Math 6-12

Staff Professional Development10-25-12

Math Goals for 2012-13

Prepare for Standardized Assessments (ACT)

Prepare for School Report Card

Educator Effectiveness

District Initiatives

Prepare for New Standardized Assessment

ACT bell ringers (Math 2x a week)

ACT and CCSS curriculum alignment

Possible ACT prep course elective (in Grades 8 and 9)

ACT Explore Test in Grade 7

Additional ideas

Prepare for New School Report Cards

Student Achievement (reading and math) 37.5%

Student Progress (not currently measured) 0%

Closing the Gaps (reading, math, and graduation for all cell groups) 37.5%

On track and Postsecondary Readiness 25% Graduation Attendance ACT (Participation and Performance)

Student Engagement Indicators (minus points) Test Participation Attendance Dropout rate

Educator Effectiveness

50% Educator Practice (Rubric) Observations, review of documents, surveys,

discussions with teachers

50% Student Outcomes/Growth State Assessment 15% District Assessment 15% Teacher developed Student Learning Objectives

(SLO) Improvement/student growth 15% Graduation/Reading 2.5% District Choice 2.5%

How can we increase student achievement in math?

Balanced Math Instruction- conceptual understanding, procedural fluency, and application

Response to Intervention- Tier 1: Differentiation Tier 2 & 3: Interventions

Personalized Learning- NxGL, Learner’s Profile, flexible groups, learning continuum, instructional tools, student choice/voice

Additional methods (ACT prep, curriculum, resources, etc.)

Calendar Updates

Upcoming Professional Development Days Jan 14 Differentiation Feb 18 Literacy and Argument Mar 11 Inquiry

Math (non grant department meetings) Nov 12 Developing Critical Thinking through

discussions Jan 28 Differentiation Apr 15 Math Literacy and Inquiry

Math Vertical Team

Jenell Strickland (6th grade FLW)

Brad Valona (6th grade WMIS)

Derek Pipkorn (8th grade Lincoln)

Barbara Sverdrup Stone (8th grade FLW)

Sarah Sagert/Peter Carlo (Central)

Mark Czaplewski (Central Dept Chair)

Ryan Koch (Hale Dept Chair)

Clint Beam (Hale)

Review ACT Handbook

Read ACT’s College and Career Readiness Standards

Text Code the Standards:

Circle verbs

Highlight or underline content/concept/skill

Star * information that is important

Review School ACT Data

Where are the weaknesses?

Where are the strengths?

Where are areas that students are very close to proficiency?

What students have met expectations?

What students have not met expectations? What interventions are in place for these students?

Balanced Math Instruction

Conceptual Understanding

Procedural Fluency

Application

Conceptual Understanding Focus on vocabulary

Develop conceptual connections (graphic organizer)

Use visuals as much as possible

Explains why we use the concept/skill/procedures

Explain how to solve the problem in multiple ways

Can justify and critique strategies

Procedural Fluency

Practice math skills

Multiple ways to solve problems

Gradual release, guided practice, individual/group practice

Whole group, small group, partners, flexible groups

Efficiently solve problems

Evaluate strategies

Application

Problem solving (in partners/small groups)

Rigorous and challenging

Relevant to students

Multi-disciplinary

Students seek information (research and inquiry)

Students share their learning in multiple ways

Sample Unit Plan

Examine a sample unit

Turn and talk

Unit Planning

How will I incorporate balanced math into my next unit? Conceptual understanding Procedural Fluency Application

Learning targets, flexible groups, Cornell notes,