1. P REPARED FOR THE C OLLABORATIVE L EARNING N ETWORK OF THE V IRGINIA T IERED S YSTEM OF S UPPORTS BY D AN M ULLIGAN, E D. D. J ANUARY 2015 “It's often the people that no one imagines anything of, that do the things no one can imagine.” — The Imitation Game (2014) Systems Data Practices TARGET ZONE Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES

2. Resources to share…

3. page 3

4. Premise of the Workshop As the United States continues to compete in a global economy that demands innovation, the U.S. education system must equip students with the four Cs: 1. 1.critical thinking and problem solving, 2. 2.communication, 3. 3.collaboration, and 4. 4.creativity and innovation.

6. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

7. Premise of the Workshop As the United States continues to compete in a global economy that demands innovation, the U.S. education system must equip students with the four Cs: 1. 1.critical thinking and problem solving, 2. 2.communication, 3. 3.collaboration, and 4. 4.creativity and innovation.

8. Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)! Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)!

9. Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of an effective math program with fidelity. Enjoy working with your new best friend. elements of an effective math program

10. S YSTEMS S upports that are needed to enable the accurate and durable implementation of the practices of an inclusive math program. page 5

11. Systems

12. Components of a Focused Mathematics Program SYSTEMS Area of Opportunity - C URRICULUM Student Focused Mathematics Program Identifies the nonnegotiable vocabulary necessary to decode the content Curriculum Targeting the Essential Knowledge and Essential Skills Provides College & Career Ready Skills Pacing reflects Data Analysis & SOL Blueprints Provides College & Career Ready Skills page 7

13. V IRGINIA ’ S C OLLEGE & C AREER R EADY Math Performance Expectations (MPE) doe.virginia.gov The Mathematics Performance Expectations (MPE) define the content and level of achievement students must reach to be academically prepared for success in entry-level, credit-bearing mathematics courses in college or career training Problem Solving, Decision Making, and Integration Understanding and Applying Functions Procedure and Calculation Verification and Proof

14. Components of a Focused Mathematics Program Learning Differentiated based on the needs of the student Student Focused Mathematics Program Rigor With Nurturing (STEAM) EngagingSpiraling Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*) Identifies the nonnegotiable vocabulary necessary to decode the content Curriculum Targeting the Essential Knowledge and Essential Skills Staff Development Ongoing to include feedback on success of implementation Assessment Driven by Essential Knowledge and Essential Skills VariedDiagnostic Modeling Data Driven Ongoing Provides College & Career Ready Skills Pacing reflects Data Analysis & SOL Blueprints page 4

15. 1. Create an Environment for Learning – –Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills 2. Helping Students Develop Understanding – –Integrating prior knowledge with new knowledge – –Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought 3. Helping Students Extend and Apply Knowledge – –Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts. McREL, 2012 Framework for Instructional Planning McREL, 2012 page 42

16. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Principal Organizing Theme: Things someone would say… Student TeacherSuperintendent Parent Cafeteria Worker EDUCATIONAL STAKEHOLDER EDITION EDUCATIONAL STAKEHOLDER EDITION

17. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Data Driven Organizing Theme: Essential Elements of an Inclusive Math Program Vertical Articulation Staff Development Essential Vocabulary Rigor with Nurturing Formative Assessment

18. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Grade 2 Math Line of Symmetry Third from Right Pattern Solid Shapes Ruler Rotation

19. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Geometry PLANE FIGURE VOLUME VERTEX CONGRUENTCYLINDER TRAPEZOID

20. Components of a Focused Mathematics Program SYSTEMS Area of Opportunity - C URRICULUM Student Focused Mathematics Program Identifies the nonnegotiable vocabulary necessary to decode the content Curriculum Targeting the Essential Knowledge and Essential Skills Provides College & Career Ready Skills Pacing reflects Data Analysis & SOL Blueprints Curriculum Targeting the Essential Knowledge and Essential Skills

22. VA Math Geometry Strand EKS: 1. 1. Determine and explain why plane figures are congruent or noncongruent, using tracing procedures. 2. 2. Determine the congruence of segments, angles, and polygons given their attributes. 3. 3. Subdivide a figure into triangles, rectangles, squares, trapezoids and semicircles. Estimate the area of subdivisions and combine to determine the area of the composite figure. 1. 1. Describe the characteristics of triangles, squares, and rectangles, including number of sides and number of angles. 2. 2. Investigate and describe the results of combining and subdividing plane figures. 3. 3. Compare the slopes to determine whether two lines are parallel, perpendicular, or neither. 4. 4. Sort plane geometric figures into appropriate subsets (categories) based on characteristics (number of sides, vertices, angles, curved, etc.). 3.16 6.12 8.11 K.11 5.13 Geo.3 1.12 Grades K through Geometry Edition Hint: K, 1, 3, 5, 6, 8, Geometry

23. Targeting the Essential Knowledge & Skills pages 9 – 13

24. Targeting the K – 12 Essential Mathematics Process Standards pages 14 – 15

26. This is what the process standards ‘sound-like’… pages 35 - 36

27. page 14 Norfolk Public Schools

29. Components of a Focused Mathematics Program SYSTEMS Area of Opportunity - C URRICULUM Student Focused Mathematics Program Identifies the nonnegotiable vocabulary necessary to decode the content Curriculum Targeting the Essential Knowledge and Essential Skills Provides College & Career Ready Skills Pacing reflects Data Analysis & SOL Blueprints Identifies the nonnegotiable vocabulary necessary to decode the content

