Math+Coaches

2012 - 2013 TST BOCES Math Coaches Network

This page is for providing information and resources for participants in the Math Coaches Network.

**The next session dates are:**
Thursday, May 30, 2013 - Planning session with administrators

All sessions are scheduled from 8:30 am - 3:00 pm, in room A-14, with 1 hour scheduled for lunch on your own.

Hull, Ted, Ruth Harbin Miles, and Don Balka. //The Common Core Mathematics Standards: Transforming practice through team leadership//. Thousand Oaks: Corwin Press, 2012. 

=Resources for 12.11.12=



=Resources for 09.27.12=



NYS CCLS Curriculum Materials:
[|A Story of Units: Overview] [|Grade-by-Grade Progression of Mathematical Instruction] [|Year-Long Curriculum Map PreK-5] [|The Common Core Learning Standards Aligned to "A Story of Units"]

Standards for Mathematical Practice:
[|Examples of Standards for Mathematical Practice] [|Standards of Student Practice in Mathematics Proficiency Matrix]

Rekenreks:
[|YouTube Video: Bill Davidson demonstrates the Rekenrek] [|Using the Rekenrek as a Visual Model for Strategic Reasoning in Mathematics (PDF)]

Modeling:
[|Thinking Blocks Interactive Website] [|Modeling Word Problems with Bars - Gr. 3] [|Modeling Word Problems with Bars - Gr. 4]

Math Sprints:
[|Bill Davidson's Paper on Math Sprints] [|Administration of Math Sprints] [|How to Give a Math Sprint] [|PreK-K Sprint A] [|PreK-K Sprint B] [|Grades 1-2 Sprint A] [|Grades 1-2 Sprint B] [|Grades 3-4 Sprint A] [|Grades 3-4 Sprint B] [|Grades 5-6 Sprint A] [|Grades 5-6 Sprint B]

[|Video]of Bill Davidson facilitating a fluency session with fifth grade students [|Video]of a fluency session with second grade students

Archive for 2011 - 2012 Math Coaches Network materials and information.
We will be using Riccomini and Witzel's Response to Intervention in Math ©2010 for our text based discussions.



**Resources for 06.06.12**




[|The Structure is the Standards] - Article by Phil Daro, Bill McCallum, and Jason Zimba

[|When not knowing Math can cost you $1,000] - YouTube Video

Looking Back: Where have we been?
Building PLC time Math Wiki Grade level math goals Priorities documents Math Coaches Network :) IC Conference day Progressions Tri-State rubric Shifts Fluencies PARCC Model Content Framework Student Learning Objectives Response to Intervention

We need to continue work with:
Progressions Documents Structure of math time IC workshops Embedding the Standards for Mathematical Practice Response to Intervention/ Research based interventions/Differentiation

Looking Forward: Where are we going?
Progressions Transitions and shifts in instructional design More IC workshops Utilizing more math leadership in buildings Increasing math instructional support Bridging math with other content Tasks aligned to standards CCSS aligned vocabulary/language

Considerations for 2012-2013 MCN:
Specific Research supporting CCSS Text specific to research based RtI interventions Shifting away from "answer-getting" instruction Maintain conversations between districts Maintain time for districts to plan and assess goals Include time to look at and evaluate modules/exemplars

**Resources for 04.03.12**


[|Updated Priorities Document] [|Tri-State Quality Review Rubric]



Chapter 6: Building Students' Proficiency with Whole Numbers

 * Importance of CRA (Concrete-Representational-Abstract)
 * For example, understanding that 2 + 5 means that you start with two, and add five more
 * Allowing students to begin with tangible models, move to a pictorial model, then move to the abstract algorithm
 * Student proficiency is a team effort
 * HS algebra is not succeeding, evidence points to lack of fact fluency
 * There need to be a balance between concept understanding and automaticity

Chapter 7: Fractions and Decimals

 * Be aware of alternate teaching methods
 * Just because the teachers doesn't like it, it might work for the student
 * Early intervention in the basic concept of fractions and fact fluency will ease advanced instruction
 * Importance of making the connection between fractions and decimals

