NEW BEGINNINGS 2014

Elementary Math Scope and Sequence & Curriculum Blueprints

Julie Staton

August 6 & 7, 2014Leesburg High School

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Community Builder

1. Name

2. School

3. Which house would you choose to live in and what does that say about you as a person?

New Florida StandardsMathematics

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st 6

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I DO

• Provide the purpose and rationale for development of the new curriculum documents

WE DO

• Explore the critical elements of the Scope & Sequence and Curriculum Blueprints

YOU

DO

• Collaboratively interact with school level documents to deepen knowledge of the new Florida Standards.

Learning Goal:

Objectiv

es

Shifting Gears

NEXT STEPS:

Benchmarks:

Quick WriteHow will the new curriculum documents revolutionize the way we teach, lead, and learn for 21st century

success?

Sum-It-UpEssential Question:

Common Language:•DOK•Marzano Learning Scales•Florida Standards

•Scope & Sequence

•Curriculum Blueprints

Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching 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.

Ask your department chair about the outcomes of the summer writing teams at your school.

Participants will be able to use the Scope & Sequence and Curriculum Blueprints to plan and deliver the new Florida Standards.

Talking Chips

New Beginnings 2013

Marzano/TEAM FrameworkCommunicating Learning Goals and FeedbackEstablishing Rules and ProceduresHelping Students Interact with New KnowledgeHelping Students Practice/Deepen KnowledgeHelping Students Generate/Test HypothesesEngaging StudentsPlanning/Preparing for Lessons and UnitsPlanning/Preparing for Resources & TechnologyPlanning/Preparing for Special Student NeedsDeveloping/Monitoring a Professional Growth

Plan

Learning Goals: Participants will be able to use the Scope & Sequence and Curriculum Blueprints to plan and deliver the new Florida Standards.

4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways

3 - Applying 2 - Developing 1 - Beginning 0 – Not Using

•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

Shifting Gears

Discuss one thing you know about the New Florida Standards

Talking Chips

1. Each person will take 1 sticky note and tear it in half.

2. The first person will place a sticky piece into the center of the group as they share their item.

3. Sharing will continue in a clockwise direction until all sticky pieces have been used

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

Expertise of capacity builders

within our district who have

been active contributors in this process!

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

How is unit planning going to be different

than traditional

lesson planning?

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.

The Mathematical Practice Standards describe the expertise teachers should develop in their students.

Two to three practice standards should be embedded in each lesson..

Writing Standards should be used frequently within lessons in order to provide opportunities to examine and convey mathematical information clearly and precisely.

Speaking and Listening Standards should be embedded in each lesson in order to promote collaborative and productive mathematical conversations.

Think, Pair, Share

What do you notice about

the text features with

regards to the expected

planning?

Handout

Identify desired results

• What is it we want and expect students to learn?

Determine acceptable evidence

• How will we know when they have learned it?

Plan learning experiences

• How will they learn it?

Backward Design Process

Handout

What is it we want and expect

students to learn?

What are the place value strategies?

What does the illustration look

like?

Intimacy With the StandardsAs 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

Handout

Identify desired results

• What is it we want and expect students to learn?

Determine acceptable evidence

• How will we know when they have learned it?

Plan learning experiences

• How will they learn it?

Backward Design Process

Coming Soon

Test Item Specifications

and Sample test items

What is the purpose of

emphasizing these steps of the process

with a red box?

Identify desired results

• What is it we want and expect students to learn?

Determine acceptable evidence

• How will we know when they have learned it?

Plan learning experiences

• How will they learn it?

Backward Design Process

21st Century Skills Tony Wagner, The Global Achievement Gap

1.Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information 7. Curiosity and Imagination

“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.

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?

Why is collaborative

planning within a structured

framework going to be imperative

as we fully implement the

Florida Standards?

Lake County SchoolsVision 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.

Sum it Up

Quick WriteIn reflecting on the Scope & Sequence Planning Flow, with which step do you anticipate needing the most help?

Learning Goals: Participants will be able to use the Scope & Sequence and Curriculum Blueprints to plan and deliver the new Florida Standards.

4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution Common Core Math taken aways

3 - Applying 2 - Developing 1 - Beginning 0 – Not Using

•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

Any questions,

clarifications, and or

comments you may

still have at this

time.

Write your school

name.