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Proposal for Name of District

Title

Date

enVisionMATH Professional Development

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School Achievement Services

VPBD or PDAE Name

Title

Phone Number

Email

Executive Summary

[CUSTOMER_NAME] is looking for [ADD SPECIFIC NEEDS OF CUSTOMER HERE].

enVisionMATH® Common Core ©2012 is a math curriculum for grades K–5 that provides core instruction, as well as Tier 1 and Tier 2 intervention. To help your teachers make the most of enVisionMATH, Pearson offers an array of professional development that helps educators learn new strategies and best practices for teaching mathematics:

▪ Adopt New Instructional Strategies

○ Change classroom instruction

○ Effectively implement the Common Core or college and career competencies

○ Implement new rubrics to observe for instructional behaviors

▪ Verify Students will be College and Career Ready

○ Teach for conceptual understanding and higher order thinking

○ Integrate classroom technologies into mathematics instruction

○ Meet the content demands of the new standards

▪ Intervene with Strong Support

○ Differentiate mathematics instruction to meet individual needs

○ Teach to students’ misconceptions in addition to supporting basic skill development

○ Integrate research-proven strategies

Our professional development programs are delivered by experienced, certified educational consultants who are former educators and administrators with proven experience in K–12 education and continuing education for adults. In each training session, they will help your educators understand research-based strategies and how to apply them in the context of [CUSTOMER_NAME] goals and initiatives.

Choose from a variety of PD delivery options including: onsite, online, or blended, for a flexible solution matched to your specific needs. Also, Pearson’s job-embedded services such as coaching and modeling and small group lesson study provide an additional way to verify that best teaching practices are integrated into classroom practice.

Meet Our Mathematics Experts

Pearson works with more than 1,000 authors and researchers to bring you practical, evidence-based professional development programs and resources. Our close association with key authors and architects of the Common Core State Standards verifies that the spirit and pedagogical approach of the initiative is embodied in our educational materials, assessments, and professional development. A few of the experts we work with include:

|enVisionMATH Authors and Mathematics Experts |

|[pic] |Dr. Francis “Skip” Fennell, enVisionMATH Author |

| |L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies at McDaniel College in |

| |Maryland |

| |Past president of the Association of Mathematics Teacher Educators (AMTE) and the National Council of |

| |Teachers of Mathematics (NCTM) |

|[pic] |Dr. Randall Charles, enVisionMATH Author |

| |Professor Emeritus in the Department of Mathematics at San Jose State University–California |

| |Served on the writing team for the NCTM Curriculum Focal Points |

| |Primary research has focused on problem solving and is credited with multiple publications on the subject|

|[pic] |Dr. Janet H. Caldwell,enVisionMATH Author |

| |Teaches undergraduate and graduate mathematics courses at Rowan |

| |Past president of the Association of Mathematics Teachers of New Jersey |

| |Served as Northeastern Director for the National Council of Supervisors of Mathematics |

|[pic] |Dr. Jane F. Schielack, enVisionMATH Author |

| |Associate Dean for Assessment and Pre-K–12 Education at Texas A&M University |

| |Works with teachers and students to enhance mathematics learning in the elementary grades |

|[pic] |Dr. Juanita “Nita” Copley, enVisionMATH Author |

| |Professor Emerita from the University of Houston |

| |Worked for National Head Start in charge of their national mathematics initiative |

|[pic] |Stuart J. Murphy, enVisionMATH Author |

| |Spent his entire career working in the field of Visual Learning |

| |Champion of developing Visual Learning skills and using related strategies to help children become more |

| |successful students |

Power Your Professional Learning Path

with Pearson’s Outcomes-Focused Suite of

Professional Services

From content knowledge to pedagogical best practices, the development of college- and career-ready learners requires a paradigm shift for teachers.

Pearson’s suite of recommended professional development for enVisionMATH helps districts shift teaching and learning to align to new, more rigorous instructional practices, assessments, and expected outcomes.

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Collaborating on a Road Map for [School/DISTRICT]

[NAME], your account executive, will work with you to determine the most effective road map to meet specific [DISTRICT] training and professional needs. Initial planning will include the following:

▪ Identifying [DISTRICT] goals and objectives for improving instruction and learning

▪ Identifying the current instructional practices, which will serve as a building block for attaining [DISTRICT] goals

▪ Designing an appropriate training and professional development plan and delivery format

[District] educators participating in professional development and training from Pearson will be able to deliver research-based, content-rich, effective lessons that are based on best practices. Our experience, deep and broad-reaching support services, and highly-qualified education consultants provide best practices for an effective, efficient implementation process.

