agenda 1:00 – 1:20 go math organization + curriculum guides 1:20 – 2:45 framework for teaching...
TRANSCRIPT
Agenda
1:00 – 1:20 Go Math Organization + Curriculum Guides
1:20 – 2:45 Framework for Teaching Go Math 2:45 – 3:00 Break
3:00 – 3:30 Collaboration, Planning and Exploration
3:30 – 3:45 Critical Success Factors for the Implementation of Go Math
3:45 – 4:05 Go Math Pacing and Assessment
4:05 – 4:30 Collaboration, Planning and Exploration
Norms
• Be present – No side conversations– Avoid using your computer or cell
phone– Avoid working on other tasks – stay
focused on the topic at hand
• Be respectful of your peers
• Participate!
GO MATH!
K 1 2
GO MATH: CHAPTER ORGANIZATION
Go Math: Organization
Go Math: Organization
Go Math: Organization
Go Math: Organization
Go Math: Organization
Briefly read over the Vocabulary Reader directions, Connections to Science, and The Project.
Turn to an elbow partner :What would be the benefits to using these resources? Do you foresee
implementing these in your classroom? If so, how?
Go Math: Organization (1)
Take a moment to read Teaching for Depth to yourself.
Turn to an elbow partner :How could you utilize this resource in data teams and planning?
Go Math: Content Development (1)
Take a moment to explore Professional Development videos on Think Central.
Go Math: Organization
Go Math: Organization
Go Math: Organization
GO MATH: CURRICULUM GUIDE
FORMAT
Go Math: Curriculum Guide (1)
Go Math: Curriculum Guide (1)
Go Math: Curriculum Guide (1)
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide (1)
Suggested Chapter PacingAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs.
Year One of implementation will be a learning process.
GO MATH: FRAMEWORK FOR
TEACHING
Go Math: Framework for Teaching
Go Math: Framework for Teaching
A Framework for Beginning our Implementation of the Go Math Materials
• This instructional sequence to serve as a support for weekly planning when it feels as though “we can’t get it all in!”
• Adjustments in regards to pacing and timing may be needed to meet the needs of students.
• This should be considered a starting point as we work to become more efficient with the Go Math materials.
Elementary Math Assessment Plan
FRAMEWORK FOR TEACHING:
PRE-ASSESSMENT(PRIOR TO BEGINNING CHAPTER)
Pre-Assessment
Tier 2 + 3 Students for Chapter 1
Pre-Assessment
Pre-Assessment
Show What You Know Pre-Assessment Formative Assessment
Administered: Prior to beginning each chapter
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Support small group instruction through the
Data Teams process
• Identify Tier 2 and Tier 3 students for the chapter
• Diagnose student needs for small group interventions based on prerequisite concepts needed for the chapter
• Identify gaps in whole group prerequisite skills – Whole group instruction will be adjusted
Pre-Assessment
Show What You Know Pre-Assessment Formative Assessment
Gaps in prerequisite skills required to be successful for the current content.
FRAMEWORK FOR TEACHING:
PRE-ASSESSMENTTurn to a partner or small group and collaborate around the
pre-assessment process. • What will the pre-assessment process look like in your classroom?
• How is assessing the prerequisite skills helpful in planning for small group instruction?
FRAMEWORK FOR TEACHING:
DAY ONE OF THE CHAPTER
Go Math: Curriculum Guide
FRAMEWORK FOR TEACHING:
DAY ONE OF THE CHAPTER
Take some time to read through the Vocabulary Activity, Vocabulary Builder, and the School-Home Letter.
• Begin to sketch out an outline for what your Day One of Chapter 1 will look like and what resources you will need to locate.
FRAMEWORK FOR TEACHING: DAILY MATH
REVIEW+ MENTAL MATH
(15 MINUTES MAX)
Go Math: Framework for Teaching
Daily Math Review + Mental Math
Math Block: 75 – 90 minutes/day
Daily Math Review + Mental Math
(15 min maximum)
We will be providing DMR modification suggestions for teachers in order to adjust the time to fit 15 minutes without changing the purpose and integrity of DMR.
Daily Math Review + Mental Math
Daily Math Review + Mental Math
Does Daily Math Review have to be part of the math block of time? No. Daily Math Review and Mental Math can be a stand alone – similar to this year.
