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Leading the Change to Common Core State Standards: Essential Tools for School Leaders

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edolie
27 diapositives · 420 Views · Sep 05, 2014

Dr. Judy Carr presents essential strategies for school and district leaders to effectively implement Common Core State Standards (CCSS) in mathematics. Attendees will explore a unified vision of what successful implementation looks like and learn about the educational shifts required. The session addresses critical questions, including what changes to expect in classroom practices and assessments, and emphasizes the importance of cultivating a learning environment that encourages student inquiry and problem-solving. Discover green flags and red flags for monitoring progress in CCSS implementation.

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  1. Leading the Change to Common Core State Standards: Essential Tools for School and District LeadersPresenter: Dr. Judy Carr

  2. The Leaders’ Role in Implementing COMMON CORE STATE STANDARDS FOR MATHEMATICS

  3. Common Vision Do you and your teachers know what “it” will look like when the Common Core State Standards are fully implemented in your school? Are you and your teachers clear what will no longer be happening when the CCSS are fully implemented?

  4. Common Vision • Questions to ask • What will I see? • What will I NOT see? • What will I see MORE or LESS of?

  5. Patterns in CCSS • CC promotes a learning culture that asks our students to question, reflect, and justify (provide evidence). • The standards are progressive. • Key terms that are repeated throughout the grades • Conceptual • Fluency • Accuracy • Constructive arguments

  6. Patterns in CCSS • We are going to have to provide learning environments that force our students to come up with their own questions regarding problems. They also have to solve and explain or defend the steps that they took. • Students need to know what questions to ask to solve real-world problems on their own to be college and career ready.

  7. Leading the Change Dan Myer: Math Class Needs A Makeover http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

  8. GREEN FLAGS &RED FLAGSin Mathematics • We will know the CCSS for mathematics are being implemented when… • FOCUS • COHERENCE • RIGOR • FLUENCY • DEEP UNDERSTANDING • APPLICATION • INTEGRATION

  9. GREEN FLAGS & RED FLAGSin Mathematics Refer to handout : ASCD Green and Red Flags.

  10. GREEN FLAGS & RED FLAGSin Mathematics FOCUS Should See… Focus on the standards taught All instructional resources and assessments should align Should Not See… Activities that stray from the standards taught.

  11. GREEN FLAGS & RED FLAGSFocus Administrators’ Roles: • Involve teachers in identifying priority areas. • Redesign curriculum maps (align with CCSS). • Deepen content knowledge.

  12. GREEN FLAGS & RED FLAGSin Mathematics COHERENCE Should See… Activating prior knowledge, scaffolding, within and across grades and concepts Should Not See… Crosswalks, topics taught independently

  13. GREEN FLAGS & RED FLAGSCOHERENCE Administrators’ Roles: • Progressions • Curriculum Maps • Highlight Connections • Dialogue Across Grade Levels

  14. GREEN FLAGS & RED FLAGSin Mathematics RIGOR Should See… Move from conceptual to procedural to fluency and then application Should Not See… No formative assessment or dialogue

  15. GREEN FLAGS & RED FLAGSRIGOR Administrators’ Roles: • Modeling feedback with descriptive (not judgmental) language • Supporting professional learning • Monitoring materials and practices

  16. GREEN FLAGS & RED FLAGSin Mathematics FLUENCY Should See… Efficient and accurate using basic facts; students do NOT have to refer to tables, graphs, etc. Should Not See… Students are not expected to build fluency

  17. GREEN FLAGS & RED FLAGSFLUENCY Administrators’ Roles: • Build fluencies into curriculum maps • Support teachers to build students’ conceptual understanding, accuracy, and speed.

  18. GREEN FLAGS & RED FLAGSin Mathematics DEEP UNDERSTANDING Should See… Students can justify why a math statement is true Should Not See… Memorizing WITHOUT understanding

  19. GREEN FLAGS & RED FLAGSDeep Understanding Administrators’ Roles: • Engage teachers in professional development on how to use writing and conversations in math. • During walk-throughs, collect data about the extent to which students are expected to explain their answers, especially when they are correct!! • Analyze instruction and assessment

  20. GREEN FLAGS & RED FLAGSin Mathematics APPLICATION Should See… Students can choose the appropriate concept to solve problems WITHOUT being prompted Should Not See… Students are given the problem and the steps to solve it

  21. GREEN FLAGS & RED FLAGSApplication Administrators’ Roles: • Math across the curriculum in curriculum maps. • Collect data on real-world problem solving. • Ensure feedback about learning of math.

  22. GREEN FLAGS & RED FLAGSin Mathematics INTEGRATION Should See… Opportunities to apply mathematical practices Should Not See… Concepts that are not connected (across the grades and the curriuculm)

  23. GREEN FLAGS & RED FLAGSIntegration Administrators’ Roles: • Support the time needed to focus on content standards and standards for mathematical practice. • Engage with teachers in professional learning of the SMP (standards for mathematical practice).

  24. 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. • Be precise. • Look for and make use of structure (ex. patterns). • Look for and identify ways to create shortcuts when doing problems (repeated calcualtions, etc.)

  25. Compiling the Evidence • Evidence Walk Template: Use the template to ensure that all components are being addressed during classroom visits. • Evidence Walks Analysis Template: Follow steps 1 – 3. Compare the evidence collected during classroom visits to the statements on the Green & Red Flags sheet. Note the evidence observed (trends school wide) and construct goals of what you want to see more or less of.

  26. Evidence Walk TemplateActivity • Mrs. Floyd: How many blocks does it take to make a line that is 18 inches? • Mrs. Evans: Money

  27. Discussion