MATHEMATICS DEPARTMENT UPDATE

Trina Moschella
Supervisor of Mathematics and Science May 8, 2019

Presentation Overview

Three (3) Year PARCC Trend Analysis Mathematics Department Accomplishments On-going Departmental Challenges
Five-Year Vision for Improving Instruction and Student Outcomes Necessary Support Structure and Funding of the Math Department Vision Q & A

Mathematics PARCC Trend Analysis

Students who Met or Exceeded Expectations PARCC Levels 4 or 5
60

P e r c e n t a g
e

50	48

42	42 40
34

30

20

50	52.1

40.8	41

36

10

0

GRADE 4	GRADE 8	ALGEBRA I

2016	2017	2018	Grade Level

Mathematics PARCC Trend Analysis

Teaneck vs. State 2018 PARCC Levels 4 & 5

60

50	48	49.4 P
e	40 r

c

e	30 n
t
a	20

g

e	10

52.1

45.8 40.8

28.2

0

GRADE 4	GRADE 8	ALGEBRA I

Teaneck	State	Course

What Has Been Accomplished K-12?

Instructional focus on differentiation strategies and student-centered learning

On-going analysis of student data and curriculum/pacing adjustments

Focus on student performance expectations and common language

Strategic integration of technology

Transition from CCSS 2010 to NJSLS 2016

Fusion of 21st Century Skills and Standards for Mathematical Practice

What Has Been Accomplished K-12?

• •
• High School	•

Algebra I everyday
On-going development of tiered lessons Intentional technology integration
Hiring of talented, creative and technologically savvy new math teachers

Middle School

Elementary

School

• Flexible grouping strategies and student-centered learning • NWEA “Mappers” linked to Khan Academy
• MobyMax personalized learning paths

• Implementation of Go Math NJSLS Edition K-5
• Go Math Personal Trainer - adaptive software with personalized learning paths

NWEA MAP data is used to inform instruction and implement differentiated instructional strategies.

Evidenced-based, continual assessment

Flexible grouping strategies

Customized Math Instruction

Knowledge of students learning styles and individual preferences

Learning Continuum

Diagnostic Assessment and

Data Progress Reports

Math Workshop Model

Individualized Learning Path

Teacher Led Small Group Instruction

21st Century Skills Integration

Teachers:	Students:

Design questions to promote student thinking
and understanding in order to foster student awareness of mathematical thinking

Provide opportunities for students to listen to or read the conclusions/arguments of others

MP3: Construct viable arguments and critique the reasoning of others

Analyze and evaluate evidence, arguments, claims and beliefs; Build logical progression of statements

Emphasize the importance of mathematical vocabulary and model precise communication

Provide opportunities for student to use
mathematical vocabulary and model and communicate their mathematical thinking with precision

Provide time for application and discussion of properties

Clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others

Recognize and use counter examples

Translate given information to create mathematical representation and represent mathematical thinking symbolically

Create a coherent representation of the problem at hand

Justify conclusions, communicate clearly to others and respond to the arguments of others

On-Going Challenges in Mathematics

Inequity in student support services METs vs. LETs
Different coaching models at each school

Scheduling

Elementary number of instructional minutes

High School “block” schedule not conducive to math instruction

Turnover in MS staff

Time for professional learning

Supervisor of Mathematics and Science

Five-Year Vision

Job Embedded Professional Learning

Coaching Model

District Assessments

K-12 Formative Assessment

New Instructional Resources

Grades 6-8

Expand HS Course Offerings

Collegiate Math

Algebra II	Financial Algebra

Peer Observation

K-5 Summative Assessments

Update

Algebra I and Geometry

Intro to Statistics and Calculus Honors

The Equation for Improving Student Achievement

Balanced Coaching Model

Math coaches will:

Hold curriculum meetings to review unit goals and provide pacing guidance

Model instructional strategies and turn-key professional learning sessions

Analyze student data and provide direction on instructional moves

Provide targeted intervention to struggling students

Student Success

Necessary Support & Funding to Actualize the Vision

3 additional Math Coaches are needed (total of 6 district-wide with 2 in each elementary school)

Funds for PD on content-specific pedagogy, as well as time to train coaches who will turn-key model these instructional practices with teachers

Collaboration with and the support of principals Implementation of the Balanced Coaching Model
 Scheduling and the minutes of instruction per subject area

 “Creative” coverage for lesson modeling, unit preview/debrief meetings and peer-observation

Instructional resource funding for Grades 6-8 and Algebra II; updates forAlgebra I and Geometry

Funds for resource acquisition and curriculum development of new senior level courses