1. Presented by Karen Cardinali CFN 609
GOMATH!
Presented by Karen Cardinali
CFN 609

2. Planning Session Goals Over the course of the 2 sessions we will engage in the following activities:
Identify aspects of GOMATH! that support the practices outlined in the Citywide expectations, Quality Review Rubric and Danielson’s Framework for teaching.
Become familiar with the structure of the teacher’s guide ad components of GOMATH!
Negotiate philosophies: Unit planning and delivery of lessons.
Examine the Scope and sequence: Identify areas to consider with teacher teams.
Choose Unit 1: Prepare to implement the unit that will be used to launch the year.
Next steps, Questions/Concerns

3. DOE 2013-14 CORE CURRICULUM SUPPORT FOR SCHOOLS
Teachers and school leaders will have the opportunity to attend a series of four professional development sessions for each Core Curriculum program (Core Knowledge, Expeditionary Learning, Go Math!, ReadyGen, Connected Math Program 3, and Code X). The first of the four sessions will take place this summer; registration details will be shared by the first week of June. Circulars covering summer per session work for teachers and supervisors will be posted at school.

4. Core Curriculum adopted Program
GoMath! 2012 A comprehensive, K-8 program developed to meet the objectives and intent of the Common Core State Standards with a focus on Depth of instruction, equal emphasis on conceptual understanding and procedural fluency, and a focused and coherent articulation across grade levels.
Go math was developed w/the CCSS for mathematics as a foundation.
Alignment with the CC is made explicit and the MP’S are embedded in lessons.
This does not mean we should not continue to examine the standards in their fullness, see how they are clustered together or seek to develop and discuss the MP’s specifically and deliberately

5. Setting the Stage: Common Core Learning Standards
(Content and Practice)
Citywide Instructional Expectations
Quality Review Rubric
Danielson’s Framework for Teaching
We will not read the through the standards but we will read through the other three documents to set the stage for the work we will be doing.
Make connections regarding the why these documents are important. They are the documents through which we are measured and held accountable to.

6. Activity 1: Criteria from CIE, QR, DFFT
In your team of 3: Each member reads one of the documents. Highlight the salient points from the excerpt. Keep in mind how it relates to the work you do in your classrooms and in teacher teams. Share with team, Identify common themes, jot down key words/phrases.
These ideas will be the lens in which we walk through the curriculum with.
These are also contribute to the “why” of what we are doing.

7. Citywide Expectations 2013-2014
Prepare: Set up to meet higher standards : Ensure curricula in Pre-K-9 are aligned to the Common Core Standards in all content areas. (QI 1.1, 2.2) Schools should work toward closing curricular gaps during spring and summer 2013, whether through purchasing and integrating publisher-made materials or by adjusting current materials. Schools must provide dedicated time, resources, and support for reviewing and revising curricula, using Universal Design for Learning to ensure access for all learners. Implement: Move students toward meeting higher standards Students will: Experience rigorous instruction. (QI 1.1, 1.2, 1.4, 3.4) • Learn content by engaging with standards-aligned curricula in all content areas. • Reflect on their work products and work habits based on their understanding of the academic and personal behaviors required for postsecondary success.

8. Teachers and teacher teams will: Shift classroom practice. (QI 1.2)
The work of laid a strong foundation for shifting pedagogy, including the use of performance tasks to assess learning.
• In all grades and content areas, plan and teach lessons and units that integrate the literacy and math Common Core instructional shifts where appropriate. While not every lesson in every content area will include integration of the shifts, students should experience all of the instructional shifts and associated standards over the course of the year. Teachers are responsible for students’ content knowledge while at the same time sharing responsibility for students’ literacy skills. Identify authentic opportunities for reading, writing, speaking, and listening in service of meeting the content standards of the discipline.
• Know their students as individuals, including their academic and personal behaviors, language development, knowledge, interests, strengths, and special needs.
• Adjust their lessons, units, and classroom assessments to address the gap between what the standards require and what their students know and are able to do.
-Work with peers, coaches, and school leaders to achieve both rigor and access for all students. Plan for interventions as appropriate.
-In the early grades, pay special attention to the developmental appropriateness of activities.11
-For students with Individualized Educational Plans, ensure that individual supports and specialized instruction are aligned to the needs of the student and that goals are aligned to Common Core standards where relevant.
•Implement classroom structures and assessment practices across all grades that encourage student self-reflection and engagement of students in the learning process.
• Actively participate in their own development