The goals of professional development for enVisionMATH are:

▪ Successful implementation of the program

▪ Fidelity of implementation in order to obtain the proven research-based results

▪ Improved teaching practice and content knowledge

▪ Professional growth resulting in long-term benefits

The following graphic illustrates a sample road map for the implementation of enVisionMATH.

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The information below can be included as needed:

enVisionMATH Recommended workshops

enVisionMATH Optional workshops

Job-Embedded Services

Identify what you want to include in the response and delete the other information.

To delete workshops from the table, highlight the row, click on the layout tab at the top of the page, in the Rows and Columns section, click the delete dropdown, click delete row.

Based on discussions with [PEARSON REPRESENTATIVE], below is a list of the workshops we recommend that will help [DISTRICT] teachers implement enVisionMATH with fidelity and put your students on the road to success in mathematics.

[pic]indicates available face-to-face [pic] indicates available online

|enVisionMATH Professional Development Recommendations |

|Name of Service |Training Options |Type of Service and |Description |

| | |Cohort Size | |

|Product Orientation to |[pic] |Varies |Introduces Teachers to the components, instructional |

|enVisionMATH | | |design, and resources of enVisionMATH. Available |

| | | |on-site, via webinar, or through |

| | | |. |

|Access to Pearson training|[pic] |Online | |

|online tutorials | |on-demand | |

|enVision Math |[pic] |6 hours |This one-day workshop helps teachers who are new to |

|Implementation Essentials |[pic] | |the enVisionMATH program focus on the mathematical |

|Plus | |Up to 30 educators |content and learn strategies for activity-based |

| | | |instruction within the elementary classroom. |

| | | |Participants solve problems, discuss mathematical |

| | | |concepts, and work together to reflect on how to teach|

| | | |and assess enVisionMATH. |

| | | |Outcomes |

| | | |By the end of this workshop, participants will be able|

| | | |to: |

| | | |Identify organization and content of the curriculum |

| | | |and supporting resources |

| | | |Demonstrate a deeper understanding of the |

| | | |instructional philosophy, mathematical content, lesson|

| | | |structure, and assessment features in enVisionMATH, |

| | | |and their alignment to new standards |

| | | |Understand how to implement and engage students in the|

| | | |enVisionMATH problem-based curriculum. |

|Focusing on the |[pic] |2 |This two-day workshop focuses on the eight |

|Mathematical Practices of | |6-hour days |mathematical practices as well as on how to use |

|the Common Core with | | |existing enVisionMATH resources to integrate the |

|enVisionMATH | |Up to 30 educators |Standards into daily instruction. It Examine the |

| | | |impact that mathematical practices have on students by|

| | | |connecting the practices to processes, proficiencies, |

| | | |and problem solving! |

| | | |Outcomes |

| | | |By the end of the two-day workshop, participants will |

| | | |be able to: |

| | | |Identify a structure for collaboration and use of the |

| | | |eight practices. |

| | | |Articulate ways to routinely promote and assess the |

| | | |math practices. |

| | | |Describe how specific mathematical practices are |

| | | |embedded in the Standards for Mathematical Content |

| | | |Identify the attributes of a rich, instructional, |

| | | |problem-based approach and how it can support access |

| | | |to the Standards for Mathematical Practice |

|enVisionMATH: |[pic] |6 hours |Explore enVisionMATH strategies that help students |

|Problem-Based Interactive |[pic] | |develop a deeper understanding of concepts through |

|Learning | |Up to 30 educators |interacting with each other and their teachers. During|

| | | |this training, participants engage in activities that |

| | | |enhance their knowledge of problem-based instruction |

| | | |as they explore how it develops conceptual |

| | | |understanding in elementary students. Participants |

| | | |walk away with effective strategies for using |

| | | |problem-based instruction to enhance student learning |

| | | |and tools to engage students in interactive learning. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Establish a plan to incorporate problem-based learning|

| | | |for developing conceptual understanding in elementary |

| | | |mathematics. |

| | | |Describe strategies to engage a range of learners |

| | | |through lesson modification and activity-based |

| | | |instruction. |

| | | |Develop an image of the classroom instructional model |

| | | |and techniques for supporting in-depth conceptual |

| | | |development. |

| | | |Address concerns about issues of systemic change, |

| | | |especially as they affect the elementary classroom |

|enVisionMATH Lesson Study |[pic] |6 hours |Participants collaborate to plan a lesson, observe the|

