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Sequencing

Sequencing. Elko County School District CCSS Math Professional Development Module 5, Week C. Where are we headed? Adjustments were made based on feedback. Week C: Sequencing Part 1: Purpose of Sequencing Document More time with the Sequencing Document Exploring Resources Part 2:

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Sequencing

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  1. Sequencing Elko County School District CCSS Math Professional Development Module 5, Week C

  2. Where are we headed?Adjustments were made based on feedback. Week C: Sequencing Part 1: • Purpose of Sequencing Document • More time with the Sequencing Document • Exploring Resources Part 2: • A closer look at the Sequencing Guide Week D: Sequencing • Year-at-a-Glance Calendar

  3. Sequencing Week C, Part 1 Purpose of Sequencing Document More time with the Sequencing Document Exploring Resources

  4. Purpose: #1 A Guaranteed and Viable Curriculum has the most impact on student achievement (Marzano). What does guaranteed mean? Clarity and guidance to principals, teachers, students, and parents about the core curriculum and its essential content and skills. ECSD: Common Core State Standards What does viable mean? Articulated content and skills can be taught and learned (not rushed and covered) within timeframes available during the academic year ECSD: Dana Center Sequencing Building a Strong Foundation

  5. Purpose:#2 Putting math in a learning sequence that makes sense • Meeting the cognitive developmental needs of students • Providing a logical structure of mathematics • Knowing what standards can be taught together and when

  6. Purpose: #3 Allows coherence between topics within and across grade levels • Within the grade level • Providing common knowledge of students to demonstrate proficiency • Understanding topics are introduced, mastered, or builds on prior learning • Across grade levels • Thinking about prior learning • Understanding pre-requisite skills need to be assessed and retaught • Understanding what future learning builds on grade level topics • Providing students who demonstrate proficiency opportunities for extension • Observing how much time is invested in specific topics and how it is distributed differently among grade levels

  7. Purpose: #4 Provides continuity throughout the district. • Builds common knowledge surrounding CCSS • Provides job-embedded opportunities to better understand CCSS • Provides opportunities for collaboration between schools • Collecting resources • Share ideas for implementation

  8. Why the Dana Center Scope & Sequence? • Standards for Mathematical Content for each unit • Standards for Mathematical Practice for each unit • Smarter Balanced aligned • Reoccurring standards throughout the year • Vertical alignment between grade levels

  9. Today… Explore Resources • University of Arizona: Progression Documents for the CCSS • Arizona Common Core Standards • ECSD Math Professional Development Work on Planning Guide for Unit 1.1 • This is a working document. • It may not be completely finished. • After teaching unit, add to document during the reflection of the unit. Finished? • Focus on the next unit you will be teaching • What unit do you see coming up? • It may not be Unit 1.2. • Look through Dana Center Sequencing Guide and decide as a grade level which unit to discuss next.

  10. Tour of ResourcesUniversity of Arizona: Progression Documents for the Common Core Math Standards http://ime.math.arizona.edu/progressions/ The progression documents… • Describe the progression of a topic across a number of grade levels, informed by educational research and structure of mathematics. • Note key connections among standards. • Point out cognitive difficulties and pedagogical solutions. • Give more detail on areas of the mathematics.

  11. Tour of ResourcesArizona Common Core Standardshttp://www.azed.gov/azcommoncore/mathstandards/ • Overview of standards • Mathematical Practices-Explanations and Examples • Explanations and examples of content standards

  12. Tour of ResourcesECSD Math Professional Developmenthttp://www.ecsdnvccssmath.net/apps/links/ • Dana Center Frameworks • CCSS flipbooks • Classroom Sneak Peak • Instructional Support Tools for Achieving New Standards • Tools for the Common Core • Inside Mathematics • Mathematics Common Core Tool Box • Illuminations • Sample Scope and Sequence Documents • Smarter Balance • Illustrative Mathematics

  13. Today… Explore Resources • University of Arizona: Progression Documents for the CCSS • Arizona Common Core Standards • ECSD Math Professional Development Work on Planning Guide for Unit 1.1 • This is a working document. • It may not be completely finished. Add to it later during the reflection of the unit. Finished? • What unit will you teach next? • What unit do you see coming up? • Look through Dana Center Sequencing Guide and decide as a grade level which unit to discuss next.

  14. Sequencing Week C, Part 2 Closer Looks

  15. Tour of ResourcesCurriculum Framework Documents for Dana Centerhttp://www.utdanacenter.org/member-only-content/sorico/curriculum-framework-documents • Content to be learned • Mathematic Practices to be Integrated • Essential Questions • Common Core State Standards • Common Core State Standards of Mathematical Practice • Clarifying the standards: prior learning, current learning, and future learning

  16. Start Here! Go to www.ecsdnvccssmath.net/resources Hover on Resources Click on Website Resources Click on Data Center Curriculum Framework Document Find your grade level and click into Quarter 2

  17. Guiding Question What does Unit of Study 2.1 mean?

  18. Guiding Question Within your grade level “quarters,” find a standard that has a strikethrough. Why does that piece have a strikethrough?

  19. Guiding Question Compare and contrast the Overview section and the Written Curriculum section for one of your grade level units.

  20. Guiding Question How does the Clarifying the Standards section help you understand your grade level unit?

  21. Guiding Question Find the standards in a unit. How do they complement each other?

  22. Guiding Question Why do you think the sequencing guide focuses on the specific mathematical practices in your unit?

  23. Guiding Question How is the Additional Findings section helpful?

  24. Wrap Up: Reflection

  25. Reference Kanold, Timothy D. 2012 Common Core Mathematics in a PLC at Work: Grades K-2. Solution Tree Press. Bloomington, IN. Kanold, Timothy D. 2013 Turning Vision into Action. Available Online. tkanold@blogspot.com Marzano, R.J. 2003. What Works in Schools: Translating research into action. Alexandria, VA. Association for Supervision of Curriculum Development. Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin. June 2013. Available Online. http://www.utdanacenter.org

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