DO21 Task 2 (4)

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Western Governors University, Washington *

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D221

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Mathematics

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Jan 9, 2024

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Eric Davis Educational Leadership: Western Governors University D021: Leadership of Curriculum Design and Instruction Task 2 Gregory Thomas 6/21/23 A. CURRICULUM MAP ALIGNMENT The curriculum map is well-aligned with the Illinois Common Core State Standards, but there is a need to address standards 4.NBT.A.3 and 4.NBT.B.4. It appears neither of those standards are taught, and in fourth grade, students need to have a strong foundation in math fact fluency and place value. Math fact fluency means quickly and accurately recalling basic math operations like addition, subtraction, multiplication, and division. This skill is important because it helps students tackle more complex math concepts in the future, like algebra and calculus. Research finds that fluency in these facts is linked with progress in later grades; multiplication, mainly, is linked to success with fractions, a common tripping point for many young students (Sawchuk,2023). Place value is another critical concept students should understand. It refers to the idea that each digit in a number represents a different value based on its position. Knowing place value helps students understand how numbers work and how to manipulate them. With a strong

understanding of place value, students can handle more advanced concepts like decimals and fractions. Place value is a phenomenon that has ominous implications for developing number sense and meaning and for using alternative algorithms and alternative representations within whole number arithmetic (Cawley et al., 2007). In summary, the curriculum map is aligned with the Illinois Common Core State Standards. However, there is a need to focus on math fact fluency and place value, specifically in standards 4.NBT.A.3 and 4.NBT.B.4. In fourth grade, math fact fluency is essential because it helps students tackle more complex math concepts in the future. Research also links fluency in basic math operations to progress in later grades. Understanding place value is also critical for students as it helps them manipulate numbers and comprehend more advanced concepts like decimals and fractions. A2. Student Performance Data Based on the student performance data in the attached "Curriculum Map," West Oak Cove Elementary School needs help to meet the Illinois 4th-grade standards in several domains. In particular, the school performs below the district and state averages in Operations and Algebraic Thinking, Number and Operations in Base Ten, and Measurement & Data. These domains are critical to a student's mathematical development, and it is important to address these areas of weakness to ensure that students are prepared for future academic success.

Regarding the specific Illinois 4th grade standards, the data indicates that West Oak Cove Elementary School needs help with several specific standards within each domain. For example, in the Operations and Algebraic Thinking domain, the school needs to improve on standard 4.OA.3, which focuses on solving multi-step word problems involving addition, subtraction, multiplication, and division. In the domain of Numbers and Operations in Base Ten, the school needs help with standard 4.NBT.4, which involves rounding whole numbers to any place value. In the domain of Measurement & Data, the school needs help with standard 4.MD.2, which focuses on using measurement tools to collect and record data. In conclusion, the student performance data suggests that West Oak Cove Elementary School needs to improve its performance in several critical Illinois 4th-grade standards domains. The school can ensure that all students are prepared for future academic success by addressing these areas of weakness. A3. Recommended Modifications West Cove Elementary School could conduct professional development for teachers at the beginning of each year that continues throughout the year to unpack the standards and establish best practices for teaching each standard. This process enables the third, fourth, and fifth-grade teachers to align vertically after unpacking the standards. Reviewing the standards together at the beginning of the year and continually reviewing them gives fourth-grade teachers a greater chance to increase the lowest tested standards by profoundly understanding what the standard asks students to know.

