LESSONS LEARNED ON CCSS

Dr. Dianne K. KellyAssistant Superintendent of Schools

Revere, Massachusetts

Agenda

Context

A little history

Challenges What helped us

Revere Public Schools Small (6648) urban district just north of Boston

45% Hispanic, 41% White

12% ELL, 51% FLNE

76% low income

16% SPED

81% high needs

MA DESE Actions July 2010 – CCSS adopted by MA

2011 MA Curriculum Frameworks but based on CC

Provided working drafts of our 2007 framework revisions

ESE staff on working teams developing standards

Formally submitted comments of 6 drafts

MA teachers served on external review and validation teams.

June 2010 – Mathematics Common Core Review Panel

4% additional Standards

10 K-8 additions No additions in Kindergarten, grade 3 or grade 8 One addition in grade 4, grade 5, and grade 7 Two additions in grade 1 and grade 2 Three additions in grade 6

9 high school additional standards Included in conceptual categories: Number and

Quantity, Algebra, Functions, and Geometry

Hopes

PARCC or state deliver scope and sequence (YLPs)

Continuity for our transient population

Curricula materials aligned to our standards.

Challenges Helping teachers understand the new

standards and creating new pacing guides Teacher content knowledge (upper Elem and

MS) Standards for Mathematical Practice

Helping administrators understand the standards and know what to look for during classroom visits Administrator content knowledge

Challenges

Standards for Mathematical Practice

Traditional vs. integrated courses at HS level

Content Knowledge

Curricula materials

Getting ready for PARCC

Educator Evaluation

What helped us

Math coaches, math specialists Common planning - ANet 5DP Funding and support from state/federal

gov. RTTT MSP Grant DSAC EDWIN – model units

Helping teachers understand Professional development

How to read standards Crosswalk of old standards to new Vertical looks at standards Time to break down and dissect the standards 16 hrs PD in 11-12; 10 hrs for selected

teachers 13-14 Coach follow-up

5DP work Best teachers crate YLPs Model Units

Helping teachers understand Professional development

Math coaches led this work Coaches met weekly to share notes and

collaborate 5DP met over the summer – included many

coaches (RTTT funding)

Helping administrators understand

Professional Development on what to look for during classroom observations – APs and VPs

Less work with dissecting standards but still some

Some crosswalk of old standards to new Math content PD from Curriculum Director Videos for inter-rater reliability Mostly during monthly meetings 10 hours in 11-12, 5 hours this year Required focus for evaluation where possible

Standards for Mathematical Practice

Professional Development Discussion about what each looked like in the

classroom Brainstorm activities that would enable

teachers to identify how best to assess the SMPs

Identify tasks and activities that do NOT measure student progress on SMPs

Discussed how colleagues could help us measure student achievement in these areas (science especially but also PE and Geography)

Traditional vs. integrated courses at HS level

Dual Pathways created by state

Most of our kids take the traditional Path

We offer 1 section of each integrated course (Math I, II, III) for transfer students

Courses converge after Algebra II

Teacher content knowledge

Courses offered through Lesley University Used Title II A funds All offered to participate MSP Grant (all teachers, SPED, ELL)

Mathematics Licensure Math Specialists at grades 4 and 5 SPED and ELL teachers

K-8 Math Coaches

Curricula materials

ELEM (none); Middle (Agile Mind); HS (Flipped model)

Investments in technology instead (Projectors, document cameras, iPads, Lap tops)

Many preferring to use online resources (FREE)

Plans to work with 5DP to leverage volume purchases down the road

Getting ready for PARCC

Agile Mind (Dana Center)

NWEA item bank in EDWIN

Pilots this spring

Educator Evaluation

SMART Goals menu

Rigor, Relevance

Observation focus on mathematics when possible

Summary

Professional Development is key Don’t forget to train administrators Collaborate as much as you can to

leverage experts and increase economy of efforts

Leverage the necessary resources Class time Money Best teachers

Use evaluation as a resource for data on effective implementation