Implementation of EnVision: Mastering State Standards

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Implementation of EnVision Mastering State
Standards Differentiating Instruction

• Grades K-2 Primary Special Day Class
• Sept. 10, 2008
• 800a.m-300p.m.
• Presented by
• Andy Stetkevich, Staff Development Specialist
• astetkevich_at_rusd.k12.ca.us
• Janet Brown, Math Coach

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AcknowledgmentsMath Committee MembersNo
Particular Order

• Diane Ackley
• David Merrell
• Andrea Armstrong
• Christina Colis
• Martha Cabrera-Toscano
• Jeralee Smith
• Pam Kehler
• Christina Miller
• Dawn Smith
• Andy Stetkevich

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Learning Objective

• Participants will analyze the EnVision Math
  Program to determine how to teach state standards
  and differentiate instruction by completing a
  sample lesson plan.

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Goals for Special Education SDC Programs

• Provide access to mastery of state math
  standards.
• Prepare students for success on CMA/CST.
• Prepare students to leave K-6 ready to handle 7th
  grade mathematics.
• Monitor student math progress using data,
  including benchmark assessments.
• Teach consistent representation (including use of
  visual tools) across the grade levels (K-6).
• Use differentiated strategies to master state
  standards in a multi-ability special education
  class.
• Articulate with colleagues on student performance
  and teaching strategies.

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Rationale for Initial Implementation

• Learn the program.
• Focus on ramping up with one grade level to move
  from initial instruction at grade level versus at
  instructional level.
• Prioritize instruction to teach key grade level
  standards.
• Focus on key conceptual tools across grade levels
  to hit high ticket standards.
• Train and plan as an SDC group in the area of
  differentiated instruction within EnVision.
• Participate in site PLC group with one grade
  level.

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Key Conceptual Understandings (K-6)

• Understanding of a number line for various math
  concepts.
• Understanding proportional thinking across
  strands.
• Understanding of fractions.
• Understanding of bar models

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Analyze the CMA Math Blueprints

• Review the Blueprints for Grade 2 CST.
• Highlight highly emphasized items on CST with an
  elbow partner who teaches your grade level.
• Debrief as a group with outcomes.

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Review Revised Continuum of Essential Math
Standards

• Note Citations
• CMA Assessed Items
• EnVision Lessons
• Overarching Standards-Only a global view. They
  are not specific in concept, skill development,
  and lesson planning.
• Purpose of this document-Primary reference tool
  and first step for planning.
• What to prioritize in instruction
• Goal Writing for IEP
• Key State Standards at a Glance

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Conceptual Focus Across the Grade Levels with
Examples

• Use of a number line to teach a variety of
  standards and skills
• Use of proportional thinking.
• Understanding of fractions, ratios, decimals, and
  percents.
• Understanding of bar graphs.

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Differentiation in General

• Begin with grade level standard.
• Differentiate for foundational standards.
• Extend for higher grade levels.
• Introduce correlating standards across grade
  levels.
• Access the various tools in EnVision to support
  differentiation.

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Sample Instruction of Differentiated Standard

• Presentation by Janet Brown, Math Coach, RUSD
• Scaffolding
• Extending
• Spiraling back

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Frequently Asked Questions

• Where do I start?
• Begin with the grade level you have been asked to
  teach in the SDC guidelines. If a topic is
  correlated to the higher grade level, you may
  select the topic opener from that grade level.
• Why cant I just continue to work at
  instructional level solely?
• The law requires that students have access to
  grade level standards. As an initial ramp up to
  this and after months of weighing the options,
  the math committee decided the most reasonable
  way to address this in a multi-ability classroom
  was to work primarily with one grade level.
  Students also would not be able to participate in
  the CMA without addressing grade level standards.
  This is far more doable beginning with a grade
  level below.

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Frequently Asked Questions

• How in the heck do I keep up with the pacing
  guide?
• This is one of the greatest challenges. However,
  as you move through topics the skills spiral back
  frequently. The pacing will also allow your to
  participate in your grade level PLC meetings.
• Your benchmarks will be modified to the CMA
  format.
• Teach only those lessons that will help students
  master key standards.
• You also want to teach conceptually. You will
  not be able to spend unlimited time until you
  have complete mastery on some concepts. The
  program spiral back. Conceptual understanding
  trumps focus only on computational skills

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Frequently Asked Questions

• Where do I start in planning what to teach?
• Begin with key standards at the grade level you
  are teaching as outlined in Essential Standards
  Continuum and high ticket items on the CMA/CST.
• Look at the precursor standards on this document.
• Begin with the topic opener and interactive
  problem solving. Use this to diagnose strengths
  and gaps. Remember, kids might output
  understanding in different ways as indicated in
  EnVision (i.e. intervention group)
• Set up flex or whole group based on kids gaps.
• Select key lessons that support mastery of the
  skill with grade level as a starting point and
  spiraling back as needed. Use your looking back
  and looking ahead based on student need for
  conceptually understanding
• You can also locate the standard you are
  addressing from the Essential Standards document
  and locate the key lessons online.

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Frequently Asked Questions

• If kids are working at differently conceptually
  levels, how can I practically differentiate the
  skills to be learned
• Images
• Smaller numbers
• Patterns
• Relationships
• Smaller parts
• Models/chart
• Concrete connections

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Frequently Asked Questions

• How can I expect my students to do to grade
  level work?
• Teaching conceptually allows students to master
  concepts.
• Dont think solely procedurally.
• Even if they dont get the traditional problem at
  grade level, you are still building the
  conceptually understanding to help build success
  in 7th grade and beyond.
• They may never memorize their multiplication
  facts, but they can learn concepts such as
  proportionality.

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Planning Time

• Work with a colleague and plan an upcoming
  differentiated lesson.
• Include interactive problem solving piece,
  introduction of grade level standards, and
  differentiation for lower functioning and higher
  functioning students.

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Lesson Plan Considerations

• Key Standards from the grade level you are
  teaching (Continuum of Essential Standards)-Look
  at CMA/CST assessment items.
• Learning Objective
• Interactive Problem Solving-Output by students.
• Math Language Instruction
• Games to use?
• Peeling off groups by instructional need-Locating
  supporting lessons.
• Minutes for instruction-time considerations
• Infusing one of the 4 conceptual understandings
  (i.e. number line, proportional thinking, etc
• Checks for understanding

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Writing Standards-Based Math Goals

• Use your continuum to develop grade level goals
  as required by State STAR Assessment Program.
• Develop a goal on one student and share with a
  partner.
• Under what conditions
• Verb-Blooms Taxonomy
• Content
• Criteria
• Evidence of learning