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The curriculum map requires modifications to address missing standards, allocate sufficient time for each standard, connect concepts through spiraling, and refine the map for accuracy and efficiency. To address this, I recommend beginning the school year by teaching 4.NBT.A.3 and 4.NBT.B.4 for two to three weeks, followed by the remaining standards. Shortening units 2, 4, and 5 by a week each would help achieve this. This approach ensures students are taught all assessed standards while avoiding testing them on unfamiliar concepts. Also, as mentioned in Task 1, I suggest extending daily math classes to at least 60 minutes to enhance critical thinking and problem-solving skills, with an additional 30 minutes dedicated to small group or workshop activities. This extra time would help identify gaps in learning and reinforce previously learned concepts. By reallocating time spent on each standard, the curriculum's pacing will improve for both students and teachers. Extending the math curriculum to 90 minutes (60 minutes daily and 30 for groups) will allow time to spiral the curriculum. Reintroducing and reviewing previously learned concepts - would help students retain information better. In conclusion, West Cove Elementary School could benefit from a professional development program that unpacks standards and establishes best practices for teaching them, allowing teachers to align vertically and increase student performance. Modifications such as shortening some units and beginning with specific standards could be implemented to address missing standards and refine the curriculum map for accuracy and efficiency. Extending daily math classes to 60 minutes and an additional 30 minutes for small group activities would

enhance critical thinking and problem-solving skills while identifying gaps in learning. Lastly, spiraling the curriculum by reintroducing and reviewing previously learned concepts would facilitate better retention of information. A4. Time Allocations Based on the curriculum map aligned with the Illinois Common Core State Standards, I recommend adjusting the time allocations for teaching the various standards. To ensure that students are taught all the assessed standards while avoiding testing them on unfamiliar concepts, I suggest beginning the school year with two to three weeks of teaching 4.NBT.A.3 and 4.NBT.B.4. These standards cover the concepts of rounding, addition, and subtraction of multi- digit whole numbers, which are foundational concepts for many other standards in the curriculum. In order to accommodate this adjustment in the time allocation, I propose shortening units 2, 4, and 5 by a week each. Unit 2 covers multiplication and division of whole numbers, while Unit 4 focuses on fractions. Unit 5 covers measurement and data. While these are important concepts, they can be taught more efficiently and effectively if the foundational concepts of rounding, addition, and subtraction are taught first. Prioritizing the foundational concepts first, students will better understand the underlying principles that inform many of the other standards in the curriculum. This approach will also help students avoid testing on unfamiliar concepts, which can be a source of anxiety and confusion.

By adjusting the time allocations, teachers can ensure that students have a solid foundation in key concepts while still covering all the assessed standards. I have also suggested an increase the total time for math from 45 minutes to 90 minutes. This change will allow for adjustments in the number of weeks per unit, which can be helpful throughout the school year. Extending daily math classes to at least 60 minutes with 30 minutes dedicated to small group or workshop activities can enhance critical thinking and problem- solving skills and reinforce previously learned concepts. These changes will improve the pacing of the curriculum for both students and teachers and spiral the curriculum to reintroduce and review previously learned concepts to help students retain information better. In closing, adjusting the time allocations for teaching the various standards based on the curriculum map aligned with the Illinois Common Core State Standards is recommended. Beginning the school year with two to three weeks of teaching foundational concepts of rounding, addition, and subtraction of multi-digit whole numbers will prepare students for many other standards in the curriculum and reduce anxiety and confusion. Shortening units 2, 4, and 5 by a week each is proposed to accommodate this adjustment. Also increasing the total time for math from 45 minutes to 90 (60 minutes for daily math and 30 minutes for workshop groups) minutes is suggested to enhance critical thinking and problem-solving skills and reinforce previously learned concepts. These changes will improve the pacing of the curriculum for both students and teachers and spiral the curriculum for better retention of information.

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B. Evaluate the attached “Curriculum Implementation Guide Excerpt” by doing the following: 1. Discuss how well the attached “Curriculum Implementation Guide Excerpt” addresses each of the following elements (NELP 4.1): a. Grade-Level Standards Alignment After reviewing the information given in the excerpt, the Curriculum Implementation Guide addresses grade-level standards alignment effectively. The guide outlines specific standards and corresponding learning objectives for the students, which are broken down into manageable units of study. It also provides examples of real-world problems to apply knowledge and suggests several assessment techniques to gauge students' understanding. The guide also emphasizes building on prior learning and connecting concepts to future learning opportunities. b. Student Performance Data The Curriculum Implementation Guide Excerpt does not directly address student performance data. It mainly focuses on the learning progression, connections to previous and future learning, overview, standards, prerequisite, advanced skills and concepts, guiding questions, and application of knowledge. It does not suggest how to collect and analyze student performance data to inform instruction. c. Equity and Cultural Relevance The Curriculum Implementation Guide Excerpt lacks an explicit focus on equity and cultural relevance. To make the curriculum more equitable and culturally relevant, it should