Will the purpose and expectations of Daily Math Review be the same as this year?The purpose remains the same – which is to review prerequisite skills or skills that were not mastered in a previous Chapter.
Go Math: Common Questions
Daily Math Review + Mental Math
elementary.dmschools.org
Daily Math Review + Mental Math
elementary.dmschools.org
FRAMEWORK FOR TEACHING:DAILY MATH REVIEW
REFLECTIONTurn to a partner or small group and collaborate around the Daily
Math Review + Mental Math.• Does a 15 minute maximum time limit for DMR + Mental Math change your
DMR structure? How? Think through how it will look in your classroom.
• Where will you place Daily Math Review + Mental Math in your school day?
• If time allows – think through the first few weeks of school and what skills/concepts will you start off the year with in DMR?
FRAMEWORK FOR TEACHING:
WHOLE GROUP CONCEPT
DEVELOPMENT(20 MINUTES)
Go Math: Framework for Teaching
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE EXPLORE EXPLAIN
Math Block: 75 – 90 minutes/day
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE
INTRODUCTION
Whole Group Concept Development
Show engage lesson + walk through it with teachers… Be the teacher – they are the
students.
INTRODUCTION
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE EXPLORE
WHOLE GROUP
Whole Group Concept Development
WHOLE GROUP
Whole Group Concept Development
WHOLE GROUP
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE EXPLORE EXPLAIN
GUIDED PRACTICE + FORMATIVE
ASSESSEMNT
Whole Group Concept Development
GUIDED PRACTICE
Formative Assessment: Quick Check
FORMATIVE ASSESSMENT
Students needing additional support with lesson concept
Differentiated Instruction(20-35 min)
Formative Assessment: Quick Check
Formative Assessment: Quick Check
Quick CheckFormative Assessment
Administered: Mid-Lesson DAILY (Explain)
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Measure student understanding of Whole
Group Instruction (Explore)
• Guidance to teacher on areas that are not attained and need to be re-taught in Small Group Instruction
• Indicator of student readiness for independent practice and problem solving
• Real time adjustment to teaching and learning
FRAMEWORK FOR TEACHING:WHOLE GROUP CONCEPT
DEVELOPMENT + QUICK CHECKTurn to a partner or small group and collaborate.
• Explore the first few lessons in your Chapter 1 TE. Read through the lessons. What supports are provided? What materials might you need? What technology is available?
• What is a quick way to check the “Quick Check”? Share your ideas with others around you.
• There are many resources in the Engage, Explore, and Explain. Circle the “MUSTS” in your TE that will be essential in the 20 minutes allotted to this section of the math block.
FRAMEWORK FOR TEACHING:
DIFFERENTIATED INSTRUCTION
(20-35 MINUTES)
Go Math: Differentiated Instruction
Go Math: Differentiated Instruction
The next few slides outline what the Differentiated Instruction component may look like in a classroom.
Thoughts to consider…• It will take 1 – 2 weeks to establish an effective small group instruction
structure and routine.
• The small group instruction format will vary by school/classroom depending on the support staff available.
• The next two slides outline what small group instruction can look like without additional support staff.
• Further information about SPED support will be provided in later slides.
Go Math: Differentiated Instruction
Differentiated Instruction
Independent/ Collaborative Work
20 minutes
10 minutes
10 minutes
Small Group Instruction3 – 5x per week
Support Staff Push in/Pull Out During this
Time
But What If…• Over half of my class does not pass the Quick Check after the whole group lesson?• The Personal Math Trainer is not working during this time?• A Tier 2/3 student passes the Quick Check? • I have more Tier 2/Tier 3 students than devices? • I have a support teacher that comes in – how can I utilize him/her?• I have more than 20 minutes for small group – how can I allot the time?
Differentiated Instruction
Personalized Learning Independent/ Collaborative Work
Support Staff Push in
/ Pull Out During this
Time
Small Group Instruction (1-2x per week)
20 minutes
10 minutes20 minutes10 minutes10 minutes
Go Math: Differentiated Instruction
10 minutes
Discuss…• What routines and expectations will need to be in place to make small group time
run smoothly? • Sketch out a plan (daily and weekly) for how your small group time will look with
the structure of your classroom and support. • What materials will you need to prepare ahead of time to be ready for small groups
each day?
