How to successfully transition to common core state standards
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This document discusses implementing the Common Core State Standards for Mathematics (CCSS-M). It begins by asking questions about how different parts of the mathematics education system are responding to the introduction of the CCSS-M, including states, schools, teacher education programs, and professional development. It then discusses distinguishing between alignment of curriculum and assessments with the standards and ensuring high quality. The rest of the document focuses on one school district's approach to transitioning to the CCSS-M, covering their work on developing curriculum, instruction, professional development, assessment, and engaging parents and the community.
How to successfully transition to common core state standards
- 1. Implementing the CCSS-M Where are You? What’s Important? Francis (Skip) Fennell Professor of Education McDaniel College, Westminster, MD & Project Director Elementary Math Specialists & Teacher Leaders Project June 6, 2013
- 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
- 8. Transitioning and Implementing the Common Core State Standards… One District’s Approach Kay B. Sammons ksammons@hcpss.org Elementary Mathematics Howard County, Maryland John SanGiovanni jsangiovanni@hcpss.org Elementary Mathematics Howard County, Maryland
- 10. 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
- 11. About Today: • Opportunity to exchange ideas for solutions to common problems. • Receive links to curriculum, instruction, assessment, and PD resources.
- 12. Topics for Discussion: • Curriculum and instruction resources • Professional development • Assessment • Supporting parents and community
- 13. 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?
- 14. Where we started…. In June 2010, the Maryland State Board of Education adopts the Common Core State Standards.
- 18. Scope and Sequence Instructional Resources Commercial Programs? Content Understanding Design Element: Curriculum
- 19. Curriculum Development • Implementation plan • Delivery system • Scope and Sequences
- 21. Planning Resources Homework Routines Scope and Sequence Resources by Standard
- 24. Formative Assessment District Assessments Data Collection PARCC/SB Assessments Design Element: Assessment
- 25. Formative Assessment • Student learning targets • Formative assessment tasks • Systemic rubric • Progression of skills and concepts
- 27. Laying the Foundations… Concept Progressions
- 28. Assessments • Understanding PARCC • Developing Plan for Assessments • Beginning and End-of- Year • Quarterly • Formative Assessments to drive instruction • Developing items
- 29. Content and Practice Standards Pedagogy Delivery Methods Engaging All Stakeholders Design Element: Professional Development
- 30. 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)
- 31. Professional Development • Delivery through the curriculum • Math Coaches • Administrators and other offices • Long range planning in June
- 32. Resources for Parents What’s the message? Delivery Methods Engaging All Stakeholders Design Element: Parents and Community
- 33. Making Connections • Joint meeting with five Maryland districts • Math Coaches • Focus Groups
- 34. 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
- 36. Poll Which transition design element are you most interested to discuss?
- 37. DreamBox Combines Three Essential Elements to Accelerate Student Learning
- 38. For more information visit: www.dreambox.com