TEN COUNTY MATHEMATICS EDUCATORS ASSOCIATION Columbia Delaware Dutchess Greene Orange Putnam Rockland Sullivan Ulster Westchester 45th ANNUAL SPRING CONFERENCE
March 21, 2020 8:00 a.m. to 3:30 p.m. PEEKSKILL MIDDLE SCHOOL 212 Ringgold St. Peekskill, NY 10566 https://www.peekskillcsd.org/Domain/11
Ten County Mathematics Educators Association (TCMEA) Website: http://tencountymath.com Email: [email protected] 2019-2020 Board of Directors
President – Marianne Strayton / Clarkstown CSD Vice President – Holly Siebert / Roy C. Ketcham High School Treasurer – Joseph Perlman / Manhattanville College, Concordia College, Iona College Registration/Membership – Suzanne Libfeld /NYCMP, Lehman College Program – Maria Michelsson / LIU-Hudson, Lehman College, NYCMP, French American School of NY Program Editor – Linda Brinkman / Clarkstown Central School District Exhibitors – Stacy Rhubin / Monroe Woodbury H.S. Awards – Marc Gittleman / Pine Bush School District Gifts – K.Lee Macci AMTNYS Representative – Maria Michelsson NCTM Representative – Lynda Brennan / Suffern Central School District Director – Allison Reynolds / Rye Neck School District Director – Gina Dibble / Monticello High School Director – Michael Siuta / North Rockland High School Director – Kathy Barpoulis / White Plains Central School District Director – Marla Robbins / Mount Vernon High School Website Director – Brian Fediuk / Middletown High School
2020 Site Coordinator Dr. Anchala Sobrin, Ed.D. - Director of STEM Peekskill City School District
**If anyone is interested in joining the TCMEA Board of Directors, Please inquire at the Registration Desk.
The TCMEA Board of Directors would like to thank:
• Dr. David Mauricio - Superintendent of Schools • Mr. Daniel Callahan - Assistant Superintendent for Secondary Education • Dr. Anchala Sobrin - Director of STEM • Dr. Mary Foster - Assistant Superintendent for Elementary Education • Mr. Jamal Lewis - Principal of Peekskill Middle school • All of our Presenters for sharing their knowledge and expertise • All of our Exhibitors for introducing us to their new products • Finally, to ALL of you for attending and keeping the spirit of Mathematics Education Current and Alive in the Ten County Region CONFERENCE SCHEDULE
7:30 am – 8:30 am Registration—Main Lobby Breakfast— Cafeteria Exhibitors—1st Floor Hallways
8:30 am – 9:00 am OPENING SESSION--Auditorium Opening Remarks—Marianne Strayton, TCMEA President AMTNYS Remarks: “What’s New in NYS Math Education?” Business Meeting: Election of TCMEA Officers
9:00 am – 10:00 am Session 1: See Following Schedule
10:00 am – 10:30 am Exhibitors—1st Floor Hallways
10:30 am – 11:30 am Session 2: See Following Schedule
11:30 am – 12:00 pm Group 1: Lunch Group 2: Professional Networking and Exhibitors 12:05 am – 12:35 pm Group 1: Professional Networking and Exhibitors Group 2: Lunch
12:45 pm – 1:45 pm Session 3: See Following Schedule
1:55 pm – 2:55 pm Session 4: See Following Schedule
3:00 pm – 3:30 pm CLOSING SESSION—Auditorium
** After the closing session, all attendees should pick up their Certificate of Attendance TCMEA has been APPROVED by NYSED as a Sponsor of Continuing Teacher and Leads Education (CTLE). As a result, all attendees will be able to use their time at this conference for professional development hours. Also, please remember to fill out a conference survey. Either the paper version found in your folder - drop it off as you leave or, fill out the one found at our website: http://tencountymath.com SESSION 1 (9:00 am – 10:00 am)
#1— The 5 Practices Model: Heterogenous Math Lessons that Move All Students Forward Dr. Marianne Strayton (K-2, 3-5) TCMEA President Room Starting units using a 5-Practices/CGI approach has enriched all students' learning. We'll share how this model can integrate all learners' experiences and provide growth opportunities for each learner. See student work and experience the techniques through the eyes of a learner and a teacher.
#2— Next Generation Standards to TEACH, but not TELL the Math Rudy Neufeld (K-2, 3-5) Room This session will build understanding in topics within Whole Numbers and Fractions in 4 ways: Visually Online, 3 Part Lessons Online, Manipulatives, and Game Reinforcement. We address multidimensional approaches to build conceptual understanding in mathematics.