Chapter 8: Teaching Problem Solving Strategically

 * There are times when explicit instruction is beneficial and necessary, especially for struggling students
 * The problem solving interventions presented are not always realistic due to limited funding
 * Programs cost money
 * Time and staff needed for Tier II and Tier II instruction

Chapter 9: The Importance of Teaching Mathematical Vocabulary

 * Students need multiple exposures to all math vocabulary in all grades
 * It is necessary to tie math vocabulary to everyday language
 * ie: ice cream **cone**
 * There needs to be consistent high expectations for use of math vocabulary at all levels
 * There is also an importance in having common vocabulary

Resources for 02.01.12




xtramath.com Rocket Math Study Island sumdog.com thinkingblocks.com Kahn Academy nlvm.usu.edu (National Library of Virtual Manipulatives)
 * Resources that some districts are currently using to support intervention: **

**Number Sense and Initial Math Skills dialogue** What are the essential components for number sense? **Importance of early intervention Number identification Understanding place value (12 vs. 21) Should we be teaching number identification in conjunction with place value? Physically count discrete objects and recording the number Matching a quantity to a numeral This seems to connect to middle level graphing, and knowing that you don’t count the line that you start on. Using a ruler Connecting counting objects to using a ruler or number line Counting groups of something when skip counting (counting by 2s, etc.) What adding and subtracting means as it relates to the number line Differentiating between symbols

What strategies have you found effective for supporting number sense? Base-ten blocks and trading games Concrete representations (CSA) Different forms (word name, expanded form, standard form) Connections to real life

How does this topic relate to the CCLS? The emphasis placed on counting and cardinality, as well as number and operations in base ten

Resources for 12.08.11




PBWorks Wiki: Unpacking the Content Standards for Math

Progressions Documents for the Common Core Math Standards Bill McCallum's Blog: Tools for the Common Core Standards Ohio Department of Education: Mathematics Common Core Standards and Model Curriculum

**Key Research Support for RtI and Mathematics (From Riccomini & Witzel "Response to Intervention in Math)**

 * Increased Instructional Time and Supports**
 * Increased instructional time as student moves through the tiers.
 * Students move up tier by inadequate progress.
 * Possible decrease in the number of identified Sp.Ed. students.


 * Small-Group Instruction**
 * < 10 students allows for low student-teacher ratios.
 * Meets individual student needs, both high and low.
 * Provides individual instruction, more opportunities for response, and increase on task behavior.


 * Explicit Methods of Instruction**
 * 6 critical features of explicit instruction:
 * 1) Daily review
 * 2) Intro.new content
 * 3) Guided practice
 * 4) Explicit feedback - teacher to student
 * 5) Independent practice
 * 6) Weekly and monthly review
 * Opportunities for __BOTH__ (not just one) student-centered and teacher-directed.
 * NMAP's recommendation should impact selection of the math program.


 * The Use of Concrete and Pictorial Representations**
 * Systematic and explicit use of the concrete (manipulatives) and pictorial representations that have positive benefits for students.
 * Systematic progression should be from concrete through pictorial to the abstract.


 * Strategies Instruction for Problem Solving**
 * Kids who struggle are not strategic.
 * Need explicit instruction around a variety of problem solving strategies - for all students.
 * General or heuristic approaches are best - students can use them in order to solve all types of problems.
 * Focus on Basic Facts and Problem Solving**
 * Critical that students can immediately recall basic facts.
 * + and - in 3rd grade
 * x and ÷ in 5th grade
 * Direct instruction of mastery of facts should occur in Tier 1 and Tier 2.
 * Students who are not able to do this are predisposed to struggle with fractions and algebra.


 * Aligning Tier 1 and Tier 2 Instruction**
 * Keys = collaboration, communication and planning.
 * Although this seems obvious, it isn't as common as hoped.


 * Screening and Progress Monitoring to Target Deficit Areas**
 * Universal Screening >> 3-4 times per year for all students. This is to identify struggling or at risk students.
 * Progress Monitoring >> To evaluate program effectiveness as measured by student growth.
 * Diagnostic Assessments >> To identify specific deficit areas for students and target instruction.