9. Quality Review Indicator 1
Quality Review Indicator 1.1 Ensure appropriate, engaging, rigorous, and coherent curricula in all subjects accessible for a variety of learners and aligned to Common Core and/or Content Learning Standards.
School leaders and faculty ensure curricula that are appropriate in all subjects aligned to CCLS and/or Content Standards, integrate the instructional shifts and align curricula across grades and subject areas to close the achievement gap and promote college and career readiness in all grades.
B) Rigorous habits and higher order skills are emphasized in curricula and academic tasks are embedded in a coherent way across grades and subjects so that all learners, including ELLs and SWDs, must demonstrate their thinking.
C) Curricula and academic tasks are planned and refined using student work and data so that individual and groups of students, including the lowest and highest achieving students, ELLs and SWDs, have full access to the curricula and tasks and are cognitively engaged.

10. Quality 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. A) Across the vast majority of classrooms, teachers use or create assessments, rubrics and grading policies that offer a clear portrait of student mastery of the school’s chosen key standards and curricula, thus providing actionable and meaningful feedback to students and teachers regarding student achievement. B) The school uses common assessments to create a clear picture of student progress toward goals and benchmarks across grades and subjects, track progress, and adjust curricular and instructional decisions so that all students, including ELLs and SWDs, demonstrate increased mastery. C) Across the vast majority of classrooms, teachers’ assessment practices consistently reflect the varied use of ongoing checks for understanding and student self-assessment so that teachers make effective adjustments to meet all students’ learning needs and students are aware of their next learning steps.

11. Quality Review Indicator 4
Quality Review Indicator 4.2 Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning
A) The vast majority of teachers are engaged in inquiry-based structured professional collaborations that has strengthened teachers’ instructional capacity (including CCLS integration), resulting in school-wide instructional coherence and increased student achievement for all learners. B) Teacher teams systematically analyze key elements of teacher work, including classroom practice, as well as assessment data and student work for students they share or on whom they are focused, resulting in shared improvements in teacher practice and mastery of goals for groups of students. C) Distributed leadership structures are embedded so that there is effective teacher leadership and teachers play an integral role in key decisions that affect student learning across the school.
The term inquiry approach is defined by the expectations of teacher teams in 4.2b and across the rubric

12. Danielson’s Framework for Teaching: Component 1e, 3b and 3d
Learning activities and Instruction designed to engage students and advance them through the content
Materials and resources that are appropriate to the learning needs of the students
Intentionally organized instructional groups to support student learning
And a clear and sequenced unit structure to advance students’ learning. 3B
High quality questions/prompts that cause students to think and reflect, to deepen their understanding and to test their ideas against those of their classmates.
Discussion techniques that promote learning through discussion
Teacher uses a range of techniques to ensure all students contribute to the discussion 3D
There is clear assessment criteria that students are aware of and at the highest level had a hand in articulating
Monitoring of student learning that is woven into the lesson
Timely, constructive and substantive feedback that guides students to improve their performance.
Student self-assessment and monitoring of progress
From our work this past year and depending on the components chosen to be evaluated w/ 3012c these areas have always been relevant for purposeful assessment based instruction

13. Instructional Shifts
Focus: Focuses on the concepts that are prioritized in the standards, allowing ample time to engage with them.
Coherence: Makes connections within and across grade levels, e.g. supporting standards are connected to the priority standards in the task/unit.
Rigor: Requires students to demonstrate:
Fluency: Expects and/or encourages speed and accuracy with basic calculations.
Deep Understanding: Requires students to apply their conceptual learning to new situations in addition to writing and speaking about their understanding.
Application: Provides opportunities at all grade levels for student to apply math concepts in real-world situations, and apply the appropriate concept without prompting.

