Connected Mathematics Project 3

Presented by Karen CardinaliCFN 609

MAY 2013

Planning Session GoalsOver the course of the 2 sessions we will engage in the following activities:

• Identify aspects of CMP3 that support the practices outlined in the Citywide expectations, Quality Review Rubric and

Danielson’s Framework for teaching.• Become familiar with the structure of the teacher’s guide,

support resources and student edition through Teacher’s Place.

• Negotiate philosophies: Unit planning and delivery of lessons.• Examine the Scope and sequence: Identify areas to consider

with teacher teams. • Choose Unit 1: Prepare to implement the unit that will be

used to launch the year.• Next steps, Questions/Concerns

DOE 2013-14 CORE CURRICULUM SUPPORT FOR SCHOOLS

Teachers and school leaders will have the opportunity to attend a series of four professional development

sessions for each Core Curriculum program (Core Knowledge, Expeditionary Learning, Go Math!,

ReadyGen, Connected Math Program 3, and Code X). The first of the four sessions will take place this

summer; registration details will be shared by the first week of June. Circulars covering summer per session work for teachers and supervisors will be posted at

school.

Setting the Stage:

Common Core Learning Standards(Content and Practice)

Citywide Instructional Expectations

Quality Review Rubric

Danielson’s Framework for Teaching

Activity 1: Criteria from CIE, QR, DFFT

In your team of 3:Each member reads one of the documents.

Highlight the salient points from the excerpt. Keep in mind how they relate to the work you do in your

classrooms and in teacher teams.

We will share out whole group, jot down key words/phrases, Identify common themes

Instructional ShiftsFocus: Focuses on the concepts that are prioritized in the standards, allowing ample time to engage with them.

Coherence: Makes connections within and across grade levels, e.g. supporting standards are connected to the priority standards in the task/unit.

Rigor: Requires students to demonstrate:•Fluency: Expects and/or encourages speed and accuracy with basic calculations.•Deep Understanding: Requires students to apply their conceptual learning to new situations in addition to writing and speaking about their understanding.•Application: Provides opportunities at all grade levels for student to apply math concepts in real-world situations, and apply the appropriate concept without prompting.

CMP3 Instructional ModelLaunchExplore

Summarize

Activity 2: CMP3 Instructional Model

What does math instruction look like at your school? How are lessons delivered and students given

opportunities to work in mathematics?Is there a belief system about how students learn best

in the area of mathematics? Is there coherence across grades/school regarding that

belief system?

How does the CMP instructional model support or go against your and/or your school’s belief system?

www.connectedmathematics3.com

Teacher’s place demonstration

Activity 3: Access Teacher place CMP3 website:

•www.connectedmathematics3.comNYC website:

•www.Pearsonschool.com/nyccmp3•Click on Explore Teacher place

•Create a 30-day trial account now!•Click on the Sign Up button below to start the

registration process.

• Click the Enter Your School Code button.• Enter the School Code: 26-66-85

• Type the school name (DO NOT copy and paste): CMP3 Trial: May. Be sure to select this school name from the drop down

menu• Click the Next button and answer the remaining questions to

complete your registration. You will automatically be brought to the Product Subscription Portal.

• Log into the Portal with your new account, and select any or all of the six (6) CMP3 products available to sample. Then,

click Subscribe.• Close the Portal page and come back here to Sign In to your

new account!• Choose "Remember Me" for future one-click access to your

CMP3 account.

If participants are able to gain access to teacher place Activity 3: Exploring Teacher’s Place

Log into teachers place. Explore unit 1 at your grade level becoming acquainted with

the structure of the teacher’s resources, content of unit one, as well as the

components and aspects that support teachers in meeting the expectations put

forth by the accountability rubrics.

If participants are unable to access Teacher’s place:

Activity 3: Examine Materials with a Purpose

• Go through materials from Investigation 2 of grade 7 unit Accentuate the Negative. (Handouts 6a: Student

edition, 6b Unit overview/teacher resource and 6c, Mathematics Background and Assessment)

• Get a gist for the structure of the teacher materials.

• Identify areas from these resources that will serve to support teachers with meeting the expectations laid

out in the accountability documents.

