2. WELCOME!
• Welcome to Day 3 of the Math 1 Training
• Norms
• Participate actively in the work
• Listen with the intent to learn
• Offer your own thoughts and ideas’
• Demonstrate respect for diverse points of view
• Stay on topic (manage technology and side
conversations)
• Phases of Plan
• Agenda
4. Objective
To organize ourselves, our math
vision for our students, and our
instructional plans as a district
math team, in order to provide
consistent and effective
instruction to our students
district wide.
5. Rationale for Objective
• In the past we have built our collaborative teamwork by
school site, but this has not effectively been carried out on
a district wide level.
• We are benefiting from each other’s expertise within separate
school sites, but not fully taking advantage of the benefits of
collaboration on a larger scale.
• With changes to the Common Core Standards and the
Integrated Pathway, we have the opportunity to bring our
collaborative practices to the next level by collaborating at
a district wide level.
• This common planning time that we will participate in
today may not help with your lesson planning for next
week, but will help with our transition to Common Core
and Integrated for years to come.
6. Rationale for Objective
(continued)
• As we participate in this first phase of planning today,
through our collaboration, we need to develop a common
foundation for content and instruction across the district.
• In developing this common foundation, however, we do
not want to eliminate the individuality of each school site
and teacher.
• Instead, we want to build this strong foundation as a common core,
which is extended through the expertise and individuality that each
site and teacher brings to the table.
7. Phases of Planning
• Phase 1: Developing the Units
• To be completed as a district math team.
• Unit Progression Plans
• Understanding the Common Core Standards in each unit
• Determining Essential Learning Standards
• Planning Instructional Progression and Timeline
• Sharing Instructional Strategies and Ideas by Unit
• Phase 2: Developing Unit Projects, Performance Tasks
and SMP Practice Activities
• Responsibility to be shared by sites. Each site will be responsible
for a unit and then their ideas will be shared with all sites.
• Unit Projects and Performance Tasks
• Daily SMP Practice Activities by Unit
8. Phases of Planning
(continued)
• Phase 3: Developing Common Assessments
• To be completed as a district math team.
• Developing common assessments for each unit.
• Developing District Interim Formative Assessments (IFA)
• Phase 4: Developing Lessons and Formative
Assessments
• To be completed by school site teams, and/or individual teachers,
and/or can be taken directly from textbook. Lessons completed by
teams/teachers can be shared with all sites.
• Developing lessons for each standard in the unit.
• Developing formative assessments/checks for understanding to
monitor student progress and adjust instruction.
9. Pros and Cons
PROS: CONS:
-Unit breakdown is taken from
Corestandards.org Appendix A. This
document was created through
collaboration by Achieve, CCSSM
writers, teacher, college professors,
and teacher leaders as a document
that can serve as a model for local
school districts to organize math
pathways and courses.
-Facilitates better teaching through
a clear understanding of the
content and the “big picture”
instead of just teaching “standard
by standard.”
-Provides a clear foundational
pathway for content and instruction to
be followed.
-Helps with pacing and planning for
each course.
-Helps with vertical teaming.
-Textbooks will likely have a different
organization of lessons taught.
-This is a labor intensive process.
10. GOOGLE DOCS
•Math symbols in Google Docs
•Accessing Google Docs on laptop
•Saving to Google Docs
•Click on link in your email
11. PHASE 1 PLANNING OVERVIEW
• Formation of Groups
• Please take laptop as you move to your group table (if needed)
• Distribution and Explanation of Materials
• Procedural Directions
12. PHASE 1: DEVELOPING THE UNITS
• To be completed by each group in Phase 1:
• Form 1: Guiding Questions for Unpacking and Determining
Essential Learning Standards
• Suggested Time: 60 minutes
• Form 2: Discussion Tool for Making Sense of the Agreed-On
Essential Learning Standards for the Unit
• Suggested Time: 45 minutes
• Form 3: Unit Plan Progression of Content
• Suggested Time: 30 minutes
• Form 4: Timeline Plan for Unit
• Suggested Time: 30 minutes
14. PHASE 1 REVIEW/DEBRIEF/EDITS
• Gallery Walk: Groups will review each unit plan created
and add suggestions/questions.
• Edits: Each group will review the suggestions and
questions to their unit plan and make any edits and
revisions they feel are necessary.
15. PHASE 1 – PHASE 2:
TRANSITION ACTIVITIES
• Cognitive Demand Level: Lower-Level vs. Higher Level
• Form 5: Sorting Unit Tasks by Cognitive Demand Level
• Form 6: Changing a Lower-Level Cognitive Demand Task
Into a Higher-Level Cognitive Demand Task
• Form 7: Preparing for the Use of Higher-Level Cognitive
Demand Tasks
16. PHASE 2: DEVELOPING UNIT
PROJECTS, PERFORMANCE TASKS,
AND SMP PRACTICE ACTIVITIES
• Looking ahead to Phase 2.
