1. ISBE Mathematics Foundational Services Training
5/22/2018
ISBE Mathematics Foundational Services Training
Module 2
Model Math Resources
WORKING DRAFT

2. Outcomes
Utilize the resources in the ISBE Model Math Resources to train Illinois educators
Create and analyze real-world problems using the problem-solving structures described in the New Illinois Learning Standards
Remember to say “ISBE Model Math Resources”. Please ask participants to complete the paper copy of their pre-post at this time. They will return to the pre-post at the end of the training and use it to complete the on-line evaluation.
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3. That’s Me
ROE/ISC
Administrator
Curriculum Leader
Teacher
Other

4. Group Norms Be present. Communicate with colleagues when appropriate.
Respect time frames.
Focus on the learning at hand.
Turn all cell phones to vibrate.

5. Opening Task
While you work on the task, consider which of the 8 mathematical practice standards students would exhibit while working on this task.

6. Practice Standards
Which practices did you engage in? Give evidence to support your response.
Describe the classroom as you envision it during this task.

7. ISBE Mathematics Foundational Services Training
5/22/2018
ISBE Mathematics Foundational Services Training
Scope and Sequences
WORKING DRAFT

8. Public Act
Scope-and-sequence descriptions for middle and high school mathematics progressions, building content and skill acquisition across the grades.        
Recommendations of curricula for the final year of  mathematics or math-equivalent instruction before graduation.        
Sample lesson plans to illustrate instructional materials and methods for specific standards.        
Model high school course designs that demonstrate effective student pathways to mathematics-standards attainment by graduation.        
Training programs for teachers and administrators, to be made available in both traditional and electronic formats for regional and local delivery.
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9. Scope and Sequences Consider the order of your grade or course.
Do you see the complexity build over time?
Do you see later concepts, skills and application expectations that are revisited?
Do you see connections among the domains being supported?
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

10. ISBE Mathematics Foundational Services Training
5/22/2018
ISBE Mathematics Foundational Services Training
Unit Maps
WORKING DRAFT

11. Unit Maps Template designed using: UbD EQuIP Rubric
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

12. Components Opener: Connections to Previous Learning Focus of the Unit
Connections to Subsequent Learning
Progression Citation

13. Components Standards:
Color-coded based on PARCC Model Content Frameworks and Content Emphases by Cluster

14. Understanding By Design Elements
Transfer
Understanding
Essential Questions

15. Highlighted Mathematical Practices
Described in the context of each unit
Practices to be emphasized in each unit indicated with *
Tied to Assessments and Instruction

16. Differentiation Elements
Prerequisite Skills/Concepts
Advanced Skills/Concepts

17. Grade Level Expectations
Knowledge Targets
Skill Targets

18. WIDA Standard For English Language Learners
Tips for instruction and assessment

19. Vocabulary Critical Terms to be mastered at this grade level
Supplemental Terms to be reinforced from previous grades/courses or introduced to prepare students for future grades/courses

20. Your Turn Select a unit map for your grade or course to read.
Consider:
What confirms what you already knew?
What is new for you?
What questions occur to you as you read?
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21. ISBE Mathematics Foundational Services Training
5/22/2018
ISBE Mathematics Foundational Services Training
Problem Solving Structures
WORKING DRAFT

22. Problem Solving
Write a typical 1-step word problem.

45. Your Problem What is the structure of the problem you wrote?
Where is the unknown?
For which grade level would your problem be most appropriate?
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46. Link to Model Math Resources
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47. Questions? Comments? Feedback?
Please complete the post section of your paper pre-post and the on-line evaluation
Identify next steps for implementation in your classroom
Are there components of this training you would like to “go deeper?”
Are there other opportunities you would like to experience to help implementation of Math?
Ask participants to complete the post section of the pre-post and go on-line to complete the on-line evaluation. The intent is for you , as the facilitator, to go around and note the responses to help identify future Networking for Implementation opportunities and get a sense for what participants would like to see offered to support their implementation. Participants should leave the session with their paper copy of the pre-post as it is for THEIR learning and next steps.
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License