Transcript Middle School Planning Session CMP3

Middle School Planning Session
CMP3: DAY 2
Presented by Karen Cardinali
June 12, 2013
Agenda
• Share experiences since last session
• Periodic assessment and Pacing updates
• Differentiated group work
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Unit planning: Teacher’s Place
Examining updated resources:
www.pearsonschool.com/nyccmp3
www.connectedmathemactics3.com
www.mathdashboard.com/cmp3
• Whole Group share out
• Reflections/Next steps
Since last session
PA Program: Overview of Changes In SY 2013-14, there will be
significant changes to the PA program
Access to Acuity will end this summer
• New improved supports will be in place for schools A
new set of formative assessments Aligned to the core
curriculum and state scope and sequences guidance
• Schoolnet: A new more user-friendly technology
platform that includes the ability to Create, administer,
and report on formative assessment. (PD July/august)
• Incorporate other, non-centrally provided assessment
and curriculum resources
PA: Overview of Available Assessments (k-8)
Baseline Assessments:
• Literacy Assessments
• Performance Series (can be used multiple times)
• Common Core Aligned Baseline (Math only)
• School created or purchased
• ELL Periodic Assessment
Benchmark Assessments
• Common Core Aligned Benchmark (Math and ELA)
• Literacy Assessments
• School created or purchased
PA: Grades 3-8
CCLS-aligned Math Baseline assessments will continue
to be available with minor revisions over the summer
based on educator feedback.
New CCLS- aligned Benchmark assessments aligned to
Core Curriculum options and state scope and sequence
guidance:
• Math NYCDOE Core Curriculum options 3-5 Go
Math Standards Sequence
• 6-8 CMP3 Standards Sequence
• NY State Module Standards Sequence for 3-8
Scope and Sequence
www.pearsonschool.com/nyccmp3
Resources and Toolkits
New York City Scope and Sequence for CMP3
Grade 8
http://intranet.nycboe.net/Accountability/Assessment/PeriodicAssess
ments/Resources.htm
• This document contains a high level scope and sequence for the CMP3
program intended to give teachers an overview of where instructional
time will be spent across the year through use of CMP3. It provides a
suggested sequence of instruction and assessments including where
NYCDOE Periodic Assessments can be used to gauge students’
understanding of concepts and skills taught at benchmark moments
throughout the year.
Math Benchmark Assessment Overview
Scope and Sequence/Pacing
• An updated curriculum map is available on ENGAGE NY at:
http://www.engageny.org/resource/grades-6-8-mathematics-curriculum-map
Periodic Assessment Support Visit the PA Intranet Site
http://intranet.nycboe.net/Accountability/Assessment/PeriodicAssessments
or
https://portal.nycenet.edu/Accountability/Assessment/PeriodicAssessments
Central source for all selections information; sign-up links for PD; Selection Tool
links; PA Guide and worksheets; presentation materials; examples of assessment
reports; assessment blueprints
Email ([email protected]) or call (212-374-5162) with questions
Creating a Strategic Curriculum &
Assessment Plan
Part 1: Identifying and supporting key personnel
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Note the roles/responsibilities associated with effectively implementing a strategic
curriculum and assessment strategy
Identify the people in your school that will help lead the work
Identify the support they will need to do so effectively
Part 2: Planning your structures and calendar
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Consider your scope and sequence
Review the calendar of assessment offered by Periodic Assessment & consider the
information about MOSL and relevant timelines
Create your strategic curriculum and assessment plan/calendar
MOSL Overview: Local Measures Constitute 20% of the
Student Learning Measure Rating
General Options (specific options will vary based on
grade/subject)
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NYC performance assessments aligned to the Common Core (e.g., research
papers)*
3rd party assessments currently used in NYC schools
State assessments
Group measures based on school-wide growth on assessments
Default choice: School-wide growth on assessments Principals can choose the
default if either 1) they do not believe it is appropriate to implement the
Committee’s recommendation or 2) if the Committee cannot agree.
• *Where available, must be used for Grades 4-8 ELA and math teachers
For access and updates to DASH (Teacher’s
Place) go to:
http://mathdashboard.com/cmp3/
Unit Planning
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Unit Overview
Unit Topic and Length
CCLS: Content and Mathematical Practices
Big Ideas and Essential Questions
Balance of the Instructional Shift: Rigor
Content/skills
Assessments: Initial, Formative, On-Going Checks, Performance Tasks, Summative.
( Student Evidence)
• Learning Plan and Activities designed to be accessible and responsive to all
students.
• Additional Resources for students and Teachers
• School Specific additions
What aspects of CMP3 are helpful and important to access when Unit planning?
Lesson Planning
• What is the math you want students to walk away with?
• What standards are being worked on?
• Workshop model: How will the math be presented? What will students be
doing to experience the mathematics, What will be shared at the end of
the lesson to push student understanding?
• What strategies will be used? What misconceptions might students have?
• How will students be grouped and receive access to the mathematics?
• What questions will be asked throughout the lesson to move students
closer to the instructional outcomes desired?
• How will you assess student understanding?
• Homework?
Which aspects of CMP3 are helpful and important to address when lesson
planning?
Share
Next Steps
Thank you for your participation.
Have a great day!