Where did you find evidence that these materials will support:

• Rigorous and coherent curriculum aligned to the CCLS (and key standards).

• Ease of planning and incorporation of the instructional shifts.• Activities/tasks/problems that align to the objective.• The needs of all learners: highest and lowest achieving

students Ell’s, and SWD’s.• Coherent embedded academic tasks • Opportunities for higher order questioning, discussion and

reflection• Opportunities to create or use assessments: – Ongoing checks for understanding, Benchmark

assessments, Progress monitoring, Feedback, Rubrics/Grading policies, Student self-assessments

How do the features embedded in the CMP3 program support teachers in meeting the expectations put out by the CIE, QR rubric, Danielson? Be specific

CIE2013-2014

QI 1.1: Curriculum

QI 2.2: Assessment and Feedback

QI 4.2:Professional Collaboration focused on improving student work

Danielson 1e:Planning

Danielson 3b:Questioning and discussion

Danielson 3d:Assessment and instruction

Website

www.connectedmathematics3.com

VIDEO options

CMP3 Instructional Features• Problem-Centered curriculum that fosters reflective learners

through discussion of solution methods, embedded mathematics , and appropriate generalizations

• Three part lesson structure: Launch, Explore, Summarize• ACE ( Applications, Connections, Extensions) homework

questions• Mathematical Practices serve as the pedagogical fabric of the

program• Table of Contents and unit Investigation Booklets completely

aligned by grade level to the CCLS domains, clusters and standards

• Interactive Class and student management features• Personalized Skills Practice powered by MATHXL

CMP3 Components• Interactive Digital Student edition• Student Edition in Print ( booklets, single bind, English , Spanish)

Personalized skills practice powered by MATHXL• Interactive digital Teacher’s guide with additional point of use teaching

resources• Teacher’s Guides in Print• Program implementation and overview Guide• Digital QuickStart guide• Program resources package (print, digital)• Online Teacher community• Assessments CD with ExamView• Teacher resources DVD• Manipulative Kits

Assessment• Formal assessment after each investigation:– Check up ( 25-30 minutes) – Partner quiz (full period or take them home)– Math reflections

• End of unit test• Unit Projects• Exam View

• See handout

Periodic AssessmentThe DOE’s Periodic Assessment portfolio will continue to help schools

transition to the Common Core and meet citywide instructional expectations by providing new assessments and technology for the 2013-14

school year. These new supports will include:

•Benchmark assessments aligned to Core Curriculum options in grades 3-8•Transition from Acuity to SchoolNet, an easy-to-use technology platform for assessment and instructional materials management, with data analysis tools

After looking closely at the teacher’s materials, what instructional practices,

processes and or materials will you bring forward from the work that you have been

doing over the past 2 years?

Activity 4: Sequencing• Using the current scope and sequence put out by

DOE that aligns to the state, and the scope and sequence outlined in CMP3 correlated to the CCLS

and examine major differences.• Using your experience from this past year, establish a

rationale for keeping or changing the suggested pacing.

• Identify the unit of study you will use to start the year.

Pacing

A unit composed of 3 investigations: 18-24 daysA unit composed of 4 investigations: 22-28 daysA unit composed of 5 investigations: 26-32days

(including days dedicated to assessment)

Activity 5: Planning• Choose/examine the unit to start the year.

• Identify which standards will be addressed, how you might present the material to engage all students, and how you will check for understanding in both

lessons and throughout the unit.• Identify structures that you would like to embed from the start of the year and contemplate where in

the unit they might be introduced: Unit projects, Rubrics, Performance tasks, Math reflections,

Developing mathematical practices, Exit slips…• Make decisions about formative and summative assessments to be used and discussed during Unit 1.

Next steps for next session :Brooklyn:6/12/13 Queens:6/5/13

Decide how/when/what information to turn key with staff.

Share sign in for 30 day free trial with teachers.Discuss plan/pacing of unit 1 and possible sequence

for the rest of the grade level.AP’S: Establish the system for monitoring progress

throughout the year. Decide what structures will be used across grades and school. Consider how teachers across the school can use lesson planning resources embedded in CMP3.