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My take away is that high skill should be in the forefront of my thoughts while planning lessons.

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My take away is that high skill should be in the forefront of my thoughts while planning lessons.

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I noticed that low marked skills are not assessed, but I feel that number sense is the foundation to math. How do I found that balanced? 

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I noticed that low marked skills are not assessed, but I feel that number sense is the foundation to math. How do I found that balanced? 

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1.  There are some indicators that we are spending too long on and some we need to spend more time on.
2. We should be spending less time on place value, but that is built upon throughout the math book.
3. The levels will determine how long we spend on the standards.

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spending less time on low/surface level standards.

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Ah'ha: Manipulatives need to be included more on IEP accommodations

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There are 5 low level standards

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Going back to what we know......number sense is the key.

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We need to do more work with solving problems with unknowns in ALL parts of addition/subtraction.

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We need to do more work with solving problems with unknowns in ALL parts of addition/subtraction.

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I will reduce the time I spend on standards that are not high priority.

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My team will have the list of indicators out when planning to check how much time we have allotted for different standards.

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One aha is having all students use manipulatives and not giving them anything to write with so they are forced to use the manipulatives.

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One aha is having all students use manipulatives and not giving them anything to write with so they are forced to use the manipulatives.

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Standard 4.G.4 may need to be taught earlier.
Can we combine two of the standards together, for example area goes with multiplication and perimeter goes with addition.

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1. We are spending too much time on low indicators. Are they low because they assume it's already mastered?
2. Show more abstract ways to teach.
3. Having the indicators in front of me while planning

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-Ah'ha: to stop using time multiplication test to practice fluency
-My students do not need to master fractions since it is NOT a high priority standard
-Knowing what to spend more or less time on

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I want to organize the L/M/H standards to help me focus.

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1. We have no low priority standards.
2. Spend more time having the students create real world problems to represent an equation.
3. I will be intentional about the time that I spend on each standard.

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We do not have to go as in depth as we have been.

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1. Creating a real-world problem to represent a given equation is a high priority standard.

2. Place Value and counting would come first in an ideal curriculm.

3. We will spend less time going wider, but go deeper instead.

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I don't feel like I spend enough time on skip counting by 5's and 10's. This is a high priority standard and I really only tough on it during money and time. I do count money every morning during my class meeting time, but I could be spending MUCH more time on it.

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1. All of our standards are either HIGH or MEDIUM priority.
2. Since our very first standard is counting by 1s, 5s & 10s to 120, it makes more sense to teach it first instead of in topic 7.
3. I won't expect mastery for medium level standards.

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I will spend more time focusing on the higher standards that need mastered.

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1. Ah'ha - We are not spending enough time on number sense.
2. We need to spend more time focusing on number sense.  It is the foundation of a lot a work we do in class.
3. I think it will better direct our curriculum map.

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We should be giving the students a chance to take the high level standards deeper, and not go wide.
We have several medium standards that we could focus more on and several that we may focus too much on
The idea of Medium not being mastery is "ah'ha"

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1. One ah'ha is that medium standards do not require mastery.

2. Number sense should be taught at the beginning and throughout the entire year. I could pull back on computation.

3. When assessing students on medium standards, I will not expect mastery before moving on.

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I will spend more time focusing on mastery standards rather than spending equal time on everything.

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I need to spend more time on the high priorities, and less time on the medium and low priorities

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I will spend more time focusing on teaching the higher standards and transfer skills.

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Angles and measuring with a ruler aren't taught until the end of the year, yet they are high and usually just barely squeezed in before testing.

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1. We need to spend more time on number sense.
2. Allow more time for number sense.
3. I will teach more number sense.

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Not feeling pressured to follow a curriculum when it moves too fast. Focusing more of the year and time on number sense.

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Focusing more on number sense rather than memorization. 

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Focusing more on number sense rather than memorization. 

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Most textbooks have NO transfer type questions.

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Most textbooks have NO transfer type questions.

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I have been spending more time on standards that are either not a high priority or are higher grade standard.

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We are following curriculum that tells us how long to spend on each standard rather than adjusting based on priority level

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Spend more time understanding fractions before moving on to putting them on a number line.

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I need to only focus on what I'm responsible for.  I need to take topics deeper instead of taking them further.

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I need to only focus on what I'm responsible for.  I need to take topics deeper instead of taking them further.

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2D and 3D shapes are not core for kindergarten. They are only a medium priority.

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2D and 3D shapes are not core for kindergarten. They are only a medium priority.

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1. Go Deeper not wider.
2. Spend more time on skip counting to develop a deeper level there.
3. I plan to go back to doing counting collections and dedicating a part of my black to fluency.

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A-Ha: We are going into other grades' transfer standards.
Standard to Rethink: Double Digit Addition/Subtraction. I will focus more on other strategies instead of standard algorithm.
Indicators: I will use the mastery indicators to review the timeline of concepts and content of assessments.

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Too much focus on writing equations...need to do more with manipulatives FIRST.

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Too much focus on writing equations...need to do more with manipulatives FIRST.

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What's the best way to teach kids to justify or explain their thinking to solve?

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What's the best way to teach kids to justify or explain their thinking to solve?

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Some shape standards are not for mastery.

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Focus more on the high priority standards and do into the transfer level with those. Not spend as much time on the low priority standards because not all standards are created equal. The standard algorithm is not taught until fourth grade. With practicing how to transfer, hopefully that will help them gain a deeper understanding with the standards.