|(job-embedded services) | | |implementation of the lesson, and record their |

| | |up to 6 educators |observations. After the lesson, participants analyze |

| | | |the effectiveness of the lesson in meeting student |

| | | |needs and work together to plan future lessons using |

| | | |the strategies observed. This lesson study, led by a |

| | | |Pearson Educational Consultant, is designed to be |

| | | |conducted in small groups to afford reflection, |

| | | |collaboration, and deeper understanding of teaching |

| | | |and learning. |

|Using Performance Tasks |[pic] |6 hours |Explore performance-based assessments in relation to |

|Effectively in the | | |the Common Core State Standards (CCSS). Participants |

|Mathematics Classroom | |Up to 30 educators |review sample performance tasks, determine criteria |

| | | |for effective performance tasks, evaluate the use of |

| | | |performance tasks as formative assessment tools, and |

| | | |begin to explore instructional shifts and the need for|

| | | |scaffolded instruction as a result of implementation |

| | | |of performance-based assessments. |

| | | |OUTCOMES: |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Articulate the assessment shift that will come as a |

| | | |result of adopting CCSS |

| | | |Distinguish characteristics of effective performance |

| | | |tasks and performance-based assessments |

| | | |Utilize performance tasks as a formative assessment |

| | | |tool to build college and career competencies |

|enVisionMATH: Using |[pic] |6 hours |Explore the print and digital assessment components of|

|Student Assessment to | | |enVisionMATH. Participants discover embedded |

|Drive Instruction | |Up to 30 educators |strategies that allow them to know students’ needs |

| | | |through benchmark intervention, strategic |

| | | |intervention, and intensive intervention. Participants|

| | | |explore the different types of assessments used as |

| | | |well as how embedded strategies impact student |

| | | |learning. They examine student work and respond to |

| | | |work samples as they relate to students’ understanding|

| | | |of mathematical concepts. Participants become familiar|

| | | |with different strategies for authentic assessment and|

| | | |ways to differentiate instruction to meet every |

| | | |student’s needs. |

| | | |OUTCOMES |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Evaluate the different types of assessment and the |

| | | |opportunities for authentic assessment found within |

| | | |the enVisionMATH program. |

| | | |Describe how to meet individual needs through |

| | | |differentiated instruction, digital paths, and |

| | | |data-driven intervention strategies. |

| | | |Collaborate with other teachers to identify assessment|

| | | |and intervention strategies that can be used in the |

| | | |classroom immediately and set personal goals for |

| | | |further growth. |

|enVisionMATH: Inter-Rater |[pic] |2 |During this two-day training, participants learn about|

|Reliability | |6 hour sessions |the rubric in the observation tool and apply their |

| | | |understanding to rate existing video-based lessons. |

| | |up to 30 Administrators |After rating each lesson there is a discussion and |

| | |and Coaches |calibration of ratings as a means to establish |

| | | |acceptable levels of inter-rater reliability. Once |

| | | |established, participants can be confident that |

| | | |classroom observations collected with enVisionMATH® |

| | | |Common Core Observation Tool are valid and reliable. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Familiarize yourself with the rubric |

| | | |Apply understanding of the rubric to observe and rate |

| | | |existing videotaped lessons |

| | | |Calibrate observational ratings as a means of |

| | | |establishing acceptable levels of inter-rater |

| | | |reliability |

|Developing Algebraic |[pic] |3 hours |During this half-day customized training session, |

|Thinking | | |participants experience methods of integrating |

| | |educators |instructional components and strategies designed to |

| | | |build habits of mind that contribute to thinking |

| | | |algebraically. Focus is on the way enVisionMATH |

| | | |supports reasoning with numbers and measurement, |

| | | |algebraic symbols, and functions. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Develop and analyze their own understanding of algebra|

| | | |as a tool generalizing arithmetic and representing |

| | | |patterns |

| | | |Identify critical concepts related to symbolism |

| | | |(variables and equality) as necessary components for |

| | | |student success in algebra in later grades |

| | | |Enhance the instruction of concepts of numbers and |

| | | |operations understanding with algebra-related |

| | | |experiences to illustrate how learning in one domain |

| | | |supports learning in the other |

| | | |Analyze student work and identify common |

| | | |misconceptions as opportunities for learning |

| | | |Use the resources in the Teacher’s Edition more |

| | | |effectively to teach elementary mathematics and |

| | | |support later success in algebra |

|Analyzing Fraction |[pic] |3 hours |During this half-day customized training session, |

