Sub-folder Benchmark Groups May skip

41 Biology Interim Assessments
Baseline, Fall and Winter Interim Tool to monitor student progress and to target instruction (page 18 of guide) All benchmarks are addressed in each test 70 questions per test, with each question tagged to a specific benchmark Performance bands tagged to reporting categories May skip

42 Biology EOC Exam 61 benchmarks in the Biology 1 Course Description
Benchmarks have been grouped according to 22 Annually Assessed (AA) benchmarks Nature of Science benchmarks are embedded throughout the AA benchmarks May skip

43 Biology EOC Reporting Categories
Molecular and Cellular Biology (35%) Classification, Heredity, and Evolution (25% ) Organisms, Populations, and Ecosystems (40%) May skip

44 “Fair Game” Weekly Briefing #10819
Previously learned content knowledge from K-8 will be considered “Fair Game” Students could be tested in any previous content knowledge K-8 Teachers must be aware on what knowledge is considered “Fair Game” May skip

45 SCIENCE CURRICULUM Teacher resources

46 Resources Science Website Discovery Education JASON Project Gizmos
Pacing guides HOT Labs EOC Resources Discovery Education JASON Project Gizmos

47 Science Website Hot Labs

48 The Instructional Tools column contains suggested materials, strategies, web sites, and technology. Using resources from the instructional tools column is at the teacher’s discretion.

49 High Order Thinking (HOT) Labs

50 SCIENCE CURRICULUM TECHNOLOGY RESOURCES

51 Discovery Education

52 Gizmos

53 K12 - Online High School Get Award-Winning Curriculum From K12--Tuition Free! Learn more. Interactive eLearning Customize eLearning-Add Video, Quiz & More. Easy & Economical. See Demo Online Middle School Self-Paced Studying With Our Online Courses. Free for Florida Students! Homeschool Curriculum Accredited Home School Grades Year-Round Start Dates. Learn More! How to Become a Teacher Start a Career in Teaching Today. Learn About Teacher Requirements!

54 Competitions STEM Expo First Robotics Lemelson-MIT Siemens Competition
Regional Science and Engineering Fair SECME Elementary Fair First Robotics Lemelson-MIT Siemens Competition There are so many competitions that our schools participate, ranging from local sponsored competitions like Fairchild Challenge and the Wall of Wind to international competitions like ISEF and the Stockholm Junior Water Prize (SJWP). We encourage the participation in these competitions because it exposes our students to the outside world and to other students like them who will be sharing in the same workforce and working to solve our future problems.

55 Empowering teachers

56 Trends in International Mathematics and Science Study (TIMSS)
… stop teaching a curriculum that is "a mile wide and an inch deep" and focus on essential content at a deeper level … Principals who strive for excellence know that excellence means that ALL students can and must learn.  Creating a school learning community with the tools to meet this challenge is no easy task. Perhaps our biggest obstical is pretending not to know what we already know about improving student achievement.  - We know we can no longer accept or protect teaching strategies or methodology that historically has been effective for only SOME of our students.   - We know that Robert Marzano tells us in Classroom Strategies that work that we have identified nine basic teaching tools that improve student student achievement regardless of socioeconomic level.   - We know that Marzano's research has also shown us (effective school/effective teacher) - We know that the TIMMS report has told us that the way to improve student performance on mathematics and science achievement tests is to stop teaching a curriculum that is "a mile wide and an inch deep" ... and to focus on essential content at a deeper level (as we have prescribed in our pacing guides)  - We also know that despite the TIMMS report a great deal of energy and effort has been expended to create quick fix, short term mini-lesson packets and activities for daily test prep and review unwittingly displacing the deeper learning called for in the TIMMS report.

57 Empowering Teachers thru Grade Level/Course-alike Learning Teams
Relationships … Getting to know members of your learning community Purpose … Building vision and time for your learning community Action In Common … Developing action planning steps for your department al learning community Relationships Learning Community Purpose Action in Common … improving leadership and helping math leaders build effective learning commmunitites … that can effectively analyze and talk about student work and change instruction …We can’t just give them a packet and tell them to follow these steps … as a leader you must empower the teachers to put the pieces together to solve the puzzle of improving student achievement. … additional professional learning for teachers and coaches

58 What Does Success Look Like?
TEACHERS STUDENTS Informal and formal discourse about celebrating the achievements of their course-alike learning teams Teaching strategies that work Active classrooms Teacher teams designing lessons and common assessments Cooperative learning becomes more prevalent Evidence of student reflection Student teams engaged in mathematical investigations requiring students to explore the concept verbally, algebraically, numerically, and graphically/geometrically Success looks like … Teacher Snapshots ... Informal and formal discourse about celebrating achieve of calt goals, teaching strategies that work, request for assistance and support of new programs, active classrooms, teachers designing lessons and common assessments, teacher initiated intervention strategies, professional disagreement as teacher team move through the stages of team development: forming storming norming and performing, student task development that incorporate the math standards of practice ---- Student Snapshots ... Cooperative learning becomes more prevalent, evidence of student reflection ( "anchor charts"), student teams engaged in mathematical investigations requiring the students to explore the concept verbally, algebraically, numerically, and graphically/geometrically

59 Evidence of data “exploitation”
TEACHERS STUDENTS Evidence of data “exploitation” Teacher initiated intervention strategises Differentiated Instruction to target different learning modalities among diverse student populations Corrective feedback Hands-on activities and laboratory experimentation Teaching scientific concepts through questioning strategies that provide real world connections Writing to demonstrate understanding and application of concepts Success looks like … Teacher Snapshots ... Informal and formal discourse about celebrating achieve of calt goals, teaching strategies that work, request for assistance and support of new programs, active classrooms, teachers designing lessons and common assessments, teacher initiated intervention strategies, professional disagreement as teacher team move through the stages of team development: forming storming norming and performing, student task development that incorporate the math standards of practice ---- Student Snapshots ... Cooperative learning becomes more prevalent, evidence of student reflection ( "anchor charts"), student teams engaged in mathematical investigations requiring the students to explore the concept verbally, algebraically, numerically, and graphically/geometrically

60 Professional Development
Targeted to the leaders of each school who in turn provide specific training to the teachers. Build a leadership learning community and develop the leadership capacity at the school to assist the department in improving student performance.

61 Questions?


Download ppt "Mathematics and Science The Programs and their Monitoring"

Similar presentations


Ads by Google