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| Modeling and Reasoning - Securely Held Knowledge

| Modeling and Reasoning-On Grade Level

| N.RN.3The Real Number System

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| 6.G  Solve real-world and mathematical problems involving area, surface area, and volume

| 6.SP.A Develop understanding of statistical variability.

| 6.SP.B  Summarize and describe distributions

| Modeling and Reasoning-On Grade Level

| Modeling and Reasoning-Securely Held Knowledge

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Calibration - content teachers and admin need to calibrate together so everyone has the same understanding of what the indicator looks like in a math classroom.

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Calibration - content teachers and admin need to calibrate together so everyone has the same understanding of what the indicator looks like in a math classroom.

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Look for in the math class aligned to each indicators

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Look for in the math class aligned to each indicators

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the focus seems to be on GROUPING but how much of the differentiation topic, outside of using rich tasks and facilitating discourse, should we tackle? differentiation has been a topic for YEARS.

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Indicators: 1,3,4,6,8,9

3 - We need training on the collaborative use of technology when it is appropriate.

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#9 aligns to the SMPs - Make sense of problems and persevere in solving them

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#9 aligns to the SMPs - Make sense of problems and persevere in solving them

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I feel the above three are all linked.
Many teachers are still very resource-centered...they feel they can't differentiate because the materials don't allow it.  They feel they can't change the rigor of what they teach because EngageNY is fixed.  They feel the questions they ask are pre-written, and that they don't have control over that.
PROPOSAL: We should support our teachers in becoming authors of what they teach, based on standards. We should support teachers in designing learning experiences based on rich tasks that follow a learning plan, rather than just following the lesson sequence of Engage NY.

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1. Pose purposeful questions and facilitate meaningful math discouIC Maps align with #12
2. Flexible/differentiated groups is an area that needs clarification for secondary teachers
3. IC Maps #2, 7 and 8  align with #9

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what % is reasonable

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PD for teachers--how well do they know how these indicators look like in their classrooms?

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06 Modifying lessons for differentiated learning.
11 PD on teaching students to communicate their understanding of the content and SMP.
SMP-PD using examples on how to teach SMPs.

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Brian N  - I worked with a couple schools on LWT #12 (e.g. Webb's DOK). I tied it back to our Q1 or Q2 Pose purposeful questions

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Brian N  - I worked with a couple schools on LWT #12 (e.g. Webb's DOK). I tied it back to our Q1 or Q2 Pose purposeful questions

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Indicators 5, 7, 9 looking at active student engagement.
Indicators 2, 8 looking at CCR implementation.

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Indicator focus: 1,3,4,6,8,9

3-We need to work on proper use of Technology without a worry about a check on the LWT... We don't adjust teaching to meet that. We adjust teaching to meet the appropriate needs of our students.

6-We need work on differentiation techniques to reach all students.  We need tweaks and good techniques to begin with so that it is attainable.

9-We need to practice HOT questions. Writing and executing. This is a natural next step for differentiation.

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EU East, West and South LWT indicators focus

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EU East, West and South LWT indicators focus

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#5-7, 9 and 12

EU South - 10 min Walk-Throughs