|Concepts | | |participants examine the essential understandings |

| | |educators |critical to teaching and learning fractions, engage in|

| | | |activities that build understanding and meaning of |

| | | |fractions, discover strategies for teaching fraction |

| | | |concepts to their students and explore enVisionMATH |

| | | |strategies that help students understand and learn |

| | | |these core concepts. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Demonstrate increased understanding of their own |

| | | |knowledge of fraction concepts by engaging in problem |

| | | |solving and reflection |

| | | |Use the resources in the Teacher’s Edition to teach |

| | | |fraction concepts |

| | | |Address misconceptions and difficulties students have |

| | | |when learning fraction concepts |

| | | |Implement models and visual learning techniques to |

| | | |teach fraction concepts to students for greater |

| | | |conceptual understanding |

Below is a list of optional workshops we recommend that will help [DISTRICT] teachers implement enVisionMATH with fidelity and put your students on the road to success in mathematics.

[pic]indicates available face-to-face [pic] indicates available online

|enVisionMATH Professional Development Options |

|Name of Service |Training Options |Type of Service and |Description |

| | |Cohort Size | |

|Foundational Overview of |[pic] |2 |In this workshop, participants become acquainted with |

|the Common Core State |[pic] |6 hour sessions |the frameworks that underpin the CCSSM and explore the|

|Standards for Mathematics | | |implications for their teaching and for students’ |

|(CCSSM) | |Up to 30 educators |learning. They discuss domains, concept categories, |

| | | |and learning progressions of the Standards for |

| | | |Mathematical Content. Participants also learn about |

| | | |the approach to integrating mathematical habits of |

| | | |mind required by the Standards for Mathematical |

| | | |Practice. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to do the following: |

| | | |Identify the domains and concept categories included |

| | | |in the K–12 Standards for Mathematical Content |

| | | |Identify ways to promote classroom discourse that help|

| | | |students develop mathematical proficiency |

| | | |Identify aspects of the mathematical practices that |

| | | |bring teaching closer to assessment |

| | | |Connect current practice and articulate the changes |

| | | |needed to implement CCSSM |

|Using the Common Core in a|[pic] |6 hours |Investigate how to help students master the Common |

|Standards-Based | | |Core State Standards for Mathematics (CCSSM). During |

|Mathematics Classroom | |Educators |this workshop, participants examine how to teach |

| | | |through problem solving in a standards-based classroom|

| | | |to help students make sense of mathematics. |

| | | |Participants experience the benefits of an |

| | | |instructional model that considers what students know |

| | | |and the mathematically engaging aspect of problems and|

| | | |tasks while it builds a community of learners that |

| | | |values justification for answers and methods. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to do the following: |

| | | |Articulate a structure for teaching through problem |

| | | |solving that incorporates the Standards for |

| | | |Mathematical Content and the Standards for |

| | | |Mathematical Practice |

| | | |Identify scaffolded tasks as a means for |

| | | |differentiated instruction and an entry point for all |

| | | |students |

| | | |Connect common misconceptions to the potential |

| | | |opportunities for student learning |

| | | |Identify ways to promote purposeful student struggle |

| | | |and make mathematical relationships explicit |

|enVisionMATH Effective Use|[pic] |6 hours |Use technology to empower students to learn math with |

|of the Digital Path | | |a deeper conceptual understanding. Through model |

| | |Up to 30 educators |lessons and participant reflection, teachers learn how|

| | | |to successfully blend enVisionMATH lessons using the |

| | | |print and digital components. Participants walk away |

| | | |with an understanding of the problem-based, |

| | | |interactive learning opportunities that enrich the |

| | | |print text and how to personalize learning to meet the|

| | | |needs of individual students. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Register a class successfully and understand how to |

| | | |manage students online |

| | | |Evaluate the digital tools within enVisionMATH |

| | | |SuccessNet® that are synchronized with and enhance |

| | | |each topic found within the print text |

| | | |Describe how the interactive digital tools—such as |

| | | |virtual manipulatives, games, videos, songs, and |

| | | |practice—can be used to engage learners |

| | | |Demonstrate how to use enVisionMATH lesson planning |

| | | |and test-generating software |

|enVisionMATH: Personalize |[pic] |6 hours |Identify strategies and resources to make the best |