Go Math: Differentiated Instruction
Grab and Go Centers
Activity Cards (A): Ready- made, easy-to-follow activities help students reinforce or extend concepts and skills. *Includes cards for Challenge/Enrichment.
Literature (L): Integrate math skills into real world situations and cross-curricular subject matter to engage student interest. Interactive questions focus on key concepts and support comprehension.
Games (G): Practice skills and apply concepts with these ready-to-use interactive math adventures. Students can play these games in pairs or small groups.
Go Math: Framework for Teaching
Go Math: Framework for Teaching
Go Math: Framework for Teaching
Go Math: Framework for Teaching
Go Math: Framework for Teaching
Personal Math Trainer• Dynamic items + assignments to give
your students unlimited practices on key concepts supported by guided examples, step-by-step solutions, and video tutorials.
• Generates reports for teachers so instruction can be tailored to meet the students’ needs.
• PMT will automatically prescribe and create standards-based, personalized interventions for the students.
Go Math: Framework for Teaching
Personal Math Trainer• PMT targets each students’ individual
needs and provides content support up to two grade levels below the current grade level.
• PMT analyzes each student’s personal strengths, weaknesses, preferences, and learning pace.
• The systems adaptive data structure provides real-time recommendations and strategies based on individual needs, challenges, and learning styles.
FRAMEWORK FOR TEACHING:
DIFFERENTIATED INSTRUCTION REFLECTION
• Take this time to continue to plan and look through resources for differentiated instruction – located in the Teacher Edition and Think Central.
• How can you model math small groups to look similar to small group time in literacy?
• Problem solve potential challenges with a partner.
FRAMEWORK FOR TEACHING:
PROBLEM SOLVING(15 MINUTES MINIMUM)
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction
(20 min)
Problem Solving(15 min)
FRAMEWORK FOR TEACHING:
PROBLEM SOLVING• How can you utilize your current problem solving practices (CGI, Messy
Problems) in the Go Math structure?
• Think through Lesson 1.1’s problem solving section –o How will you transition from small group instruction? o Become familiar with the Interactive Whiteboard o Which questions will you have students complete?o How will the complete the problems? Whole Group? Partners? Pods?
• Problem solve potential challenges with a partner.
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction(20 -35 min)
Problem Solving(15 min)
ENGAGE
EXPLAIN
EXPLORE
Small Group Instruction
Independent / Collaborative
Personalized Learning
FRAMEWORK FOR TEACHING:
SPECIAL EDUCATION + INTERVENTION
Special Education + Intervention
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction
(20 min)
Problem Solving(15 min)
ENGAGE
EXPLAIN
EXPLORE
Small Group Instruction
Independent / Collaborative
Personalized Learning
Core Whole Group Instruction
Whole Group Concept
Development(20 min)
Problem Solving(15 min)
What if a Special Education student is out
of the room during whole group?
SPED students will be in the classroom for Core
Whole Group Instruction.
Education student is Can a SPED student
miss Daily Math Review in order to
receive SPED services?Maybe. It depends on the students and their
needs and ability levels.
Go Math: Special Education + Intervention
Math Block: 75 – 90 minutes/day
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction
(20 min)
Problem Solving(15 min)
Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)
Where do Special Education minutes fit into The Math Framework?Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time.
What might the classroom look like during the additional 15-20 minutes of Intervention? What are Tier 3 SPED students missing during intervention?One option would be to add 15-20 minutes to the Differentiated Instruction time for Math Intervention. The teacher would be working in small groups and students would be in centers.
Differentiated Instruction
(20 min)
Differentiated Instruction(35-40 min)
Math Block: 75 – 90 minutes/day
Go Math: Common Questions from 3.5.14
Go Math: Framework for Teaching
Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)
Tier 3 Small Group
What materials will an interventionist or SPED support use when providing push-in or pull-out support?
FRAMEWORK FOR TEACHING:
SPECIAL EDUCATION / INTERVENTION REFLECTION
• Think through your math block and supports – how will you structure the 75 – 90 minutes to meet the needs of the students?
• Problem solve potential challenges with a partner.
Go Math: Framework for Teaching
Go Math: Common Questions
Expectations
Will teachers be expected to teach the lesson word for word out of the books?No. The prompts are available for teachers to use in the planning process and are optional in teaching the lesson.