#3— NASA’s Solar System Scale of Discovery: Life Applications for Ratios, Fractions and Scale Barbie Buckner (K-2, 3-5, 6-8, 9-12, Teacher Education, General) Room Come create a solar system pocket scroll based on the ratios of our solar system. Explore applications of fractions, conversions and scale with hands-on, standards-aligned NASA STEM activities. Engage our universe as you apply scale to distance, time, size, and models. Apply fractions related to our solar system within the classroom and beyond.
#4— What is the Rich Content Encompassing the Rules for Divisibility? Jay L. Schiffman (3-5, 6-8, 9-12, Teacher Education, General) Room Students in the elementary grades are often furnished in isolation the rules for divisibility of an integer by selected integers such as 2, 3, 4, 6, 8, 9, 10 and 12. In this workshop, participants will understand the reasoning behind the rules. We discuss the arithmetic of remainders and divisibility properties to obtain further understanding of this central concept in the curriculum.
#5— X = DRONES Jason Zides & Sharon Forman (6-8) Room Want to introduce drones into your Middle School Math Classroom and don’t know where to start? “Fly” by to see how drones have students excited and engaged in the math lesson, while increasing their fine motor, communication, collaboration and math skills. Yes, participants will have the opportunity to fly a drone. No experience necessary!
#6— Rich Spatial Reasoning Through Paper Folding Howard A Stern (6-8, 9-12) Room Learners explore relationships between length, area and volume through a series of paper-folding activities.
#7— Cooperative Learning Strategies for Middle and High School Sarah Peterson and Minuse Thelusma (6-8, 9-12) Room Teachers will learn four cooperative learning strategies to use in their classrooms. The teachers will learn the strategies by participating in the activities themselves. The strategies encourage students to explain their thinking, build confidence and encourage cooperation.
#8— I Didn’t Know My Graphing Calculator Could Do That?!! Dana Morse (9-12) Room We will unlock the full potential of the graphing calculators in your classroom. Learn tips and tricks to increase the positive user experience with the TI technology. These tips lead to math confidence and student success!
#9— Pascal, Fermat, Euler, and the Most Beautiful Equation in Mathematics Eric Kantor (9-12) Room This session will explore the beauty of Pascal’s Triangle, Fermat's Last Theorem, and Euler's Equation.
SESSION 2 (10:30 am – 11:30 am) #10— 7 = 8 - 1 How Can Primary Students Make Sense of It?? Marianne Strayton (K-2) TCMEA President Room Equal Signs and Number Bonds are two recording notations that can be simple and complex at the same time. Come explore ways to support students in making sense of each in ways that are intuitive, "simple," and meaningful. We'll look at the various ways each are used to appreciate why they can become confusing to students and how to work through the overgeneralizations. We'll share photo number talks and games as a part of the session, as well as explore how being intentional about the context of a word problem can support or detract from connections students can make between concepts and representations.
#11— Effective use of Technology in the Mathematics Classroom Patricia Huestis & Sharon Forman (K-2, 3-5) Room The strategic use of technology in the mathematics classroom, strengthens teaching and learning. Participants will learn how to infuse technology into math lessons using the Google platform, extensions, specific apps, and websites. Technology has the potential to develop students’ understanding, spark interest and increase proficiency in mathematics. Students will be empowered and engaged as they bring new ideas to life. #12—How To Strategize Your Numeracy Routines Rosalba McFadden (K-2, 3-5) Room In the primary grades, 10-minute numeracy routines are one of the best ways to develop mathematical reasoning. Students are engaged and challenged. They also allow students to practice their communication and social skills. But with the various numeracy routines out there, how do we sort through it all? In this session, we will explore different numeracy routines and ways to organize them around your curriculum.
#13— Welcome to the World of Polyominoes: Geometric Explorations that are FUN! Dr. William Farber (K-2, 3-5) Room This hands-on presentation will feature Polyominoes, which are the shapes made by joining squares edge-to-edge. Students will work together to explore and discover the many geometric concepts using manipulative materials.
#14— The Missing “E” in STEM: The Future of Effective PBL Experiences Dr. Lorraine Howard (K-2, 3-5, 6-8, 9-12, Teacher Education, General) Room STEEM (Science, Technology Engineering, Entrepreneurship, and Mathematics) is the ecosystem that will best nurture the talent and creativity of today’s learners as problem-solvers, problem seekers and change agents. This PBL-oriented session will deepen participants’ understanding of the Entrepreneurial Systems Thinking Framework and assist in their planning and designing authentic, relevant, and complex projects for effecting local and global change.