14. Activity 2: Program Walk-through
With your team, walk through Chapter 1 of your grade level sample, highlighting or marking components of the program that are relevant to the expectations designed by the CIE and Quality Review Rubric as well as important features of the program that will support instruction.
Look for evidence of:
Rigorous and coherent curriculum aligned to the CCLS (and key standards).
Ease of planning and incorporation of the instructional shifts.
Activities/tasks/problems that align to the objective.
How the program is designed to meet the needs of all learners: highest and lowest achieving students Ell’s, and SWD’s.
Academic tasks embedded in a coherent way.
Opportunities for higher order questioning and discussion
Opportunities to create or use assessments:
Ongoing checks for understanding, Benchmark assessments, Progress monitoring, Feedback, Rubrics/Grading policies, Student self-assessments
Teams will spend time becoming familiar with the structure and components embedded in this resource. In some cases there may be less evidence which is important to highlight.
Facilitator will rotate through tables to take down important features for whole group share out.
Have participants look over list:
How do any of these embedded features support teachers in meeting the expectations put out by the CIE, QR rubric, Danielson
Any Questions/clarifications?

15. How do the features embedded in the GoMath
How do the features embedded in the GoMath! program support teachers in meeting the expectations put out by the CIE, QR rubric, Danielson? Be specific
CIE
QI 1.1: Curriculum
QI 2.2: Assessment and Feedback
QI 4.2:
Professional Collaboration focused on improving student work
Danielson 1e:
Planning
Danielson 3b:
Questioning and discussion
Danielson 3d:
Assessment and instruction

16. GOMATH! Components Teacher edition
Student edition and Standards practice Book ( spiral review and practice)
Planning guide: Chapter planners, CC correlations
NYC planning Guide ( Lesson by Lesson Roadmaps, Content standards and progressions and enhanced lesson plans)
Classroom Manipulative kit
Math boards
Grab and GO differentiated Kit
Differentiated Instruction: Reteach, Enrich and Strategic intervention book
Assessment Guide
Critical area and Chapter performance tasks
Online resource centers: Includes all of the above, lesson transparencies, Professional Development videos, Itools animated math models, E glossary, real world math videos, Carmen Sandiego math detective activities
Handout provided

17. Online access for all of the Chapters
Go to and click EVALUATORS CLICK HERE: click REGISTER.
2. Enter the access word: gocommoncore
Spanish Edition: goccspanish
3) Click the check boxes next to PRIVACY POLICY and TERMS OF USE. Click NEXT. Enter your name and address. Click NEXT.
4) Next to the name of your evaluation site. Select a role (e.g.,teacher) and then click LOGIN
5. Click VIEW RESOURCES
Handout provided

18. GO Math! Enhancements for New York City
Working closely with the NYC DOE Houghton Mifflin Harcourt will include the following enhancements to the GO Math! program:
A booklet of Chapter and Critical Area performance tasks at each grade level that includes:
High cognitive level problem-solving performance tasks addressing the Common Core Standards and assessed with a 4 point scoring rubric aligned with NYC expectations and requirements.
Two-pages of teacher support material for each Critical Area and Chapter performance task with teacher content and information for incorporation and development of the problem-solving performance tasks.
Examples of student work for each rubric scoring level for each Critical Area and Chapter performance task.
Student-featured videos showing students using the Common Core Mathematical Practices, problem solving, and performance tasks demonstrating productive struggle. Dr. Juli Dixon, GO Math! author will provide modeling of effective classroom instruction and will include 13 videos at grades K-2 and 14 videos at grades 3-5.
Handout provided

19. How will we utilize the opportunities for Assessment provided:
Diagnostic assessment:
Pre-requisite skills inventory: Beginning of year or for a new student to provide insight regarding pre-requisite skills for the upcoming year
Show What You Know: Prior to beginning each chapter to determine if students have the pre-requisite skills
Diagnostic Interview Assessment: Optional instrument to evaluate each child’s level of accomplishment for the chapter’s pre-requisite skills
Beginning-of-the year test: Multiple choice format to be used early in the year to establish on grade level skills that children may already understand. The benchmark test will allow for customization of instructional content to optimize the time spent teaching specific objectives. (Individual Record form to track improvements through to the end of the year.)
Formative assessment:
Lesson Quick Check: In every lesson, monitors student understanding.
Mid-Chapter Checkpoint: Monitors student progress to permit instructional adjustments.
Middle-of the Year Test: Same skills as beginning of the year to monitor student progress and permit instructional changes.
Portfolios: Work samples showing progress through the year.
Handout provided

20. Summative Assessment:
Chapter Review/Test: Determines is additional instruction or practice is necessary for mastery of concepts. Includes items in free response, multiple choice and a Performance task
Chapter test: Measure child’s mastery of concepts taught in t he chapter. Two forms
Performance Assessment: Each assessment contains two tasks to assess children’ s ability to use what they have learned and provides an opportunity for children to display their thinking strategies
End of Year Test: Mirrors the Beginning and end of year test
Assessment Technology:
Online assessment system offers assessment flexibility to individualize assessment for each child. It provides and option to print, electronically assign tests or easily build your own test using a bank of questions displayed by standard. Upon completion of a multiple choice test, items are automatically scored, providing instant feedback. Prescriptive suggestions are given to indicate follow up instruction that may be necessary.

