Instructional Expectations
Instructional Expectations 
Secondary math instruction is grounded in the K-12 Math Process Standards, NISD Profile of a Graduate, and Profile of an NISD Educator.

 K-12 Math Process Standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.  The student is expected to:
  • apply problem solving skills to real world situations involving mathematics;
  • use problem-solving strategies that incorporate analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
  • select tools, including manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
  • communicate, create and analyze mathematical relationships using multiple representations (i.e. symbols, diagrams, graphs, and vocabulary as appropriate);
  • display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
 

Workshop Model - this instructional model is designed to engage students in the learning.  Students are expected to think independently as they struggle to make sense of problems; collaborate, challenge, and discuss strategies and solutions with peers; and present their thinking and reasoning to the class.  Teachers facilitate learning with a "Never Say Anything a Kid Can Say" mindset. 

  •  Opening (15-20% of class time)
    • Teacher is accessing prerequisite knowledge connected to the daily learning target
    • Teacher is presenting daily learning target and new instruction to prepare students for work-time activity
    • Teacher is giving directions
  • Work-time (45-50% of class time)
    • Solo time (struggle time) is critical to give students a chance to experience cognitive struggle before collaborating with the teacher or other students
    • Partner and group time is for students to collaborate and discuss strategies for solving problems and interpreting solutions using academic vocabulary and the precise language of math
    • Teacher is monitoring student progress, asking guiding questions, and preparing students for closing presentations
  • Closing (20-25% of class time)
    • Students present to share thinking and strategies used during work-time
    • Students engage in presenter-class Q&A to extend thinking, compare strategies, clarify misconceptions of concepts
  • Wrap-up (3-5% of class time)
    • Teacher and students connect the work back to the daily learning target
    • Teacher and students clarify misconceptions connected to the daily learning target
 Journals (Evidence of Student Thinking/Work)​ - NISD math journals are structured with evidence of four main components: organization, new learning, closing, and written wrap-up or reflection. 
 
Progress Monitoring - Students are provided with standards-based self-monitoring tools for each unit.  Self-monitoring is a way for students to track their own learning progress and set goals for success in the unit and course.