include diverse perspectives, cultural experiences, and relevant examples reflecting students' backgrounds and identities. It's crucial to ensure that all students have access to high-quality education that supports their academic and socio-emotional growth, regardless of their cultural, linguistic, or socioeconomic background. d . Use of Technology The Curriculum Implementation Guide Excerpt does not explicitly address the use of technology in teaching multiplication concepts to fourth-grade students. However, technology can be used to enhance learning and understanding of the ideas presented in the curriculum. For example, students can use interactive software or apps that provide visual representations and simulations of multiplication concepts, which can help them better understand the material. We use i-Ready in our school to help students close the gaps in math. According to the i-Ready website, the i-Ready Personalized Instruction uses insights from the i-Ready Diagnostic to create a personalized path of engaging online lessons. In this way, students receive instruction and practice in areas where they need the most support. Teachers can also use technology to create digital worksheets or assessments that provide immediate feedback and allow for personalized learning experiences, such as Kahoot, Quizziz, Lexia, Boomcards, Nearpod, etc. Even though the curriculum guide may not explicitly address the use of technology, educators need to leverage technology to support student learning and engagement.

In summary, the Curriculum Implementation Guide provides a comprehensive approach to aligning grade-level standards and breaking down learning objectives into manageable units of study. However, it lacks an explicit focus on equity and cultural relevance and does not provide guidance on collecting and analyzing student performance data. Despite this, technology can be leveraged to enhance student learning and engagement by delivering personalized learning experiences and immediate feedback. Therefore, educators must use technology to support student growth and ensure all students have access to high-quality education supporting their academic and socio-emotional development. 2. Recommend modifications to the attached “Curriculum Implementation Guide Excerpt,” and justify your recommendations based upon your response to part B1 (NELP 4.1). The Curriculum Implementation Guide provides a clear and detailed description of the expected student performance. It outlines the prerequisite skills and concepts students need before starting the unit and highlights the advanced skills and concepts students will develop during this unit. It also suggests guiding questions that can help students understand the material better and offers examples of applying knowledge through real-world problems. Even though overall, the Curriculum Implementation Guide is well-designed and comprehensive. One recommendation would be to enhance the guide's effectiveness further by including more hands-on activities or interactive tasks to engage students and help them apply their knowledge more meaningfully. Providing specific differentiation strategies and

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modifications for students with diverse learning needs would also be helpful. Finally, including a glossary of key terms and concepts may be beneficial to ensure that all students clearly understand the vocabulary used in the guide. A second recommendation would be to add a section that outlines how student performance data will be collected, analyzed, and used to inform instruction during the unit. This section should include specific assessments that will be used to measure student progress, such as pre and post-assessments, formative assessments, and summative assessments. It should also discuss how the data will be analyzed and used to guide instruction to meet the needs of individual students and the class. In this section, teachers can better track student progress and adjust instruction to meet the needs of their students. A third recommendation would be to add diverse perspectives, cultural experiences, and relevant examples reflecting students' backgrounds and identities. This will promote inclusivity and ensure that all students have access to high-quality education that supports their academic and socio-emotional growth, regardless of their cultural, linguistic, or socioeconomic background. The last recommendation would be about the use of technology. I suggest including interactive software or apps that provide visual representations and simulations of multiplication concepts, such as i-Ready, Kahoot, Quizziz, Lexia, Boomcards, Nearpod, etc., which can give immediate feedback and allow for personalized learning experiences.

