New Beginnings 2014

1. New Beginnings 2014 Elementary Math Scope and Sequence & Curriculum Blueprints Julie Staton August 6 & 7, 2014 Leesburg High School

2. 3 1 Community Builder 2 Name School 3. Which house would you choose to live in and what does that say about you as a person? 5 6 4

3. Shifting Gears New Florida Standards Mathematics Talking Chips Learning Goal: Participants will be able to use the Scope & Sequence and Curriculum Blueprints to plan and deliver the new Florida Standards. Benchmarks: Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching August 6, 2014 Participants will gain a deeper understanding of instructional planning and delivery aligned to the new Florida Standards by exploring the 2014-2015 Scope & Sequence and Curriculum Blueprints. Objectives Essential Question: Quick Write Sum-It-Up How will the new curriculum documents revolutionize the way we teach, lead, and learn for 21st century success? Common Language: NEXT STEPS: • DOK • Marzano Learning Scales • Florida Standards • Scope & Sequence • Curriculum Blueprints Ask your department chair about the outcomes of the summer writing teams at your school.

4. Marzano/TEAM Framework • Communicating Learning Goals and Feedback • Establishing Rules and Procedures • Helping Students Interact with New Knowledge • Helping Students Practice/Deepen Knowledge • Helping Students Generate/Test Hypotheses • Engaging Students • Planning/Preparing for Lessons and Units • Planning/Preparing for Resources & Technology • Planning/Preparing for Special Student Needs • Developing/Monitoring a Professional Growth Plan

5. Learning Goals: Participants will be able to use the Scope & Sequence and Curriculum Blueprints to plan and deliver the new Florida Standards. • 4-Innovating • 3 - Applying • 2 - Developing • 1 - Beginning • 0 – Not Using • In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways • Consistent understanding of and implementation steps taken away along with monitoring componets for effective execution • Moderate understanding and implementation steps taken away • Little understanding and inconsistent implementation steps taken away • No understanding or implementation steps taken away

6. Shifting Gears • Talking Chips • Each person will take 1 sticky note and tear it in half. • The first person will place a sticky piece into the center of the group as they share their item. • Sharing will continue in a clockwise direction until all sticky pieces have been used • Discuss one thing you know about the New Florida Standards

8. Expertise of capacity builders within our district who have been active contributors in this process! References and Resources • Charles A Dana Center- Sample Scope and Sequence Documents • Center for College and Career Readiness- DOK and Deconstructed Standards • Florida Interim Assessment Item Bank- Specifications • Common Core Flip Book- Standards specific • Engage NY- Modules • Georgia-Common Core Units • Teaching Channel Videos- Professional Development

9. How is unit planning going to be different than traditional lesson planning? Lake County School’s Math Scope and Sequence • Provides a frame for the common Mathematics learning experiences for all students in each course across the district • Outlines expectations aligned to the Florida Standards by course to prepare all students for college and career • Provides a starting point for collaborative unit planning built and aligned to course standards Lake.k12.fl.us  Departments  Curriculum & Instruction  Math Curriculum Home Page  2014-15 Scope and Sequence & Curriculum Blueprints  Elementary School  Fifth Grade

10. Introduction provides information about the instructional focus during the prior year Critical Areas of Focus provides an explanation of where the majority of your instructional focus for math should be throughout the year.

11. The Mathematical Practice Standards describe the expertise teachers should develop in their students. Two to three practice standards should be embedded in each lesson..

12. Speaking and Listening Standards should be embedded in each lesson in order to promote collaborative and productive mathematical conversations. Writing Standards should be used frequently within lessons in order to provide opportunities to examine and convey mathematical information clearly and precisely.

13. Handout Think, Pair, Share What do you notice about the text features with regards to the expected planning?

16. Backward Design Process • Plan learning experiences • Determine acceptable evidence • Identify desired results • How will they learn it? • How will we know when they have learned it? • What is it we want and expect students to learn? Handout

17. What is it we want and expect students to learn? What are the place value strategies? What does the illustration look like?

18. Handout Intimacy With the Standards As you review MAFS.5.NBT.2.6 (MACC.5.NBT.6) … Record the instructional implications of not using this FLIP Book during Collaborative planning Numbered Heads Together

20. Backward Design Process • Plan learning experiences • Determine acceptable evidence • Identify desired results • How will they learn it? • How will we know when they have learned it? • What is it we want and expect students to learn?

21. Coming Soon Test Item Specifications and Sample test items

22. What is the purpose of emphasizing these steps of the process with a red box?

24. Backward Design Process • Plan learning experiences • Determine acceptable evidence • Identify desired results • How will they learn it? • How will we know when they have learned it? • What is it we want and expect students to learn?

25. “21st Century instructional design and delivery is not just about using technology, it involves much more. It is about understanding the collision of new, more rigorous standards, embedded 21st century skills, authentic tasks, multiple learning pathways, performance assessments and understanding how to leverage technology to make all this happen.” –Teacher as Architect, page 80. 21st Century Skills Tony Wagner, The Global Achievement Gap • Critical Thinking and Problem Solving • Collaboration and Leadership • Agility and Adaptability • Initiative and Entrepreneurialism • Effective Oral and Written Communication • Accessing and Analyzing Information • Curiosity and Imagination

27. Review the tasks from the text book and from a supplemental resource. Both are aligned to the content standards you reviewed previously. Why is it going to be important to emphasize the use of supplemental resources in the planning process?

29. Why is collaborative planning within a structured framework going to be imperative as we fully implement the Florida Standards?

30. Lake County Schools Vision Statement • A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement • The mission of the Lake County Schools is to provide every student with individual opportunities to excel. • Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices.

31. Sum it Up Quick Write • In reflecting on the Scope & Sequence Planning Flow, with which step do you anticipate needing the most help?

32. Any questions, clarifications, and or comments you may still have at this time. Write your school name. Learning Goals: Participants will be able to use the Scope & Sequence and Curriculum Blueprints to plan and deliver the new Florida Standards. • 4-Innovating • 3 - Applying • 2 - Developing • 1 - Beginning • 0 – Not Using • In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways • Consistent understanding of and implementation steps taken away along with monitoring componets for effective execution • Moderate understanding and implementation steps taken away • Little understanding and inconsistent implementation steps taken away • No understanding or implementation steps taken away