|and Differentiate | | |instructional decisions for individual students. In |

|Instruction | |Up to 30 educators |this workshop, participants examine student work |

| | | |samples and sample data to guide them through |

| | | |data-driven decision making that they can apply to |

| | | |their students’ work and data. Participants learn how |

| | | |to implement these personalized learning plans in a |

| | | |classroom setting. |

| | | |Outcomes |

| | | |By the end of the workshop, participants will be able |

| | | |to: |

| | | |Create personalized learning plans for individual |

| | | |students using enVisionMATH materials. |

| | | |Analyze data from formal and informal assessments to |

| | | |make informed decisions and plan instruction for |

| | | |individual needs. |

| | | |Identify the profiles and individual learning needs of|

| | | |diverse students in their own unique school or |

| | | |classroom setting |

| | | |Examine embedded support for students with special |

| | | |needs and develop a plan for differentiating |

| | | |instruction using enVisionMATH resources |

EnVisionMATH Leadership Professional Development Opportunity

enVisionMATH: Inter-Rater Reliability

During this two-day training, up to 30 district administrators, school leaders and coaches learn about the rubric in the observation tool and apply their understanding to rate existing video-based lessons. After rating each lesson there is a discussion and calibration of ratings as a means to establish acceptable levels of inter-rater reliability. Once established, participants can be confident that classroom observations collected with enVisionMATH® Common Core Observation Tool are valid and reliable.

Outcomes

By the end of the workshop, participants will be able to:

▪ Familiarize yourself with the rubric.

▪ Apply understanding of the rubric to observe and rate existing videotaped lessons.

▪ Calibrate observational ratings as a means of establishing acceptable levels of inter-rater reliability.

Job Embedded Services help [School/District] Build Capacity

Pearson’s Job-Embedded Services help educators translate knowledge gained in professional development programs and resources into classroom practice. Pearson Consultants work with district educators to provide personalized coaching, small-group lesson study, and consultative services that build and sustain learning. Our services offer districts the flexibility they need to address specific needs.

[pic]

Build Capacity with Job-Embedded Services. Pearson job-embedded services offer [School/District] the felxibility to address your specific needs.

Coaching and Modeling

In this two-day session, an experienced Pearson Consultant offers intensive support for up to two individual teachers to help schools build capacity.

Day One Activities:

▪ Collaborative lesion planning

▪ Lesson modeling and teacher observation

▪ Teacher debrief

▪ Reflection on implementation

▪ Planning for the following day

Day Two Activities:

▪ Lesson delivery and consultant observation

▪ Teacher debrief

▪ Reflection on implementation

Additional instructional planning

Small Group Lesson Study

In this one-day session, a group of up to 6 participants collaborates to plan a lesson, observes the implementation of the lesson, and records their observations. After the lesson, participants analyze the effectiveness of the lesson in meeting student needs and work together to plan future lessons using the strategies observed. This lesson study, led by a Pearson Educational Consultant, is designed to be conducted in small groups to afford reflection, collaboration, and deeper understanding of teaching and learning.

Consultative Services

Consultative services offer a flexible model for schools who want to address particular instructional needs. During the course of a school day, an experienced Pearson Consultant provides expertise and support to teachers, coaches, and/or leaders. Flexible services may include observation, coaching, data analysis, lesson planning, and problem-solving as needed.

Summary

By participating in enVisionMATH professional development workshops and training, your educators will be able to deliver content-rich, effective lessons that are based on best practices. Students, in turn, will better understand the concepts taught with enVisionMATH and will demonstrate greater comprehension in mathematics concepts.

To discuss how these professional development options will work best in your [SCHOOL/DISTRICT], contact your Pearson representative, [VPBD name]. Working together, we can strengthen your students’ mathematics skills and achieve your mathematics goals.

About School Achievement Services

The School Achievement Services group of Pearson reaches students and changes lives by improving the quality of instruction in all classrooms, enabling states, districts, schools, and teachers to navigate fundamental and dramatic shifts in instructional leadership and classroom practices. We develop and deliver trusted, relevant, research-proven comprehensive school improvement services around our Schoolwide Improvement Model framework and tools as well as innovative and targeted professional development services, instructional solutions and materials, and education technologies. All of our comprehensive services are aligned with and help schools meet the Common Core State Standards. They allow educators and administrators in schools, districts, and states to empower and engage students through the methods and tools that are essential for helping them meet and sustain the highest achievement standards, no matter where they start.[pic][pic]

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School Achievement Services | 19

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