John SanGiovanni - Transitioning and Implementing the Common Core State Standards
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The document outlines Howard County, Maryland's approach to implementing the Common Core State Standards (CCSS) in elementary mathematics education, emphasizing the importance of collaboration among stakeholders. It discusses various elements such as curriculum development, professional development for teachers, and assessment strategies to support the transition to CCSS. It also highlights the need for resource sharing and community engagement to address challenges and improve student learning outcomes.
John SanGiovanni - Transitioning and Implementing the Common Core State Standards
- 1. TRANSITIONING AND IMPLEMENTING THE COMMON CORE STATE STANDARDS… ONE DISTRICT’S APPROACH John SanGiovanni jsangiovanni@hcpss.org Elementary Mathematics Howard County, Maryland
- 3. 3 And now…3 years since adoption…
- 4. Questions Emerging Research Needs How is the mathematics education system responding to the introduction of the CCSS? States, school districts, and schools Preservice teacher education—all types Professional development Professional societies Distinguishing between alignment and quality The influence of the CCSS will be strongly mediated by the consortia assessments. Heck, Weiss, & Pasley, A Priority Research Agenda for Understanding the Influence of the Common Core State Standards for Mathematics, 2011.
- 5. Think about… 1. When you think about the transition implementation of the Common Core, what is most important to YOU? 2. When you think about your role, what do you need (in terms professional growth) to ensure that you are ready and able to lead others through the CCSS implementation? 3. What are the challenges (elephants in your room), related to the Common Core, facing your school and/or district?
- 6. In the Classroom The Mathematical Practices and Content Domains and Planning The Mathematical Practices and Content Domains and Teaching The Mathematical Practices and Content Domains and Assessment
- 7. ONE OUTSTANDING EXAMPLE Howard County (MD) Public Schools
- 9. Howard County 72 schools, 40 elementary 50,000 students • Title 1 elementary schools • Elementary schools with full-time math coaches • Full-time RECC programs • Elementary school enrollments range from 350 to 1,000
- 10. About Today: Opportunity to exchange ideas for solutions to common problems. Receive links to curriculum, instruction, assessment, and PD resources.
- 11. Topics for Discussion: Curriculum and instruction resources Professional development Assessment Supporting parents and community
- 12. At Your Table/With a Shoulder Buddy Who are you? Where are you from? What is your favorite number? Why is it your favorite number?
- 13. WHERE WE STARTED…. In June 2010, the Maryland State Board of Education adopts the Common Core State Standards.
- 17. Scope and Sequence Instructional Resources Commercial Programs? Content Understanding Design Element: Curriculum
- 18. Curriculum Development Implementation plan Delivery system Scope and Sequences
- 20. Planning Resources Homework Routines Scope and Sequence Resources by Standard
- 23. Formative Assessment District Assessments Data Collection PARCC/SB Assessments Design Element: Assessment
- 24. Formative Assessment Student learning targets Formative assessment tasks Systemic rubric Progression of skills and concepts
- 26. Laying the Foundations… Concept Progressions
- 27. Assessments Understanding PARCC Developing Plan for Assessments Beginning and End-of- Year Quarterly Formative Assessments to drive instruction Developing items
- 28. Content and Practice Standards Pedagogy Delivery Methods Engaging All Stakeholders Design Element: Professional Development
- 29. Professional Development PD Modules for every teacher in every grade level After school long range planning for teachers implementing CC Content workshops to develop content understanding (NumberTalks, Pizzas/Pies, Mastering Basic Facts)
- 30. Professional Development Delivery through the curriculum Math Coaches Administrators and other offices Long range planning in June
- 31. Resources for Parents What’s the message? Delivery Methods Engaging All Stakeholders Design Element: Parents and Community
- 32. Making Connections Joint meeting with five Maryland districts Math Coaches Focus Groups
- 33. Parents and Community Created online resources PTA and International Nights BOE Television Spots Newsletters Parent Friendly Practices “What Your Child Will Learn” with parent friendly standards http://smart.wikispaces.hcpss.org
- 35. POLL Which transition design element are you most interested to discuss?
- 36. DreamBox Combines Three Essential Elements to Accelerate Student Learning
- 37. Sign up for updates at: dreambox.com/iPad
- 38. For more information visit: www.dreambox.com
Editor's Notes
- #6: BETH
- #7: Jon
- #9: Where Howard County is located
- #10: Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
- #11: Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
- #12: Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
- #13: Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
- #15: Our work with the five districts helped us develop the curriculum for grades K-2.We needed to understand how to phase in the CCSS and have students ready for the new assessments in 2014-15.Once the implementation timeline was determined we needed to develop a plan for curriculum development, professional development for teachers and delivery system for the curriculumHistorically our curriculum has been electronic and we wanted to continue with this practice. We developed Wiki’s to deliver the curriculum.In order to write the curriculum we also needed to develop a scope and sequence of skills. The progressions document from our District group helped us do that.
- #16: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #17: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #18: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #19: Our work with the five districts helped us develop the curriculum for grades K-2.We needed to understand how to phase in the CCSS and have students ready for the new assessments in 2014-15.Once the implementation timeline was determined we needed to develop a plan for curriculum development, professional development for teachers and delivery system for the curriculumHistorically our curriculum has been electronic and we wanted to continue with this practice. We developed Wiki’s to deliver the curriculum.In order to write the curriculum we also needed to develop a scope and sequence of skills. The progressions document from our District group helped us do that.
- #20: This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
- #21: This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
- #22: This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
- #23: This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
- #24: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #28: We needed to develop assessments to help teachers determine students understanding of the curriculum.We needed to begin to understand the expectations of PARCC _ We needed to develop Pre and Post assessments for teachers to use to gauge where students are in understanding where their students are.
- #29: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #30: Simultaneously we needed to work with the kindergarten teachers and begin the process of foreshadowing for the first and second grade teachers. We also knew we needed to start holding content workshops for the intermediate teachers on fractions.Our districts focus was also on the Mathematical Practices which we needed to share with all teachers.Developed presentations for administrators – to keep them informed about the CCSS so they were comfortable in sharing this with their communities and to know what to look for when observing or visiting classrooms.
- #31: Simultaneously we needed to work with the kindergarten teachers and begin the process of foreshadowing for the first and second grade teachers. We also knew we needed to start holding content workshops for the intermediate teachers on fractions.Our districts focus was also on the Mathematical Practices which we needed to share with all teachers.Developed presentations for administrators – to keep them informed about the CCSS so they were comfortable in sharing this with their communities and to know what to look for when observing or visiting classrooms.
- #32: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #33: Where Did we Start?Two years ago we began meeting with five other district supervisors to understand the CCSS Mathematical Practices and the Content. We discussed the meaning of the standards and and developed the progressions that were inherent in the Standards.We have 16 Math Coaches who needed to become experts in the CCSS. They act as our emissaries in the schools. We meet with them every Wednesday and each Wed part of their PD was to understand and unpack the Content Standards.We began to focus on Kindergarten. We created a Focus group of administrators, teachers, to get their feedback on delivery of curriculum , timelines, and development of resources
- #34: Parents and Community members need to be aware of and understand the changes that are taking place. We have a transition wiki that is available on our district website that has links to the Common Core, National PTA, and PARCC. We have been going to PTA meetings to make presentations on the the Common Core. We have done spots on our local TV station to share the changes that are occurring. We have documents that are sent home that share with parents what their children will learn at each grade level.
- #35: To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
- #36: Parent/CommunityCurriculumAssessmentProfessional Development