#15— Hands-On Activities To Motivate And Engage Math Students Jon DeLise (6-8, 9-12, Teacher Education, General) Room This workshop will present a variety of hands-on activities that teachers can use to help develop math concepts. All materials are inexpensive household items that are easily obtainable. Activities can be adapted to all grade levels. Participants will have the opportunity to develop their own activity that will be applicable to their classes.
#16— First Year Flipped - Learn to FLIP Your Classroom! Brian Fediuk and John Donohue (6-8, 9-12) Room TCMEA Web Developer Learn the basics of flipping your classroom to take on a new approach to a trending classroom structure. Brian and John are two teachers that have used a flipped classroom structure for over 6 years to great success. They will share their experiences with you. SESSION 2 (10:30 am – 11:30 am) (Continued)
#17— Using TI-Nspire to Inspire Low Achieving Students Through a Regents Exam Joseph Perlman (6-8, 9-12, Teacher Education, General) TCMEA Treasurer Room Do you have struggling students in a regents class? Did you know that you can do most of the exam on the TI Nspire? Anywhere between 15 to 20 questions can be answered in the multiple choice section solely by using the TI Nspire. Students with the Nspire see great improvement on their scores. Great for all students! Participants will learn “tricks” and “hacks” to bring back to their students along with videos and a resource book.
#18— Three Computer Science Courses and a Support Network for your High School Student Jessica Guthrie, David Vona and Jim Matthews (9-12) NYSAMS President/AMTNYS Past President Room The CS Department at Siena College has a long history of supporting the teaching of computer science at the pre-college level. Currently, we are collaborating with about 20 high schools on the teaching of three different courses. The first course is Discovering Computer Science, a year-long course that students take for high school elective credit or for their third year mathematics requirement. The second is a CS concepts and Python programming class that students can take for both high school and college credit. The third is a course in software development using Java programming language. In this session you will learn about the details of these courses and the network of educators that can support you while teaching these courses at your school.
#19— Using Flow-Chart Proofs to Help Students Understand Geometry Daryl Cox (9-12) Room Many students struggle with the concepts of geometry and see proofs as the worst thing EVER! I propose using flow- charts to teach logical thinking and help students understand proofs. Then introduce two-column proofs later in the year.
#20— Activities for an Alternative Course to Algebra 2 Michael Siuta (9-12) TCMEA Board Member and TCMEA and AMTNYS Past President (9-12) Room Do you have students who are not prepared for Algebra 2? Instead of offering a 'non-Regents' version of the course, we created an alternative course which allows us to explore topics not necessarily in the A2 curriculum. Come and see some of those topics and the activities that go along with it; activities that make the class a bit more enjoyable for students. SESSION 3 (12:45 pm– 1:45 pm)
#21— Math Workshop: You CAN Do It! So Can Your Students! Kathy Bordone and Linda Lettieri (K-2, 3-5) Room Join us as we consider Math Workshop as a means of providing Access and Equity.
#22— GooseChase EDU Sharon Forman and Mimi Murphy (K-2, 3-5) Room Geared towards elementary teachers, this workshop will model the ed tech tool GooseChase EDU. Participants will engage in a technology fueled scavenger hunt to find examples of math concepts in our everyday environment.
#23— Always Play With Your Math Jordan Rappaport (K-2, 3-5) Room The ability to think and reason is an essential factor in the development of an individual’s ability to understand and apply mathematics. While students may be able to solve problems with a memorized procedure, they may not have developed the necessary skills toward building deep knowledge, understanding, and appreciation of key math concepts. They might just be good at steps or procedures.
#24— NASA Explores Humans in Space: The Mathematics Behind Space Food and Nutrition Barbie Buckner (K-2, 3-5, 6-8, 9-12, Teacher Education, General) Room Explore NASA’s Space Food using math to investigate nutritional needs for astronauts on the International Space Station. See how body type, age and exercise changes caloric needs. Investigate how food packaging and serving size relate. Come explore a menu of inquiry activities integrating math, nutrition and science as you satisfy your MATH appetite.
#25— TI STEM projects Dana Morse (3-5, 6-8, 9-12) Room Make STEM a reality in your classroom with your graphing calculators! We will create an array of colors, make music, and even a mood ring with code. Get the most out of your classroom technology.
