Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

October 18, 2012

Common Board ConfigurationDate: October 18, 2012

Benchmarks: Domain 1: Lesson Segment/Addressing Content

Domain2: Planning and Preparing Domain 3: Reflecting on Teaching

Bell Ringer/Shifting Gears: Thinking/Talking Chips

Essential Questions: How do we revolutionize the way we teach, lead and learn for 21st century success in C2Ready Math classroom?

Academic Vocabulary: Procedural Skill/ Fluency, Application, Conceptual Understanding, 8 Mathematical Practices

Objective: Today we will review the plans of action for Focus/Coherence, define, and explore the last shift of Rigor by identifying key elements required to teach, understand, apply, and solve math problems

Agenda:I do: Define and explore the shift of Rigor We do: Determine teacher and leadership tasks, review plans of action and identify critical elements for understanding the shift of RigorYou do: With the problem provided collaborate to determine the standard(s) aligned, skills/abilities, fluencies, and mathematical practices required to solve a math problem Summarizing Activity: Participation Scale/ Reflective Question

Next Steps : Return to your school site as a change agent, to share and continue developing your plans of action with your leadership team to develop next steps for building capacity and implementing CCSS Math at your school

Learning Goal: Learners will take this information back to your school to help others build capacity/awareness for what is needed to strategically plan for incorporating the CCSS Math shifts

Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &

Learning The Office of Academic Services encompasses the core business of Lake County Schools.

We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances We will ensure that we work with district staff and school administrators to design and

collaborate on systems that address professional learning needs related to improving student outcomes.

We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Academic Services

21st Century Skills Tony Wagner, The Global Achievement

Gap

1. Critical Thinking and Problem Solving

2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

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Bell Ringer: Thinking/Talking Chips1. First read and think about the question2. Next , anyone can begin by responding to the question by placing

his/her chips in the center of the table until everyone has placed at least one chip in the center.

3. If you still have chips continue the discussion using his or her chips or until time is called.

Academic Services

QuestionWhy is developing a plan of action vital for

building capacity and professional learning growth as it relates to understanding the mathematical shifts (FOCUS,

COHERENCE, & RIGOR) for common core?

Revisiting Action Plan - Focus

What is shift 1? What does it demand?

What are the implications for your

school as you implement shift #1?

What will this mean you have to change

about the practices at your school?

What challenges/obstacles will you face at your

school?

What could you remove this semester

in order to make room for these shifts?

To what extent can you identify students who lack

the deep conceptual understanding required

for the next phase of learning?

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Revisiting Action Plan- Coherence

What is shift #2? What does it demand?

What are the implications for your

school as you implement shift #2?

What will this mean you have to change

about the practices at your school?

What challenges/obstacles will you face at your

school?

What could you remove this semester

in order to make room for these shifts?

To what extent can you identify students who

lack the deep conceptual understanding required

for the next phase of learning?

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Why RIGOR ???

Rigor demands students acquire a balance of

conceptual understanding, procedural fluency, and

application/ problem-solving skills.

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RIGOR

Procedural Skills andFluency

Deep Conceptual

Understanding

Application

CCSS Engage NY

Research Achievethecore.org

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Procedural Skill and Fluency

Speed and accuracy in calculations

Structure class time and/or homework time to practice core functions

Practice core functions to understand and manipulate more complex concepts

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Required Fluencies K- 8

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Rigor: FLUENCYStudent Task Teacher Task

Administrators/ Leadership Task

Time to practice with intensity and skill in high volumes

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Conceptual UnderstandingTeach more than how to get the answers, instead support ability to access concepts

from a number of perspectives

Demonstrate deep conceptual understanding of core math functions by

applying them to a novel situation

Supports aspects of fluency and application

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Rigor: CONCEPTUAL UNDERSTANDING

Student Task Teacher TaskAdministrators/ Leadership

Task

Utilize 8 Standards for Mathematical Practice to understand different concepts

Demonstrate mastery of content and concepts at a deeper level

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Standards Demands..

Mastery of skills

Multi-step problems

Explain Justify

Solving non-routine

CCSS 8 MP

Eight 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

Attend to precision

Look for and make

use of structure

Look for and express

regularity in repeated

reasoning

8 Standards of Mathematical

Practice

CCSS

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AchieveThe Core

CCSSWriters

Illustrative Mathematics

• Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

• These practices rest on important ―processes and proficiencies with longstanding importance in

mathematics education.

Mathematical CCSS pg.6

Standards for Mathematical Practice

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Application( Modeling)Concepts and procedures are

appropriately utilized even when not prompted

At all grade levels provide opportunities for students to apply math concepts to

“real world” situations

Other content areas use math concepts particularly, in science , use grade level

appropriate math to make meaning.

What Is Mathematical Modeling?

Is problem finding before problem solving. So often in mathematics, we say ―prove the

following theorem or ―solve the following problem. When we start at this point, we are ignoring the fact that finding the theorem or

the right problem was a large part of the battle.

Henry O. Pollak

Rigor: APPLICATIONStudent Task Teacher Task

Administrators/ Leadership Task

Ability to apply math in other content areas and real world to make it relevant

Ability to choose the correct math concept to solve a problem without being prompted

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Academic Services Instructional Visit Look For Checklist

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Advancements with PARCC for Math

• The rigor in the Standards is through innovation, technology, and item design…

Math PARCC Advancement

s:

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Guided Learning Task/Problem

Student from three classes at Hudson Valley Elementary School are planning a boat trip. On the trip there will be 20 students from each class,

along with 11 teachers and 13 parents.

Part A:Write an equation that can be used to

determine the number of boats, b, they will need on their trip if 10 people ride

in each boat

Equation b=_______________

Part B:How many boats will be needed for the

trip if 10 people ride in each boat? Show your work.

Answer: ______ boats

Part C:It will cost $35 to rent each boat used for the trip. How much will it cost to rent all

the boats needed for the trip? Show your work.

Answer: $_________________

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Collaborative/Group Learning Task

Groups will…….1. Review the problem independently (2 minute)2. Together discuss and identify the standards aligned to

the problem and determine which fluencies are required to fluently solve the problem

3. Determine the skills /abilities students will need to solve the problem

4. Discuss and identify which Mathematical Practices can be utilized to solve the problem

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Processing Activity: Rally Robin

Reflect and share how this information will assist your school in planning, connecting, and implementing key

elements for the mathematical shifts required for common core.

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Participant Scale and Reflection(Please complete and turn in)

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

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