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1.  I am going too far, rather than deeper.
2.  After analyzing the priority levels, I will need to reevaluate the amount of time I am spending on most of the topics I cover.
3. Since I see the great value in going deeper, I must make that a top priority.

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Are we spending too much time on the low, surface level standards? How can I prioritize more on higher level standards and make sure the students are going deep with mastery and understanding for grades ahead?

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We have a lot of standards that needs to be mastered before students go onto 1st grade.

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We have a lot of standards that needs to be mastered before students go onto 1st grade.

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Does priority level change if students missed that learning in previous years and/or are missing that foundation?

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Does priority level change if students missed that learning in previous years and/or are missing that foundation?

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The mastery indicators will need to match up with our curriculum in order to teach to those indicators. Also, until new testing is used, we will have to continue to prepare for NWEA despite the mastery indicators, as it is tied to teacher performance.

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The mastery indicators will need to match up with our curriculum in order to teach to those indicators. Also, until new testing is used, we will have to continue to prepare for NWEA despite the mastery indicators, as it is tied to teacher performance.

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Spend more time teaching skip counting. Put more priority into the higher standards.

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We have a lot of high priority

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I'm trying to teach way too much!

I definitely need to adjust how I teach my addition/subtraction standards

I need to give more time to those high standards to really make sure the students reach that transfer level

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Kdg is 2/3 high priority. I won't spend as much time on the medium ones. 

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Kdg is 2/3 high priority. I won't spend as much time on the medium ones. 

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All standards are not equal, and the depth at which I need to teach them is not equal.

Not teaching the standard algorithms for addition and subtraction.

The mastery indicators will help me prioritize standards and the amount of time spent on each one.

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Allow more time for Real World problems to be solved and shared across the standards.

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1. My ah'ha is all of our standards are medium or high priority. 2. Our students needs more time for number sense. We need to make that more of a priority. 3. Working more on coin identification and adding the values more frequently since this is a high priority. 

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1. My ah'ha is all of our standards are medium or high priority. 2. Our students needs more time for number sense. We need to make that more of a priority. 3. Working more on coin identification and adding the values more frequently since this is a high priority. 

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Incorporating more missing addends to equations. This strengthen number sense. 

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Incorporating more missing addends to equations. This strengthen number sense. 

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We have a lot of High priority standards

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We have a lot of High priority standards

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Ah' ha- Standard Algorithm is a no for both addition and subtraction

Standards- Teaching of addition and subtraction away from standard algorithm

Change- Will take a deeper look at the levels and focus more attention/time to those with the high priority

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Reading and writing whole numbers is low priority, yet that's needed for almost everything else in math...

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We are spending way too much time on standards "not in our sandbox".
I need to adjust how I teach addition and subtraction - not go into the algorithms.
I need to focus more on transfer standards.

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Lumping similar standards together, (such as fractions, decimals and percents together)

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Lumping similar standards together, (such as fractions, decimals and percents together)

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The coordinate plane is a low priority.  We teach this and cover all 4 quadrants.  

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The coordinate plane is a low priority.  We teach this and cover all 4 quadrants.  

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Where can we find more opportunities for students to use 'transfer' skills?

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Where can we find more opportunities for students to use 'transfer' skills?

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I should be practicing multiplication 15 minutes a day for fluency.

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Spending too much time on coordinate graphing

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Spending too much time on coordinate graphing

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We are going way "out of our lane" when teaching concepts.

Addition and subtraction adjustments are needed - we don't need to focus on the algorithm

Spend more time on high level transfer skills and make sure daily work/assessments have transfer opportunities

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1. One ah'ha  considering mastery indicators was that all of our standards are medium and high priority.
2. Having more time for number sense needs to take a priority for our students.
3. The mastery indicators will change how I teach my grade level content in that we need to reduce the extra teaching that is done to prepare our students for NWEA.

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I should not be teaching standard algorithms for addition and subtraction.

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We may need to adjust how much time we spend on writing equations.

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We may need to adjust how much time we spend on writing equations.

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My Ah'ha moment was realizing that I should be doing problem solving three times a week for 15 minutes.

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1.  Ah'ha - spend less time on 'low' standards

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1.  Ah'ha - spend less time on 'low' standards

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Ah'ha - We are focusing on writing addition and subtraction equations when that is not our standard.

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Ah'ha - We are focusing on writing addition and subtraction equations when that is not our standard.

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Ah'ha- We are spending too much time on writing addition/subtraction problems.  

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Ah'ha- We are spending too much time on writing addition/subtraction problems.  

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We are spending too much time on medium level rather than on high

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Kindergarten is almost all high priority except mostly shapes.

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Kindergarten is almost all high priority except mostly shapes.

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Ah'ha: We do not need to focus on writing addition/subtraction equations.

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Ah'ha: We do not need to focus on writing addition/subtraction equations.

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We do not need to focus on Money.

adjust standard:  focus more on standards that lead to multiplication/division

mastery indicators change: most of our standards are high priority - just be sure to focus on those over the medium

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Not every standard has to be to mastery.

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Not every standard has to be to mastery.

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2. Division- not teaching the algorithm
3. Gives an idea of which topics to touch on and introduce and ones that we do not need to teach to mastery.

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All of our standards are not for mastery