Implementation of EnVision: Mastering State Standards Differentiating Instruction

1. Implementation of EnVision: Mastering State Standards & Differentiating Instruction Grades K-2 Primary Special Day Class Sept. 10, 2008 8:00a.m-3:00p.m. Presented by Andy Stetkevich, Staff Development Specialist astetkevich@rusd.k12.ca.us Janet Brown, Math Coach

2. AcknowledgmentsMath Committee MembersNo Particular Order Diane Ackley David Merrell Andrea Armstrong Christina Colis Martha Cabrera-Toscano Jeralee Smith Pam Kehler Christina Miller Dawn Smith Andy Stetkevich

3. Learning Objective Participants will analyze the EnVision Math Program to determine how to teach state standards and differentiate instruction by completing a sample lesson plan.

4. Goals for Special Education SDC Programs Provide access to mastery of state math standards. Prepare students for success on CMA/CST. Prepare students to leave K-6 ready to handle 7th grade mathematics. Monitor student math progress using data, including benchmark assessments. Teach consistent representation (including use of visual tools) across the grade levels (K-6). Use differentiated strategies to master state standards in a multi-ability special education class. Articulate with colleagues on student performance and teaching strategies.

5. Rationale for Initial Implementation Learn the program. Focus on ramping up with one grade level to move from initial instruction at grade level versus at instructional level. Prioritize instruction to teach key grade level standards. Focus on key conceptual tools across grade levels to hit high ticket standards. Train and plan as an SDC group in the area of differentiated instruction within EnVision. Participate in site PLC group with one grade level.

6. Key Conceptual Understandings (K-6) Understanding of a number line for various math concepts. Understanding proportional thinking across strands. Understanding of fractions. Understanding of bar models

7. Analyze the CMA Math Blueprints Review the Blueprints for Grade 2 CST. Highlight highly emphasized items on CST with an elbow partner who teaches your grade level. Debrief as a group with outcomes.

8. Review Revised Continuum of Essential Math Standards Note Citations CMA Assessed Items EnVision Lessons Overarching Standards-Only a global view. They are not specific in concept, skill development, and lesson planning. Purpose of this document-Primary reference tool and first step for planning. What to prioritize in instruction Goal Writing for IEP Key State Standards at a Glance

9. Conceptual Focus Across the Grade Levels with Examples Use of a number line to teach a variety of standards and skills Use of proportional thinking. Understanding of fractions, ratios, decimals, and percents. Understanding of bar graphs.

10. Differentiation in General Begin with grade level standard. Differentiate for foundational standards. Extend for higher grade levels. Introduce correlating standards across grade levels. Access the various tools in EnVision to support differentiation.

11. Sample Instruction of Differentiated Standard Presentation by Janet Brown, Math Coach, RUSD Scaffolding Extending Spiraling back

12. Frequently Asked Questions Where do I start? Begin with the grade level you have been asked to teach in the SDC guidelines. If a topic is correlated to the higher grade level, you may select the topic opener from that grade level. Why can�t I just continue to work at instructional level solely? The law requires that students have access to grade level standards. As an initial ramp up to this and after months of weighing the options, the math committee decided the most reasonable way to address this in a multi-ability classroom was to work primarily with one grade level. Students also would not be able to participate in the CMA without addressing grade level standards. This is far more doable beginning with a grade level below.

13. Frequently Asked Questions How in the heck do I keep up with the pacing guide? This is one of the greatest challenges. However, as you move through topics the skills spiral back frequently. The pacing will also allow your to participate in your grade level PLC meetings. Your benchmarks will be modified to the CMA format. Teach only those lessons that will help students master key standards. You also want to teach conceptually. You will not be able to spend unlimited time until you have complete mastery on some concepts. The program spiral back. Conceptual understanding trumps focus only on computational skills

14. Frequently Asked Questions Where do I start in planning what to teach? Begin with key standards at the grade level you are teaching as outlined in Essential Standards Continuum and high ticket items on the CMA/CST. Look at the precursor standards on this document. Begin with the topic opener and interactive problem solving. Use this to diagnose strengths and gaps. Remember, kids might output understanding in different ways as indicated in EnVision (i.e. intervention group) Set up flex or whole group based on kids gaps. Select key lessons that support mastery of the skill with grade level as a starting point and spiraling back as needed. Use your looking back and looking ahead based on student need for conceptually understanding You can also locate the standard you are addressing from the Essential Standards document and locate the key lessons online.

15. Frequently Asked Questions If kids are working at differently conceptually levels, how can I practically differentiate the skills to be learned: Images Smaller numbers Patterns Relationships Smaller parts Models/chart Concrete connections

16. Frequently Asked Questions How can I expect my students to do to grade level work? Teaching conceptually allows students to master concepts. Don�t think solely procedurally. Even if they don�t get the traditional problem at grade level, you are still building the conceptually understanding to help build success in 7th grade and beyond. They may never memorize their multiplication facts, but they can learn concepts such as proportionality.

17. Planning Time Work with a colleague and plan an upcoming differentiated lesson. Include interactive problem solving piece, introduction of grade level standards, and differentiation for lower functioning and higher functioning students.

18. Lesson Plan Considerations Key Standards from the grade level you are teaching (Continuum of Essential Standards)-Look at CMA/CST assessment items. Learning Objective Interactive Problem Solving-Output by students. Math Language Instruction Games to use? Peeling off groups by instructional need-Locating supporting lessons. Minutes for instruction-time considerations Infusing one of the 4 conceptual understandings (i.e. number line, proportional thinking, etc� Checks for understanding

19. Writing Standards-Based Math Goals Use your continuum to develop grade level goals as required by State STAR Assessment Program. Develop a goal on one student and share with a partner. Under what conditions Verb-Bloom�s Taxonomy Content Criteria Evidence of learning