21. Benchmark assessments aligned to Core Curriculum options in grades 3-8
Periodic Assessment
The DOE’s Periodic Assessment portfolio will continue to help schools transition to the Common Core and meet citywide instructional expectations by providing new assessments and technology for the school year. These new supports will include:
Benchmark assessments aligned to Core Curriculum options in grades 3-8
Transition from Acuity to SchoolNet, an easy-to-use technology platform for assessment and instructional materials management, with data analysis tools
The PA team is working to see how the city and state scope and sequences are aligned. From that work they will decide if there will be one or two benchmark assessments that align with the Scope and sequence.
Common Core-aligned baseline assessments in high school Algebra, benchmark assessments in grade 9 ELA, and benchmark assessments in high school Algebra
Consider this option for grades 3-5 to make decisions about the best way to make use of assessment time and assessment data that can be incorporated into teacher team work.

22. Continued…
A NYC specific Teacher Edition Planning Guide to map out pacing for the school year.
Lesson by lesson roadmap of core instructional components.
Chapter- at- a-glance planners providing an overview of the lessons for each chapter, with pacing information.
Three 8-page enhanced lesson plans for the first chapter showing Common Core instruction for each of the lesson types in the program: skills, problem-solving, hands-on/investigations.
Each Chapter will include a 1-page summary showing the content standards and mathematical progressions across the grades.

23. Activity 3: Lesson/Unit Planning
What does math instruction look like at your school? How are lessons delivered and students given opportunities to work in mathematics? Is there a belief system about how students learn best in the area of mathematics? Is there coherence across grades/school regarding that belief system? In regard to unit planning, from the work you have done over the past two years what are the important practices your school will bring forward while using GoMath?
Turn and talk.
Important for schools to get clear on this as they embark on a journey with a new program that may have a different method for delivery of instruction.
Unit planning has taken the following formats: Modules; State/City Scope and Sequence; 2 units from the major work of the grade
Contexts for learning; Unpacking and supplementing an existing unit in a curriculum

24. 3)Practice with Quick Check: Intervene, On-Level or Advanced
GO MATH! Workshop Model
Whole Group
1) Engage
2) Teach and Talk
SMALL GROUP
3)Practice with Quick Check: Intervene, On-Level or Advanced
WHOLE GROUP
4) Summarize
How does this align with what you do or what is done at your school?
What does summarize mean?
Teach and talk? Any thoughts?
Make a few notes about what needs to come forward.
Possibility for working on planning a lesson on day 2

25. Look ahead… Move to Grade level tables

26. Activity 4: Scope and Sequence
Examine the current scope and sequence put out by DOE that aligns to the state. Examine the order of the chapters in the beginning of your sample for major differences. Make notes, establish the first unit of study.
This is work the AP can do

27. Activity 5: Planning Ideas
Read through and closely examine chapter one.
Identify how the lessons are connected, which standards will be addressed, how you might present the material to engage all students, and how you will check for understanding in both lessons and throughout the unit.
Identify structures that you would like to embed from the start of the year and contemplate where in the unit it will fit: Rubrics, Performance tasks, Math journals, Exit slips…
Make decisions about formative and summative assessments.

28. Next steps before next session:
Decide how/when/what information to Turn key with staff
Share online access with teachers
Discuss plan/pacing of unit 1 with the rest of the grade level.
Lesson Planning: decide how the components in each lesson will be used and the structure for the Math workshop.
AP’S: with teacher support make decisions regarding the system for monitoring progress throughout the year. Decide what structure will be used.
Teacher teams can:
Match pacing of GoMath to the Pacing outlined by the city/state. Consider this past year and as a team make a flecible timeline inclusive of interim assessmentsdecisions about the sequence or order of units