HIGHLAND 2017-2018 MATHEMATICS LEARNING PROGRESSION Instructional Focus: Students need objective based lessons and daily opportunities for checks for understanding. Students need small group differentiated instruction in reading and math. Person Resources Needed Monitoring Tools Data Points Monitoring Date Responsible Anticipated/Actual Results Action Steps (Percentage or # of Outcome/Timeline* Participants) -Teachers will be able to MCC Standards for Mathematical Practice Exit Card Ongoing at weekly Level: 2 examine and identify key SDT Training Materials planning meetings 90% of teachers will be able components of small group Team Leaders and data review to identify key components a differentiated math instruction sessions of small group differentiated that incorporates the math instruction that mathematical practices. incorporates the mathematical practices. -Teachers will be able to plan MCC Classroom Discussions Using Math Talk Daily Ongoing at weekly Level: 1 and implement academic SDT planning meetings 90% of Teachers will be conversation strategies to teach Team Leaders 5 Practices for Orchestrating Productive Formal/Informal Observations and data review able to plan and implement students how to question, ESOL Teachers Mathematics Discussions sessions academic conversation converse and defend ideas in WIDA Standards strategies to teach students b order to build a deeper Standards for Mathematical Practice how to question, converse understanding of mathematical Training Materials and defend ideas in order to concepts. C2.0 Indicators build a deeper understanding of mathematical concepts. Pre-K-5 teachers will be able to MCC C2.0 Indicators and SLTs Monthly checks of collaborative Quarterly Level: 3 plan small group differentiated SDT planning documents Grade level 90% of teachers plan small math instruction that Title I Instructional Walkthrough Data planning days group differentiated math c incorporates the mathematical Specialist instruction that incorporates practices. Ongoing Weekly the mathematical practices. -Teachers will be able to write MCC Curriculum 2.0 MCPS Progress Checks Quarterly Level: 4 language objectives in order to SDT Curriculum Study/Planning Discussions EMAT Grade level 90% of teachers will be able plan daily opportunities for Math Teachers Manipulatives Common Math Formatives planning days to assist students in students to express their Special Education, Writing Tools Walkthrough Data expressing their mathematical thinking in writing. ESOL & Resource Anchor/Model Weekly mathematical ideas by Teachers Papers Ongoing d writing to clearly explain WIDA Standards their thinking. 5 Practices for Orchestrating Productive Mathematics Discussions
HIGHLAND 2017-2018 MATHEMATICS LEARNING PROGRESSION Instructional Focus: Students need objective based lessons and daily opportunities for checks for understanding. Students need small group differentiated instruction in reading and math. Action Steps Outcome/Timeline* Person Responsible Resources Needed Monitoring Tools Data Points Monitoring Date Anticipated/Actual Results (Percentage or # of Participants) a -Teachers will be able to examine and identify key components of small group differentiated math instruction that incorporates the mathematical practices. MCC SDT Team Leaders Standards for Mathematical Practice Training Materials Exit Card Ongoing at weekly planning meetings and data review sessions Level: 2 90% of teachers will be able to identify key components of small group differentiated math instruction that incorporates the mathematical practices. b -Teachers will be able to plan and implement academic conversation strategies to teach students how to question, converse and defend ideas in order to build a deeper understanding of mathematical concepts. MCC SDT Team Leaders ESOL Teachers Classroom Discussions Using Math Talk 5 Practices for Orchestrating Productive Mathematics Discussions WIDA Standards Standards for Mathematical Practice Training Materials C2.0 Indicators Daily Formal/Informal Observations Ongoing at weekly planning meetings and data review sessions Level: 1 90% of Teachers will be able to plan and implement academic conversation strategies to teach students how to question, converse and defend ideas in order to build a deeper understanding of mathematical concepts. c Pre-K-5 teachers will be able to plan small group differentiated math instruction that incorporates the mathematical practices. MCC SDT Title I Instructional Specialist C2.0 Indicators and SLTs Monthly checks of collaborative planning documents Walkthrough Data Quarterly Grade level planning days Ongoing Weekly Level: 3 90% of teachers plan small group differentiated math instruction that incorporates the mathematical practices. d -Teachers will be able to write language objectives in order to plan daily opportunities for students to express their mathematical thinking in writing. MCC SDT Math Teachers Special Education, ESOL & Resource Teachers Curriculum 2.0 Curriculum Study/Planning Discussions Manipulatives Writing Tools Anchor/Model Papers WIDA Standards 5 Practices for Orchestrating Productive Mathematics Discussions MCPS Progress Checks EMAT Common Math Formatives Walkthrough Data Quarterly Grade level planning days Weekly Ongoing Level: 4 90% of teachers will be able to assist students in expressing their mathematical ideas by writing to clearly explain their thinking.
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