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Mathematics Instruction, Curriculum and Coaching Panel. Moderated by Jacqui Garrison Deputy Chief District Support Officer Tennessee Department of Education. Welcome to our Panelists . Jamie Parris Director of Secondary Mathematics & Science, Hamilton County Schools Virginia Mayfield - PowerPoint PPT Presentation
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Mathematics Instruction, Curriculum and Coaching Panel
Moderated by Jacqui GarrisonDeputy Chief District Support Officer Tennessee Department of Education
Welcome to our Panelists
• Jamie Parris Director of Secondary Mathematics & Science, Hamilton County Schools • Virginia Mayfield CORE Math Coordinators, Upper Cumberland CORE Office • Gary Petko Math Supervisor, Knox County Schools
Today our panelists will be discussing the following three questions:
• How can you achieve focus in the mathematics curriculum?
• What does coherence mean for curriculum design and student learning?
• How are you leveraging the Constructed Response Assessment?
How can you achieve focus in the mathematics curriculum?
Jamie ParrisDirector of Secondary Mathematics & Science,
Hamilton County Schools
Hamilton County’s Approach to Achieving Focus In
Mathematics Curriculum and Instruction
Jamie Parris, Hamilton County Schools Director of Secondary Math/Science
Achieving Focus In MathematicsCurriculum and Instruction
1. Clearly define and articulate your focus
2. Commit to your focus3. Always support curriculum with
high-impact instructional practices
Achieving Focus In Mathematics Curriculum and Instruction
1. Clearly define and articulate your focus Clearly define your focus
• Stop fully teaching dropped SPI’s• Spend 60% or more of your time on the
focus clusters/standards• Teach and plan in units, not isolated
checklists• Planning must include instructional
practices
Achieving Focus In Mathematics Curriculum and Instruction
1. Clearly define and articulate your focus Clearly articulate your focus
• Distributed in multiple professional learning opportunities/sources (teacher, principal, website, etc.)
• Designed teacher professional learning opportunities around understanding the focus clusters and dropped SPI’s in the context of an instructional unit and instructional practices
• Removed dropped SPI’s from district pacing guides and benchmark assessments
Achieving Focus In Mathematics Curriculum and Instruction
2. Commit to your focus
Actions must show commitment • Pacing guides and benchmark assessments
were completely overhauled to reflect the dropped SPI’s and focus clusters/standards
• Pacing guides were written emphasizing big ideas/units of study
• Instructional tasks and supplemental lessons were added focused around the focus clusters/standards and gaps
Teachers and administrators must see that the district office is committed to the focus!
Achieving Focus In Mathematics Curriculum and Instruction
2. Commit to your focus
Supports and safety nets must be created• District pacing guides, instructional tasks,
supplemental lessons, benchmark assessments and other resources
• Monthly curriculum support sessions• Numeracy Support Teachers • Professional learning always emphasizes
both content and instructional practice
Teachers and administrators must see that the district office is committed to the focus!
Achieving Focus In Mathematics Curriculum and Instruction
3. Always support curriculum with high-impact instructional practices
• Never separate content and instructional practices.
• Model high-impact instructional practices in every professional learning opportunity.
• Instruction should center on developing the 8 Mathematical Practices in students.
• Leverage the instructional practices emphasized in the State Summer CCSS trainings.
Achieving Focus In Mathematics Instruction
1. Clearly define and articulate your focus
2. Commit to your focus3. Always support curriculum with
high-impact instructional practices
Achieving Focus In Mathematics Curriculum and Instruction
• Focus your work on the important things! Don’t get caught by the distractors.
• Focus on high-impact instructional practices not programs.
• Make your focus the regular culture/vision of your school/district, not an add on.
What does coherence mean for curriculum design and student
learning?
Virginia MayfieldUpper Cumberland Regional
Mathematics Coordinator
What is Coherence?
Co-her-ence, n. The quality or state of cohering, especially a logical, orderly, and aesthetically consistent relationship of parts
Coherence and Math Standards?
Content Standardsarticulated over time as a
sequence of topics and performancesthat are logical
and reflect the sequential nature of mathematics.
What does this look like in mathematics?
How does having a coherent progression effect curriculum design?
Fewer standards to teach-more time to
devote to each-better focus
Vertically a less repetitive
curriculum
Opportunity to fully develop priority
standards-increased level of rigor
Better ability to identify gaps in understanding
Standards can be anchored to
previous learning
Ability to plan for conceptual understanding
How does having a coherent progression effect student learning?
Students have the time to reach
conceptual understanding
Students are held accountable for what they learn each year
Less repetition-Less boredom-
More focus
Students have previous, deep
knowledge on which to anchor new learning
Development of not only the “how” of mathematics, but
also the “why”
Provides the opportunity for students to receive more challenging work-
rigor
How are you leveraging the Constructed Response
Assessment?
Gary Petko Math Supervisor,
Knox County Schools
Diving into the 2013 CRA Data
Knox County Schools Mathematics…Going Beyond the Standards
Who Are We…Knox County Schools
Number of Schools 87
Grades Served PK - 12
Number of Students 55,160
Number of Teachers 3,373
Male 51.6%
Female 48.4%
African American 14.6%
Asian/Pacific Islander 2.2%
Hispanic 5.4%
Native American/Alaskan 0.2%
White 77.7%
SWD 12.9%
Economically Disadvantaged 47.3%
Our Focus…Growth
Focusing on the “HOW” rather than the “WHAT”
Math PracticesMP1
Make sense of problems and preserve in solving them
`MP6Attend to precision
Over
arch
ing
Habi
ts o
f Min
d M
P1 &
MP6
ASCDCommon Core: Now What?December 6, 2012 | Volume 8 | Issue 5
The impact of MP1 and MP6
• MP1 and MP6 serve as an umbrella for the other practice standards.
• MP1 and MP6 are important in every aspect of teaching and learning mathematics. The purpose of these standards is to build within students the sense that they can successfully “do” mathematics and build precision in their use of mathematical symbols, units, and language. These two standards are the habits of mind that students need to use in solving any mathematics problem and potentially lead to coherence among topics.
KCS Mathematics Department Plans for Coherence
• Each professional development will continue to focus on the progression of topics.
• Professional development is planned to discuss the K – 12 progression of key vocabulary and strategies. There will be an emphasis on key vocabulary in Numbers & Operations (a KCS Math Dept. area of focus) as it pertains to the progression of fractions and ratios.
• A cross-curricular focus between the ELA & Math Departments on similar strategies that help develop reading comprehension for both informational texts and contextual math problems.