Math Specialist Meeting

1. THANK YOU!!!!

    • Summer School & Math Support?**

2. Spring Assessment – All ok?

3. Our PDP
o July 2nd 8:30 – 1:30 is set
o June 27th 12 - 4? June 29th 12 - 4? June 25th / 26th 12 – 4?
o Collection of student work – connect to test feedback form?
o Review of released NYS Assessment questions?

4. Topic Test Feedback Forms
o How is this going?
o Collection Date?

5. Inventory of our stuff

6. Work with Larry Farrell
o Now
o Future?
 All Mathematical Drawings & The Modeling Cycle
 Standards for Mathematical Practices
• Related to specific lessons/units

7. ST Math Ideas
o From meeting w Ken Miller, Dan Tracey, Stacey, Beth & Ian on May 9th.
 Teachers should be the biggest dummy in the classroom. They should model how to struggle, and what to do next. Do we give up?
 We could possibly adjust the ST math curriculum to prioritize the most effective value of the program. For example, in one grade level, the “multiplication concepts” module resulted in a growth from 45% - 90% accuracy, and afterwards the “multiplication facts” module started at 85% accuracy already. Did students need this 2nd module? Maybe we could move these “less effective / necessary” modules to the end and allow them to be available for students that get through that much of the syllabus.
 We all should be aware of the student mindset when they work on something that is too easy. Will this impact their interest to keep working?
 Teachers can intentionally turn off certain modules and when ready, turn them back on. This may help put everyone on the same topic at the same time, as well as break up a student’s focus so that they could “move on” and be refreshed for a new concept.
 Ian will run a PDP to discuss creative approaches for using ST math within our classrooms.
1. You are all awesome!

2. 1st Grade Spring assessment has some open response questions and we aren't sure how and where to grade these questions. We decided to grade these by hand and to incorporate these results within the conceptual understanding category.

2. We discussed how the Kindergarten assessment doesn't allow for us to identify different performance levels within their students. We discussed lots of different options here. We have our district-wide topic and benchmark assessments that have performed well during the year, so we should plan to adjust our current spring assessments to be more like these previous assessments in length and rigor, but cumulatively for the full school year.

3. We finalized our plans for our PDP.

4. We discussed our plans for collecting and using these topic test feedback forms.

5. We discussed our work in getting a clear inventory for what is needed in the future.

6. We quickly discussed the work we recently completed as well as possible work for the future.

7. We talked about the value of the program, and how we are using it within our classes. We shared that teachers would benefit from reminders of how to use the program, how to use the student reports, creative approaches for using their class time, and encouragement for using it more often with their students.