Will teachers use additional outside resources to teach lessons?Go Math will be the primary resource for teaching elementary math in DMPS. If time and necessity allow – other resources may be utilized.
Will we be following lessons and chapters in sequential order? Yes. We will follow the progression of the lessons and chapters to maintain the integrity of the program. We will be taking feedback throughout the first year to evaluate the flow and order of lessons.
Go Math: Common Questions
Expectations
Will we post the Essential Questions or the I Can Statements?The Essential Question is written in student-friendly language. The I Can Statement/Lesson Objective is for teacher use. It is not required by our district that teachers post either, although it is crucial that the teacher is communicating the learning goal with the students daily. School leadership may provide specific expectations at individual sites.
What is the math journal?The math journal is tied directly to the essential question. This will not be a mandatory component in the lesson, but rather can be utilized in small groups, centers, or with the whole group.
TAKE A BREAK +COLLABORATE, PLAN,
AND EXPLORE2:45 – 3:30
GO MATH: CRITICAL SUCCESS
FACTORS
Go Math: Critical Success Factors
Critical Success Factors: Effective Implementation of Go Math
The Iowa Common Core Standards and the learner objectives listed on our district curriculum guides are our K-5 Mathematics curriculum.
• The curriculum guides clearly articulate what students need to know and be able to do during each unit of study at each grade level.
• The recently purchased Go Math is a comprehensive Mathematics program that supports the Common Core by emphasizing explicit, systematic instruction in the areas of conceptual understanding, application, and procedural skill and fluency.
• This program will be used as our primary tool to support instruction and enhance students’ mastery of the Iowa Common Core Standards.
Go Math: Critical Success Factors
Go Math: Critical Success Factors
The following elements have been identified as critical success factors for the implementation of the Go Math materials during the 2014-2015 school year. Application of these components will establish the framework upon which an effective and sustainable Mathematics program can be built.
Go Math: Critical Success Factors
Launching the Chapter
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
“Engage” Digital LessonDaily
“Explore” Lesson Daily
Hands-on Manipulatives
Guided Practice: “Explain” - Share and Show
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
“Engage” Digital LessonDaily
“Explore” Lesson Daily
Hands-on Manipulatives
Guided Practice: “Explain” - Share and Show
Quick Check: Create Groupings
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Management + Organization
Plan for differentiated instruction using Think Central Resources.
Management system for use of technology.
Organization of manipulatives
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Management + Organization
Plan for differentiated instruction using Think Central Resources.
Management system for use of technology.
Organization of manipulatives
Intervention
Tier 3
Fastt Math
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Management + Organization
Intervention
MATH ASSESSMENT PLAN
WHAT WILL PLC / DATA TEAMS LOOK LIKE IN 2014-
2015?
Elementary Math Assessment Plan
Elementary Math Assessment Plan
elementary.dmschools.org
Elementary Math Assessment Plan
Math Data Teams
elementary.dmschools.org
How might the Data Team/PLC structure look different in 2014-2015?
Having conversations around what instruction will look like at the teacher and student level.
– Focus on the use of Go Math– Engagement techniques within Go Math– Opportunities for collaborative practice using the new materials
and technology.– Use of the Show What You Know assessment to differentiate
instruction and plan for small group time.
The Purpose of Data Teams Remains the Same
Having conversations about the student data and what it means for our instructional practices.
District-Created Pre- and Post- Unit Assessments aligned to standards without materials
that support the Core.Become familiar with what works
for our kids in the Go Math materials.
Use assessments from the Go Math materials and
implement a modified Data Teams Cycle.
GOAL: Implement the Iowa Core with Common Formative Classroom Assessments to use
during the Data Teams process. Deepen the Data Teams process by using student data
around the standards to plan for instruction using the Go Math materials.
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Show What You Know Pre-Assessment Formative Assessment
Administered: Prior to beginning each chapter
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Support small group instruction through the
Data Teams process
• Identify Tier 2 and Tier 3 students
• Diagnose student needs for small group interventions based on prerequisite concepts needed for the chapter
• Identify gaps in whole group prerequisite skills – Whole group instruction will be adjusted
Elementary Math Assessment Plan
Elementary Math Data Teams
Step 1: PretestTeachers will administer the Show What You Know prerequisite assessment prior to teaching Lesson 1.1.
