Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

September 20, 2012

Common Board ConfigurationDate: September 20, 2012

Benchmark: Domain 1: Lesson Segment/Addressing Content

Domain2: Planning and Preparing Domain 3: Reflecting on Teaching

Bellringer (Shifting Gears): Three Step Interview

Essential Questions: How do we revolutionize the way we teach, lead, and learn for 21st century success in C²Ready mathematics classroom?

Academic Vocabulary: Focus and Coherence

Objective: Today we will define and explore the shifts of Focus and Coherence as they apply to the CCSS-M standards by developing a plan of action to build capacity at your school.

Agenda:

I DO: Define and explore the shifts for Focus and Coherence

WE DO: Discuss teacher and leadership tasks for shifts of Focus and Coherence

YOU DO: Create an plan of action for Focus and Coherence

Summarizing Activity: Reflecting on CCSS Implementation—Moving from “In Name Only” to “Culturally Embedded”

Next Steps (Homework) : Return to your school site as a change agent, share your plan of action with your leadership team, and develop next steps for building capacity in CCSS-M at your school.

Learning Goal: Learners will take this information back to their school to help others understand how to build capacity/awareness and identify what is needed to strategically plan for incorporating the CCSS-M shifts.

Lake County Schools

Vision Statement A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Curriculum & Instruction ~ Professional Development ~ Teaching & Learning

The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances We will ensure that we work with district staff and school administrators to design and

collaborate on systems that address professional learning needs related to improving student outcomes.

We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Academic Services

Academic Services

21st Century Skills Tony Wagner, The Global

Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Who’s in the Room?

I am going to ask some questions. Please stand if you fit the description. Remain standing until I ask the next question. If you fit the description remain standing. If you do not please sit down. You may stand or sit at any time depending on whether you fit the description or not.

Who in the room is responsible, in some way or another, for implementation of the Common Core State Standards?

Who in the room currently teaches students at grades K-12?

Who in the room teaches teachers or prepares future teachers?

Who in the room has been teaching for 5 or more years?

Who in the room has been teaching for 15 or more years?

Who in the room has been teaching for 25 or more years?

Academic Services

Bell Ringer: Three Step Interview

1. You will work with a partner. 2. Partners A interviews Student B3. Partners switch roles: Partner B interviews Partner A4. Interviewer listens intently. After the interviewee concludes his/her

response, the interviewer pauses for 5-7 seconds then paraphrases the interviewee’s response.

5. Round Robin: Pairs up to form groups of four. Each person, in turn shares with the team what he/she learned from the interview.

1. What CCSS implementation work have you or your school already done?

Academic Services

Interview Questions

Setting the Purpose:

• Focus & Coherence - Dr. William McCallum Lead Writer for CCSS-M

Academic Services

A Snapshot of Assessing for College and Career

Readiness…..

• Grade 6 PARCC example

Academic Services

What “shifts” occur

with the Common

Core?

Academic Services

Develop a strong foundational

knowledge and deep conceptual understanding

Able to transfer mathematical

skills and understanding across concepts

and grades.

Time and energy spent in the math

classroom is focused on critical concepts in a given

grade.

CCSS Research

FL DOE Engage:NY

Emphasizes concepts

prioritized in the standards

Narrow the scope

of content

Focus

Shift One: Focus

Academic Services

Shift One: FOCUS

Time + Depth= Focus

Academic Services

Advancements with PARCC

The assessments will focus strongly where the standards focus :

PARCC 100%70% or

more on major

clusters

20% on additional

clusters

10% on supporting

clusters

Grades 3-8

Academic Services

Academic Services

Content Emphases by Cluster – Grade 7

= Major Clusters (70%) = Additional Clusters (20%) = Supporting Clusters (10%)

Greater Focus = Greater Depth of Understanding

Because we have more time to spend

on fewer objectives…

…we can develop a greater depth of

understanding using the 8 mathematical

practices.

