Collaboration for meeting the challenges of Common Core and other Standards

1. Collaboration for meeting the challenges of Common Core and other Standards Kymberly Taylor, Teacher, Volusia County Schools Dr. Primrose Cameron, PD & Membership Specialist, Volusia Teachers Organization

2. Kymberly Taylor • Elementary School Teacher • Union leader/trainer • Thinking Math advocate • CCSS Advocate

3. Volusia Teachers Organization believes in: Helping our teachers to be successful

4. We believe: • Advocate (local, state and national levels) • Support • Leader

5. Advocate • Letters to editor • Parent groups • School district level give voice/done right • State level

6. Input • Surveys • Townhalls • Site meetings • Stewards/building reps • Community Conversations

7. Membership support • Professional Development • Committees-union/district collaboration

8. Leader Common core review: • Math • Language Arts • Science • Social Studies

9. Involvement • PARCC • State panel • C-Palms

10. Recognition • District-school wide • Teaching Channel Videos

11. District union collaboration • Allowing for release time of both trainers & participants • Integration with Danielson framework • Long term, over time prof development (editorial: wish it would replace the district Wednesday PD) • Shared funds • Location, times offered flexibility • Visitation host school

12. Introduction to the Common Core Mathematics Shifts

13. Three Shifts in Mathematics Focus: Focus strongly where the standards focus. Coherence: Think across grades, and linkto major topics within grades. Rigor: In major topics, pursueconceptual understanding, procedural skilland fluency,andapplication. .

14. Focus • 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

15. Priorities in Mathematics

16. Coherence Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Convey that each standard is not a completely new idea, but an extension of previous learning. Building those connections helps create strong neural pathways so learning is stronger.

17. Each standard is not a new event, but an extension of previous learning.

18. Coherence within Grade Three • Algebraic Thinking • Operations in Base 10 • Geometry

19. Coherence Across Grades • Whole number division How many 4-member teams will we have in a class of 24? • Division with fractions How many 3/8 yd lengths of ribbon can I get from 2 1/2 yds. of material? • Division: two negative integers A storekeeper advertised $8 off each purchase over $25. At the end of the day he had “lost” $96 in profits. How many purchases over $25 had been made? What is the same about all three of these?

20. Rigor The CCSSM require a balance of: • Solid conceptual understanding • Procedural skill and fluency • Application of skills in problem solving situations These are the three aspects of rigor! Pursuit of all three should be done withequal intensity in time, activities, and resources.

21. Fluency Understanding Rigor Application

22. Place Value • What are the typical questions we ask children about place value? 721

23. Place Value Questions 1) 1 hundred + 4 tens = ______ 2) 4 tens + 1 hundred = ______ 3) 14 tens = 10 tens + _____ tens = _____ hundred + 4 tens = ______ 4) 7 ones + 5 hundreds = ______ 5) 8 hundreds = ______ 6) 106 = 1 hundred + _____tens + _____ones 7) 106 = _____tens + _____ones 8) 106 = _____ones 9) 90 + 300 + 4 = ______

24. Fluency Doing math with a smoothness, …a sense of rhythm It’s more than math facts. It is about being strategic.

25. Be strategic.1) Look at the operation and the numbers.2) Find friendly numbers nearby.3) Make the problem easier.4) Solve. 98 + 236

26. Be strategic as you solve the following:37 x 25 x 45 + 8246 – 199½ + ¾True or false: 8 x 9 = 80-8Which is larger 2/5 or 2/6?

27. Fluencies Expected in K-6

28. Problems Without Figures1906byS. Y. Gillan Teachers must become familiar with the kinds of actions represented by each of the operations… Dr. William McCallum Gearing up for the Common Core State Standards in Mathematics

29. Sterling buys a dinosaur book; if you know how much money he now has and how much he had at first, how will you find the price of the book?

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. Are we ready? • Can students do what Common Core is expecting? • Does implementing make a difference in student achievement? • Math Nigh Video

32. YES!! • Empower Teachers=Our Members • We need TOOLS to make the shifts happen! • THE tool for Volusia…AFT Thinking Math! • What are your identified tools?

33. Collaboration for Meeting the Challenges School-based • Progression • Content • Parents

34. Collaboration for Meeting the Challenges District-Wide • Difference of opinion • Research-based professional development

35. Questions/Challenges