#26— Explorations In Dynamic Problem Solving Activities Encompassing Patterns Jay L. Schiffman (3-5, 6-8, 9-12, Teacher Education, General) Room This hands-on workshop will engage participants in rich problems involving patterns selected from number and operations, sequences, algebra, geometry and discrete mathematics. The activities are amenable to students and teachers at a wide range of grade bands from elementary to pre-service instruction building on previously acquired knowledge in the spirit that good problems do not expire over time.
#27— Indirect Measurements Linda Fusco (6-8, 9-12, Teacher Education, General) Room Participants will use models to explore using hands - on tasks to calculate indirect measurements. SESSION 3 (12:45 pm – 1:45 pm) (Continued)
#28— What Is So "Routine" About Math? Sharon Ciccone and Maria Michelsson (6-8, 9-12) TCMEA Program Chair/AMTNYS Rep Room Is math really routine? Come and explore various activities that help to make students’ mathematical thinking visible and allow for teachers to pay attention to, build on, and respond to their student thinking. Mathematical routines are activities that help students develop procedural fluency, as well as reasoning and problem-solving skills, through meaningful practice. Presenters will share different types of mathematical routines that can be implemented to help all students, (such as: general ed, special ed, ELL and MLL) achieve success.
#29—Constructing a Great Math Lesson by Launching, Hinting, Justifying, and Extending with Good Problems Jim Matthews (6-8, 9-12) NYSAMS President/AMTNYS Past President Room We will start with common middle school content like factoring, integers, exponents, and linear equations and demonstrate how to construct a great lesson based on an engaging problem. Having participants develop hint cards will be a main focus of this session. We will discuss ways to launch a class with a problem which is crucial to a successful lesson and we will also consider how our problems may be extended.
#30—How to Interview for Success! Joe Perlman (General) TCMEA Treasurer Room Do you feel anxious on interviews or feel unprepared? During this session, I will share with you how to prepare for an interview which will “put you at the front of the pack”. We will discuss pre-interview preparation, what to do, say and ask during an interview, and the appropriate steps to take afterward. This applies to any district at any level! SESSION 4 (1:55 pm– 2:55 pm)
#31—The Silent Symptoms Of Math Anxiety and How To Address Them Rosalba McFadden (K-2, 3-5) Room Math anxiety is incredibly common and it is not limited to taking timed test. In this session, we'll take a look at the environmental factors that make up math anxiety, how to look for the silent symptoms and how to address them in your classroom.
#32—The Words You Use and the Math You Teach Steven Bluestone (K-2, 3-5) Room Our world is infused with math. The math we teach is infused with words. Reach more of your students more often and achieve better outcomes. Be conscious of the words you use, why you use them and the impact they have on success.
#33—Cultivating Confidence in Mathematics in K-5 Mathematics Classroom Sharon Forman and Elizabeth Blessing (K-2, 3-5) Room Participants will experience a variety of math stretches and rich mathematical discussions that will increase student, as well as teacher, confidence in the K-5 mathematics classroom. Participants will leave this session with instructional strategies to immediately use in their classrooms that increase mathematical confidence, foster a growth mindset, and a willingness to take risks.
#34—Coding Opportunities for STEAM Innovation with Math Focus Rudy Neufeld (K-2, 3-5, 6-8) Room We will provide and introduce an intuitive, simple, yet powerful coding language, Logo, designed specifically for young learners. Participants will be given free access to a robot on a screen through a link. The code and lessons for a class provide an innovative, exciting tool for learning and enriching mathematics.
#35—Math in Motion Dana Morse (3-5, 6-8, 9-12) Room Use your graphing calculator for more than just Regents exams. We will explore math concepts in depth using hands on measurement and code. You don’t have to have coding experience as this session will be for all.
#36—NASA’s FlyBy Math: Solving the World’s Largest Distance-Rate-Time Problems Barbie Buckner (3-5, 6-8, 9-12, Teacher Education) Room Engage with NASA Aeronautics to solve the world's largest DRT problem. Learn about the FlyBy Math simulator to conduct experiments, analyze & solve traditional DRT problems. Learn about NASA's FREE Sector 33 App that extends this activity to a mobile device. Walk away with additional resources including worksheets, assessments & educational guides.