30. Virginia Math SOL Vocabulary Word Cards doe.virginia.gov page 16

32. WHY ACADEMIC VOCABULARY? Briefly share what you know about photosynthesis. Tell a chain story about the process of photosynthesis… …without using words that begin with: P, L, T

33. P RACTICES I nterventions and strategies that are evidence based. page 17

34. pages 43 - 44

35. Components of a Focused Mathematics Program Assessment Driven by Essential Knowledge and Essential Skills Student Focused Mathematics Program Ongoing DiagnosticVaried Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*) Diagnostic

36. pages 20 - 24

37. Components of a Focused Mathematics Program Assessment Driven by Essential Knowledge and Essential Skills Student Focused Mathematics Program Ongoing DiagnosticVaried Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*) Varied

38. Types of Classroom Assessment and Evidence of Understanding Generated page 25

39. Components of a Focused Mathematics Program Assessment Driven by Essential Knowledge and Essential Skills Student Focused Mathematics Program Ongoing DiagnosticVaried Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*) Ongoing

40. SAMPLE Pre-assessment that includes differentiation SAMPLE Pre-assessment that includes differentiation

41. P RE - ASSESSMENT T OOLS

42. Components of a Focused Mathematics Program Assessment Driven by Essential Knowledge and Essential Skills Student Focused Mathematics Program Ongoing DiagnosticVaried Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*)

43. KEY QUESTION: Why are common assessments so important? “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins, Assessment Trainers Institute WHY do we ASSESS: 1. INFORM INSTRUCTIONAL DECISIONS 2. ENCOURAGE STUDENTS TO TRY

44. Form a team of two (2) people… Determine the person with the most sisters and send them to pick-up a grid sheet for each person. Distribute a grid sheet to each team member. One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged). NOTE: Team members should NOT be able to see what each other is drawing.

46. Each pair should share with your other team members the method you used to graph the figure. Discuss with your team: –Which method appeals to you? –Is there another method that you would prefer? Prepare for a “pairs choice of method” with a new graph. Follow-up Debriefing

48. Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

49. Components of a Focused Mathematics Program Staff Development Ongoing to include feedback on success of implementation Student Focused Mathematics Program Data DrivenModeling Identifies the nonnegotiable vocabulary necessary to decode the content

50. Page 38

51. DIFFERENTIATED STAFF DEVELOPMENT page 39

52. page 40

53. Components of a Focused Mathematics Program Learning Differentiated based on the needs of the student Student Focused Mathematics Program Rigor With Nurturing (STEAM) Engaging Spiraling Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*)

55. pages 45 - 46

56. Commitment If you don’t make a total commitment to whatever you’re doing, then you start looking to bail out the first time the boat starts leaking. It’s tough enough getting that boat to shore with everybody rowing, let alone when a guy stands up and starts putting his life jacket on. Lou Holtz

57. Setting the Purpose …. With Music. Harold Melvin and the Bluenotes “Wake Up Everybody”

58. Wake up everybody no more sleeping in bed No more backward thinking, time for thinking ahead The world has changed so very much from what it used to be There’s so much hatred, war and poverty. Wake up all the teachers time to teach a new way Maybe then they’ll listen to what you have to say. They're the ones who are coming up and the world is in their hands. When you teach the children, teach them the very best you can. The world won’t get no better, if we just let it be. The world won’t get no better, we got to change it just YOU and ME.

59. Virginia’s Tiered System of Supports Eleven considerations serve as the foundations for implementation: Implementation is interactive and informing. Implementation involves stakeholders at multiple levels. Implementation occurs in phases. Sustainable implementation requires continuous regeneration. Implementation success is based on multiple criteria. Implementation selects scalable evidence-based practice. Practices must be implemented with integrity. Policy and practice inform each other. Implementation is systemic. Implementation decisions are based on responsiveness to intervention. Implementation is a team-based, strategic, action planning process.

60. Norfolk Public Schools Division Common Problem Solving Template

62. P RE - ASSESSMENT T OOLS

63. The HOW will I ENGAGE you!

64. 1. Create an Environment for Learning – –Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills 2. Helping Students Develop Understanding – –Integrating prior knowledge with new knowledge – –Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought 3. Helping Students Extend and Apply Knowledge – –Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts. McREL, 2012 Framework for Instructional Planning McREL, 2012

65. The WHAT

66. Three types of curricula exist in any classroom: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Effective Instruction: focus Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary

67. Essential Vocabulary Essential Skills Essential Knowledge LEARNING TARGET

68. Essential Vocabulary Driving Question Essential Knowledge/Skills

69. Measurement & Geometry

71. Touring DC

72. High-Yield Instructional Strategies

73. 73 Identifying Similarities and Differences

74. What processes can students engage in to identify similarities and differences? Comparing The process of identifying and articulating similarities and differences among items. Classifying The process of grouping things into definable categories on the basis of their attributes. Creating Metaphors The process of identifying and articulating the underlying theme or general pattern in information. Creating Analogies The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

77. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

78. VENN DIAGRAMS red thick small

79. VENN DIAGRAMS Linear Functions Quadratic Functions

80. Tools to Facilitate Deeper Thinking Slope of line is zero The line is__________ 9 16 1 7 11 3 36 25 causeeffect a. b. Place the numbers in the Venn Diagram: 492421 4

82. http://etc.usf.edu/clipart/

84. Page 19 – 22