In conclusion, while the Curriculum Implementation Guide is well-designed and comprehensive, there are several recommendations for further improvement. These include adding more hands-on and interactive activities, providing specific differentiation strategies for diverse learners, including a glossary of key terms, outlining how student performance data will be collected and analyzed, adding diverse perspectives and cultural experiences, and incorporating technology-based tools to enhance student learning and engagement. By implementing these recommendations, teachers can better support their students' academic and socio-emotional growth while promoting inclusivity and personalized learning experiences. 3. Explain each of the time allocations for key elements discussed in the attached “Curriculum Implementation Guide Excerpt.” Justify all changes you would make, based on your responses to parts B1 and B2. The attached Curriculum Implementation Guide Excerpt outlines a six to seven-week unit on Multiplication Concepts for fourth-grade students. The time allocations for key elements are not explicitly specified in the excerpt. Still, based on the content presented, the following time allocations will be used for the six to seven-week for the unit on Multiplication Concepts for fourth-grade students: 1. Building upon previous multiplication and division models (1-2 weeks): This part of the unit focuses on revisiting and expanding upon the concepts of multiplication and division that students learned in third grade. The time allocation for this section should be 1-2 weeks, depending on the level of students' prior knowledge and understanding.

2. Foundations of Multiplication (3-4 weeks): This section covers the main content of the unit, including the generalized understanding of place value, multiplication of one-digit numbers by multi-digit numbers, multiplication of two-digit numbers by two-digit numbers, and the distributive property of multiplication. Given the depth and complexity of the content, it is reasonable to allocate 3-4 weeks for this section. 3. Application of Knowledge (1 week): This section focuses on applying the concepts and procedures learned in the previous areas to real-world problems. The time allocation for this section could be one week. 4. Assessment (1 week): Assessments can be conducted throughout the unit to monitor student progress and understanding, but a dedicated week could be allocated for formal summative assessments. Justification for Changes: 1. Student Needs: If students struggle with the foundational concepts, more time could be given to that section. Alternatively, if students pick up the concepts quickly, less time could be needed. 2. Differentiated Instruction: With a wide range of abilities among the students, more time could be allocated to differentiated instruction to ensure that all students are challenged appropriately. Additional time can also be allocated for differentiated instruction and support for

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English Language Learners in Math for differentiated instruction and support for English Language Learners in Math and adding diverse perspectives and cultural experiences to promote inclusivity and broaden students' understanding of mathematical concepts. 3. Additional Resources: Adding more time allows for the implementation of additional resources such as technology or manipulatives are allocated to take advantage of these resources and enhance student learning. To close, the Curriculum Implementation Guide Excerpt outlines a six- to seven-week unit on Multiplication Concepts for fourth-grade students. The time allocations for the key elements have been proposed, keeping in mind the depth and complexity of the content. The time allocations can be adjusted based on students' needs, differentiated instruction, and the availability of additional resources. The unit's structure ensures that students build on their previous knowledge, learn foundational concepts, apply their knowledge to real-world problems, and are assessed formally. This approach will enable students to gain a generalized understanding of place value, multiplication, division models, and the distributive property of multiplication and apply this knowledge in everyday situations.

References Cawley, J., Parmar, R., Lucas-Fusco, L., Kilian, J., & Foley, T. (2007). Place Value and Mathematics for Students with Mild Disabilities: Data and Suggested Practices. Learning Disabilities: A Contemporary Journal , 5 (1), 21–39. https://files.eric.ed.gov/fulltext/EJ797668.pdf Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum Leadership: Strategies for Development and Implementation (5th ed.). SAGE Publications, Inc. (US). https://wgu.vitalsource.com/books/9781506363165 Personalized Learning in Reading and Mathematics| i-Ready . (2023). Www.curriculumassociates.com. https://www.curriculumassociates.com/programs/i- ready-learning/personalized-instruction#:~:text=i%2DReady%20Personalized %20Instruction%20uses Sawchuk, S. (2023, May 1). What Is Math “Fact Fluency,” and How Does It Develop?. Education Week . https://www.edweek.org/teaching-learning/what-is-math-fact-fluency- and-how-does-it-develop/2023/05#:~:text=Research%20finds%20that%20fluency%20in Tucker, B. (2022, April 25). Vertical Alignment is Critical for Student Success . Lab to Class. https://labtoclass.com/vertical-alignment-is-critical-for-student-success/

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DO21 Task 2 (4)

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