Academic Services

What are the Eight 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

Look for and express

regularity in repeated

reasoning

8 Standards of Mathematical

Practice

Academic Services

DQ 2 : Identifying Critical information -(focusing on the priority standards and

providing more time to teaching standards allows for a strong

foundational knowledge and a deeper conceptual understanding)

CCSS and Marzano Connection…

Academic Services

Shift 1: FOCUSStudent Task Teacher Task Administrators/ Leadership

T askSpend more time thinking with fewer concepts

Understand concepts and processes

Academic Services

Teacher Task

Ensure high leverage content and invest enough time for students to learn the concepts before moving on to the next topic

Decide what to remove from the curriculum and exactly on what to focus

Think about how concepts connect to one another

Build fluency, knowledge and understanding of how and why we perform certain math concepts

Administrators/ Leadership Task

Give teachers opportunities and time to build and deepen their knowledge

Determine the “what” and the intensity

Collaborate with math teachers to determine the content to prioritize and the content to minimize

Determine the areas of intensive focus, where to re-think and link, and where sampling will take place.

Action Plan - Focus

What is shift 1? What does it demand?

What are the implications for your

school as you implement shift #1?

What will this mean you have to change

about the practices at your school?

What challenges/obstacles will you face as your

school?

What could you remove this semester

in order to make room for these shifts?

To what extent can you identify students who lack

the deep conceptual understanding required

for the next phase of learning?

Academic Services

Connects the learning within and across grades Build new understanding onto foundations built in previous years

CCSS Research

FL DOE Engage:NY

Strong understanding of learning progressions Monitor students’ progress and intervene in a timely manner

Understand learning progressions to recognize if they are on track and monitor learning to improve their skills

What are the Eight Mathematical Practices?

Coherence

Academic Services

Shift Two: COHERENCE

Thinking + Linking=

Coherence

Academic Services

Advancements with PARCC

Multi-grade progressions in the Standards and the

Model Content Frameworks.

Integrative tasks draw on multiple standards to ensure students are making important

connections.

Academic Services

Traditional U.S. Approach

Number and Operations

Measurement And Geometry

Algebra and Functions

Statistics and

Probability

K 12

Academic Services

Common Core Approach

Academic Services

K-8 Mathematics

Content Standards

High School Mathematics

Content Standards

Coherence: Example Across Grade on

FractionsGrade 3

Develop understanding of fractions as numbers.

Grade 4 Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions.

Grade 5 Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Academic Services

CCSS and Marzano Connection…

DQ 2: Chucking into digestible bites –

(standards carefully connect the learning within and across grade levels to build new understanding onto foundations built in previous years)

Academic Services

Student Task Teacher Task Administrator/ Leadership Task

Builds on knowledge

Coherent learning progression

Teacher Task

Connect to the way you taught the year before and after

Connect the concepts of the math focus areas across grade levels.

Administrator/Leadership Task

Allow for common planning if possible

Allow for teachers of the same grade levels to collaborate and plan to ensure coherence

Academic Services

Shift 2: Coherence

Action Plan - Coherence

What is shift #2? What does it demand?

What are the implications for your

school as you implement shift #2?

What will this mean you have to change

about the practices at your school?

What challenges/obstacles will you face as your

school?

What could you remove this semester

in order to make room for these shifts?

To what extent can you identify students who

lack the deep conceptual understanding required

for the next phase of learning?

Academic Services

Potential Barriers/ObstaclesTeaching specific facts and isolated skills

Designing “teacher-proof” lessons and assessments

Developing lessons and assessment by oneself or in silo

Understanding how to tier and chunk the lessons to meet the needs of ALL learners

Basing inferences on restricted or single sources of evidence

Consists of student-centered learning

Learning occurs among isolated groups

Teachers act as a facilitators

Problems stimulate the development and use of problem solving skills

A lack of appropriate scaffolding and support of the process, modeling of the process, and monitoring the learning

Academic Services

•… in targeting procedural skill and fluency, conceptual understanding, and application.

Balance student tasks, activities and problems

•… for whole-class or group discussion and debate, solitary problem solving and reflection, and time for practice and routine skill building

Balance time spent in the classroom

•… in reading, writing, speaking, and listening needed to meet the mathematics standards

Teachers can involve students

Best Practices

Academic Services

Discuss within your groups:

Based on the CCSS implementation scale, how can your school move from

“In Name Only” to

“Culturally Embedded”?

Processing Activity:

Academic Services

Participant Scale and Reflection

(Please complete and turn in)

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Academic Services

Change is Good!!

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

September 20, 2012