#37—Taking a Closer Look at Math Anxiety Peter Arvanites (6-8, 9-12) Room Research on math anxiety began in the 1950's at a rudimentary level, but has become more sophisticated over the years. The session will discuss how research has evolved throughout the years, leading to more effective ways for students to alleviate their math anxiety, and for teachers to encourage productive struggle and become more culturally responsive. SESSION 4 (1:55 pm– 2:55 pm) (continued)
#38—Techniques for Engaging and Encouraging Your Students as Mathematical Problem Solvers Jim Matthews (6-8, 9-12) NYSAMS President/AMTNYS Past President Room In this session we will share a great method to improve your students’ abilities to perservere when working on challenging problems and to improve their success at solving problems. The method involves the construction and implementation of hint cards. Hint cards are an important component in Japanese mathematics lessons. We will use several great problems to demonstrate this teaching method.
#39—Middle School Math Activities Tracey Finan (6-8) Room Come and explore some learning activities that will get students engaged and out of their seats. The presentation will use Desmos to build math vocabulary and introduce a simple method to and have students practice using mathematical discourse.
#40—Creating Collaborative Classrooms: Engaging Students in Meaningful Learning of Mathematics Jocelyn Dunnack (6-8, 9-12) Room Collaboration is a valuable 21st Century Skill that can lead to meaningful and lasting mathematical learning. This session will focus on strategies and structures that support and encourage students in collaborative problem solving. Besides these tools and resources, participants will also work together on rich, meaningful, discourse-worthy math tasks from middle and high school.
#41—Division, Fractions, and Rational Numbers James Carpenter (General) Room Division can be thought of in several ways: sharing, quotients and remainders, the opposite of multiplication, and more. The approach which starts with multiplication shows that the integers are not closed under division. This approach requires fractions and rational numbers. We will describe the distinction between fractions and rational numbers and explore interesting properties and subsets of rational numbers. Ten County Mathematics Educators Association Conference History
1976—John Jay High School, Wappingers Falls 1977—Hendrick Hudson High School, Montrose 1978—Newburgh Free Academy, Newburgh 1979—SUNY New Paltz, New Paltz 1980—Spring Valley High School, Spring Valley 1981—A.M. Dorner Middle School, Ossining 1982—George Fischer Middle School, Carmel 1983—Middletown High School, Middletown 1984—White Plains High School, White Plains 1985—Monroe-Woodbury High School, Monroe 1986—Spackenkill High School, Poughkeepsie 1987—H.C. Crittendon Middle School, Armonk 1988—Newburgh Free Academy, Newburgh 1989—Mahopac High School, Mahopac 1990—SUNY New Paltz, New Paltz 1991—Walter Panas High School, Cortlandt Manor 1992—Woodlands High School, Hartsdale 1993—Minisink Valley High School, Slate Hill 1994—Clarkstown South High School, West Nyack 1995—Mount Vernon High School, Mount Vernon 1996—Mount St. Mary College, Newburgh 1997—Arlington High School, Arlington 1998—Lincoln High School, Yonkers 1999—Horace Greeley High School, Chappaqua 2000—Arlington High School, Arlington 2001—Monroe-Woodbury High School, Monroe 2002—Minisink Valley High School, Slate Hill 2003—North Salem High School, North Salem 2004—H.C. Crittendon Middle School, Armonk 2005—North Rockland High School, Thiells 2006—Cornwall High School, Cornwall 2007—Putnam Valley High School, Putnam Valley 2008—John Jay High School, Cross River 2009—Middletown High School, Middletown 2010—Beacon High School, Beacon 2011—Rye Neck High School, Rye Neck 2012—Tappan Zee High School, Orangeburg 2013—Middletown High School, Middletown 2014—Ossining High School, Ossining 2015—North Rockland High School, Thiells 2016—Marlboro High School, Marlboro 2017—Felix V. Festa Middle School, West Nyack 2018—Saunders Trades and Technical High School, Yonkers 2019—Walter Panas High School, Yorktown 2020—Peekskill Middle School, Peekskill 2021—YOUR SCHOOL If you are interested in hosting this event in the future, please speak to someone at the registration desk Upcoming Conferences • National Council of Teachers of Mathematics (NCTM)
Centennial Annual Meeting & Exposition April 1– 4, 2020 Chicago, Illinois
NCTM Annual Meeting & Exposition October 21-24, 2020 St. Louis, Missouri
Regional Conferences November 11-13, 2020 Tampa, Florida
• Association of Mathematics Teachers of New York State (AMTNYS) New Cubed Summer Conference June 28 - July 1, 2020 Siena College Loudonville, New York
70th Annual Fall Conference November 6 -7, 2020 Syracuse, New York
STEM Summer Institute July 26 - July 28, 2020 Alfred State College Alfred, New York
• New York State Association of Mathematics Supervisors (NYSAMS) Hall of Fame and Leadership Summit November 5, 2020 Syracuse, New York
• Ten County Mathematics Educators Association (TCMEA) 46th Annual Conference March ?, 2021 Site: (TBD) The Ten County Mathematics Educators Association Would Like To Thank the Following Exhibitors For Attending Today’s Conference - CMP Education Program
Epistem Interactive, Inc. I Know It JD’s Regents Preparation, LLC Jem Games, LLC Math Right Now Enterprises Inc. Pearson Texas Instruments Understanding Math Women and Mathematics Education NOTES
Eight Standards for Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure
NCTM: Principles, Standards, and Expectations
The Principles for school mathematics provide guidance in making these decisions. The six Principles address overarching themes:
๏ Equity: Excellence in mathematics education requires equity—high expectations and strong support for all students. ๏ Curriculum: A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades ๏ Teaching: Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. ๏ Learning: Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. ๏ Assessment: Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. ๏ Technology: Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.
