reflecting on next steps for common core

1. reflecting on next steps for common core Feb. 6

2. Mid-year reflection • What have you changed about your practice in response to Common Core? • Can you think of one student who has benefitted from your increased emphasis on speaking and listening skills? Who and why? • How have your students learned differently due to instruction around the Common Core?

3. videos

4. Elementary Agenda • Mid-year Reflection • Video • Agenda & Objectives • 4A Overview • Race to the Top Goals • Reflection Questions • 4A Toolkit • Anchor Literacy Strategies • CCSS Math Shifts • CCSS Math Discussion Points • CCSS Math Resources • Exit Activity

5. Objectives • Teachers will be able to: • Understand the connections between the core initiatives of Race to the Top. • Notice the impact of Common Core changes in their practice and in their students.

6. Objectives • Teachers will be able to: • Reflect on what has been most useful and most challenging in the goal of improving their instruction. • Learn more about the shifts required to meet the new Common Core standards in Math.

7. 4a: reflecting on teaching • Why Reflect?

8. 4a: reflecting on teaching • If not you, then who? • In order to take the next right steps, we have to think about where we’ve been and where we are. • In your experience, who or what has made the most difference in the way you teach? • When you want to get better at something difficult, what do you do?

9. 4a: self-assessment

10. 4a elements & expectations

11. Race to the top goals • All aligned with improving instruction • Reaching all students • Standards-based instruction • Common Core • NGSSS as applicable • Evaluation System Quality • VSET Performance

12. Reflection questions:Reaching All Students What is working? What isn’t? Which students (or student groups) have you been able to reach with whom you have not previously been successful? Which students (or student groups) are still presenting a challenge? What supports do you need in order to meet the needs of this group?

13. Reflection questions:standards-based instruction Which aspects of Pinnacle Gradebook do you understand well? Which aspects do you need more support on? Are you designing lessons aligned to Common Core standards? How do you know? How do Common Core-aligned lessons affect your students’ assessment results?

14. Reflection questions:common core state standards How are your students learning differently due to instruction around the Common Core? Which of the high impact strategies has been easiest for you to implement? Most effective? What are your two CCSS priorities for the rest of the year?

15. Reflection questions:evaluation system quality (vset) 4A: Reflecting on Teaching How is the evaluation system affecting your understanding and implementation of Common Core? What do you need in order to operate more consistently at the Proficient and/or Distinguished levels?

16. 4a toolkit • It’s about Continuous Improvement • Use what you’ve learned to reflect on a lesson. • Use what you’ve learned to build a lesson.

17. 4a toolkit • Lesson Reflection Questionnaire • Student Learning Log • Using Student Work to Analyze the Effectiveness of an Assignment • Assessing a Lesson • Reflecting on Professional Reading

18. How many hats can you wear?

19. High impact anchor literacy strategies In a way that relates to your content area… 08/29: Make close reading and rereading of texts central to lessons. 09/26: Ask text dependent questions from a range of question types. 10/24: During discussion, emphasize students supporting answers based upon evidence from the text. 11/14: Cultivate students’ independence. 12/05: Provide extensive research and writing opportunities. 01/23: Offer regular opportunities for students to share ideas, evidence, and research. AT A GLANCE

20. Introduction to the Math Shifts of the Common Core State Standards

21. The CCSS Requires Three Shifts in Mathematics Focus: Focus strongly where the standards focus. Coherence: Think across grades and linkto major topics. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,andapplication.

22. Shift #1: Focus Strongly Where the Standards Focus • Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. • Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

23. Focus • Move away from "mile wide, inch deep" curricula identified in TIMSS. • Learn from international comparisons. • Teach less, learn more. • “Less topic coverage can be associated withhigher scores on those topics covered because students have more time to master thecontent that is taught.” – Ginsburg et al., 2005

24. Key Areas of Focus in Mathematics

25. Group Discussion • Shift #1: Focus strongly where the Standards focus. • In your groups, discuss ways to respond to the following question,:“Why focus? There’s so much math that students could be learning. Why limit them to just a few things?”

26. What do you think belongs in the major work of each grade?

27. Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

28. Group Discussion • Shift #2: Coherence: Think across grades, link to major topics within grades • In your groups, discuss what coherence in the math curriculum means to you. Be sure to address both elements—coherence within the grade and coherence across grades. Cite specific examples.

29. Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and ApplicationThe CCSSM require a balance of: • Solid conceptual understanding • Procedural skill and fluency • Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources.

30. Solid Conceptual Understanding • Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives • Students are able to see math as more than a set of mnemonics or discrete procedures • Conceptual understanding supports the other aspects of rigor (fluency and application)

31. Fluency • The standards require speed and accuracy in calculation • Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

32. Required Fluencies in K-6

33. Fluency in High School

34. Application • Students can use appropriate concepts and procedures for application even when not prompted to do so. • Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS. • Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.

35. Group Discussion • Shift #3: Rigor: Expect fluency, deep understanding, and application • In your groups, discuss ways to respond to one of the following comments: “These standards expect that we just teach rote memorization. Seems like a step backwards to me.” Or “I’m not going to spend time on fluency—it should just be a natural outcome of conceptual understanding.”

36. More Ccss math Resources • www.achievethecore.org • www.illustrativemathematics.org • http://pta.org/parents/content.cfm?ItemNumber=2583&RDtoken=51120&userID • commoncoretools.me • www.corestandards.org • http://parcconline.org/parcc-content-frameworks • http://www.smarterbalanced.org/k-12-education/common-core-state-standards-tools-resources/

37. Exit activity • What changes would you like to see take place within your instructional practice by the end of the school year? • Which tools will you use from the 4A Toolkit to help you make these changes? • Which tools do you think would be best suited for making the math shifts?

38. Follow-up activities

39. DPP connections • Which Reflection Tools can help you to improve your practice? • Good artifacts for Domain 4 • Ideas: • Check out an iPad from your school’s cart and video yourself. • Teach your students the rubric of your DPP component and ask them to rate you.

40. DPP connections • More Ideas: • Observe a peer and/or ask them to observe you. • PLC discussion getting ideas from peers about how to improve in your component • Ask a coach, IST, or administrator to provide feedback and support through a non-evaluative observation

41. Need good evidence for domain 1? • According to Charlotte Danielson, a Unit Plan provides solid evidence for all Domain 1 components • Investigate the Action Research opportunity, which provides guiding questions to help you think through creating a Unit Plan for the 3rd 9 weeks

42. Extended Learning Options: ACTION RESEARCH • Information on the optional Action Research Project available for use with Deliberate Practice Plans can be found in the same two sites • Click on: Optional Extended Learning Activities Document or Optional Action Research Project

43. Common core team time

44. Common core team: reflection • How will you create an environment where it is safe for teachers and administrators to learn together? • Or how have you created this kind of environment?

45. Common core team: reflection • Ideas from schools: • Have each grade level team become experts in a component and videotape themselves in a way that showcases the component for a faculty meeting. • Develop a system that provides time for teachers to observe and provide feedback to one another. • Please email us your great ideas!

46. Extended Learning Options: WEBINAR To access the follow-up webinar referenced during last month’s training: • Log into VIMS • On the front page,locate the box entitled “Early Release Follow-up Optional Webinars” • Click on appropriate webinar link • You can also access this webinar through MyPGS on the CCSS Online Help tab

47. Extended Learning Options: Earning inservice points • Keep your work in a folder. • End of 3rd 9 weeks: Common Core Contacts request work folders, review them for completion of activities, and determine points. • Individuals can receive partial points.