This assessment will diagnose student needs for small group interventions (Tier 2 and Tier 3) based on prerequisite concepts needed for the chapter.
Show What You Know will be administered on ____________.
Go Math: Framework for Teaching
Elementary Math Assessment Plan
Show What You Know Pre-Assessment Formative Assessment
Elementary Math Data Teams
Planning for Small Group Instruction
Elementary Math Data Teams
Planning for Whole Group Instruction
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Quick CheckFormative Assessment
Administered: Mid-Lesson DAILY (Explain)
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Measure student understanding of Whole
Group Instruction (Explore)
• Guidance to teacher on areas that are not attained and need to be re-taught in Small Group Instruction
• Indicator of student readiness for independent practice and problem solving
• Real time adjustment to teaching and learning
Elementary Math Data Teams
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Chapter Posttest (Recommended)
Formative / Summative Assessment
Administered: End of a chapter
Developed by: Go Math (Revised by Data Teams/PLC)
Located: Assessment Guide (Think Central)
Purpose: • Measure attainment of standards from chapter
• Give guidance to teacher to reteach, change strategies, and identify student needs before end of semester/year
• Predictor of success on standards based assessments
• Possibly used as part of a student grade
• Identify content not mastered – Daily Math Review
Elementary Math Data Teams
Planning for Daily Math Review
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Mid- and End-of-Year District Standard AssessmentDistrict Standards Based Assessment
Administered: Semesters
Developed by: Go Math (Revised by DMPS District Team)
Located: Math Website (Available in August)
Purpose: • Measure grade level attainment of standards
• Use to inform semester instructional pacing and strategies
• Possibly used as part of student grade determination • Evaluate Go Math as a system
Math Data Teams
elementary.dmschools.org
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Scholastic Math Inventory (SMI)External Interim Assessment
Administered: Fall, Winter, Spring
Developed by: Scholastic
Located: SAM
Purpose: • Monitor student progress towards Algebra
Readiness
• Show what needs to be addressed to meet student needs
• Assess Fact Fluency for FASTT Math Intervention Groups
• Assist in identifying gaps in prerequisite skills – Daily Math Review
Elementary Math Assessment Plan
How Might PLC / Data Teams Look Different?
Pretest / Posttest Data Team OPTIONAL Structure
Assess your readiness level:
• How frequent Math Data Teams meet
• Familiarity with Go Math materials in order to differentiate
• Effectiveness in analyzing data to change instruction
Elementary Math Assessment Plan
Chapter Pretest(Optional)
Common Formative Assessment
Administered: Prior to beginning a chapter
Developed by: Go Math (evaluated and revised by Data Teams/PLCs)
Located: Assessment Guide (Think Central)
Purpose: • Support whole group instruction through the data
team process
• Allows for customization of instructional content to optimize the time spent teaching specific objectives
• Guidance for teacher to utilize strategies, lengthen
lesson time, and identify student needs and abilities before teaching the chapter
Elementary Math Data Teams
Step 1: Pretest OPTIONAL
Teams will evaluate the chapter posttest before administering as a pretest. Teams may add or delete problems to fit student needs.
Pretest will be used for customization of instructional content to optimize the time spend teaching specific objectives in whole group instruction.
Pretest will be administered on ______________________.
Elementary Math Data Teams
Planning for Whole Group Instruction
Elementary Math Data Teams
Planning for Whole Group Instruction
Elementary Math Data Teams
Planning for Whole Group Instruction
How Might PLC / Data Teams Look Different?
Pretest / Posttest Data Team OPTIONAL Structure
Assess your readiness level:
• How frequent Math Data Teams meet
• Familiarity with Go Math materials in order to differentiate
• Effectiveness in analyzing data to change instruction
Math Assessment Action Plan
• Develop a plan for your school’s Math PLC structure based on your readiness level.
• Modify the data teams form to fit your structure.
• Become familiar with the “Show What You Know” pre-assessment and small group instruction resources.
• Communicate Math Assessment Plan with teachers.
COLLABORATE, PLAN, AND EXPLORE
EXIT TICKET:• I am excited about…• I have a question about…• I would like more time to…