The Standards for school mathematics describe the mathematical understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12. Each Standard consists of two to four specific goals that apply across all the grades. The five Content Standards each encompass specific expectations, organized by grade bands:
The five Process Standards are described through examples that demonstrate what each standard looks like and what the teacher's role is in achieving it:
https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/ Principles,-Standards,-and-Expectations/ Standards Crosswalk Documents
In 2015, New York State (NYS) began a process of review and revision of the New York State P-12 Common Core Learning Standards for Mathematics, adopted in January 2011. Through numerous phases of public comment, virtual and face-to-face meetings with committees consisting of NYS educators (including Special Education, Bilingual Education and English as a New Language teachers), parents, curriculum specialists, school administrators, college professors, and experts in cognitive research, the New York State Next Generation Mathematics Learning Standards (2017) were developed. These standards reflect the collaborative efforts and expertise of all constituents involved and were adopted by the Board of Regents in September 2017.
Learning standards are defined as the knowledge, skills and understanding that individuals can habitually demonstrate over time because of instruction and learning experiences. The mathematics standards, collectively, need to be focused and cohesive—designed to support student access to the knowledge and understanding of the mathematical concepts that are necessary to function in a world very dependent upon the application of mathematics, while providing educators the opportunity to devise innovative programs and curricula to support this endeavor. As with any set of standards, they need to be rigorous; they need to demand a balance of conceptual understanding, procedural fluency and application, as well as represent a significant level of achievement in mathematics that will enable students to successfully transition to post-secondary education and the workforce.
In this regard, The New York State Next Generation Mathematics Learning Standards (2017) reflect revisions, additions, vertical movement, and clarifications to the NYS CCLS for Mathematics. Significant changes/modifications can be found at:
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys- next-generation-mathematics-crosswalk-intro.pdf Next Generation Learning Standards Roadmap and Implementation Timeline
http://www.nysed.gov/curriculum-instruction/next-generation-learning- standards-and-assessment-implementation-timeline
The Next Generation Learning Standards in Mathematics Document can be found at: http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics- p-12-standards.pdf
A glossary of verbs for the Next Generation Mathematics Learning Standards can be found at:
Glossary of Verbs Associated with the Next Generation Mathematics Learning Standards
SCAFFOLDING GUIDES
Scaffolding Guides for Supporting All Students: Resource Guides for Scaffolding Instruction of English Language Arts and Mathematics, upcoming release of grades 6-8
http://www.nysed.gov/curriculum-instruction/supporting-all-students- resource-guides-scaffolding-instruction-english Testing Information NYSED: Board of Regents - Mathematics Committee Highlights
The New York State Next Generation Mathematics Learning Standards (2017) reflect the revisions, additions, vertical movements, and clarifications to the current mathematics standards. The Standards are defined as the knowledge, skills and understanding that individuals can and do habitually demonstrate over time because of instruction and learning experiences.
Graduation Information
Information regarding the graduation measures review process and the upcoming regional meetings are outlined in detail on the new Graduation Measures website. The “contact us” page contains the address for public comments as well as a link to subscribe to the listserv.
http://www.nysed.gov/grad-measures
Other NYSED News
Unfortunately no representative from SED was able to join us this year. However, if you have questions, place them in the box at the registration table (Pick up the form by the box near registration) We will send your questions to the NYS Education Department, and then forward the answers to you.