training plan: facilitator notes – march ccrsm principal ......mar 19, 2015 · how do the...

DoDEA CCRSM Professional Development | Facilitator’s Guide | March | Phase I

Mathematics Instructional Systems Specialists Team

Training Plan: Facilitator Notes – March CCRSM Principal Training

Enduring Understanding: • Administrators will build their understanding of the CCRSM Implementation Plan, the shifts in the CCRSM and the Standards for

Mathematical Practice.

Essential Question(s): 1. What has to happen with our current teaching practices to assure the successful implementation of the CCRSM? 2. How do the College and Career Ready Standards and the interrelated works of school connect?

Outcomes: By the end of the session, participants will have:

• Investigated the Standards for Mathematical Practices (SMP) as they relate to transforming teaching and learning • Learned about the 3 Key Instructional Shifts of the College and Career Ready Standards for Mathematics (CCRSM) • Identified the alignment of CCRSM and the interrelated work of schools • Prepared for our way ahead

Provisioning/Materials: Per Table

• Blank Copy Paper – at least 2 per person • Copies of the Paul Cobb Executive Summary – 1 per person

stapled to the article • Copies of the Paul Cobb Article – 1 per person • Highlighters – 1 per person • Poster paper • Tape – to hang poster paper • Markers • Copy of Instructional Shifts Handout

• Slide 10 – Deer in the Park Problem - You may want to make a copy of this slide depending on your group size or needs

• SMP Handout – 1 per person • Posters of the Kid Friendly SMP • Copy of the Kid Friendly SMP – 1 or 2 per table • Stickers (dots, happy faces, etc.) – 3 per person • Tentative Plan and PD Focus Handout – 1 per person • Training Plan Handout – 1 per person



Set Up: • Have all files downloaded to the desktop or a DVD in advance. This

includes the power point presentation, and all references used during this training. Rationale – the internet may not be available from the work station you are using during this training.

• Check the video on Slide 4 to assure it works and the volume is adjusted appropriately.

• Set up the room to assure your audience can work with an elbow partner and in a small group

• On the table, have the blank copy paper, highlighters, markers, stickers and poster paper

• Hang the Kid Friendly SMP Posters around the room

Key Information:

• The follow is a script to support the presentation. The intent of the script is to express the essence of the presentation and is not intended to be read verbatim.

• However, the presentation is not to be altered. It is vital we send a common message across DoDEA to support our Unified School System.

• Items in blue italics are notes and directions directed at the facilitator.

This presentation was created with small groups face-to-face in mind as the ideal situation. It is understood that this may not be how all trainings may be delivered. Adjustments may need to be made to fit specific situations without losing the essence or purpose of the training.



Slide Delivery Slide Number Presenter Time Notes Needs

1

You can use this section to write down who is responsible for what slide

1 Welcome

2

1 Today we are going to begin our journey with the College and Career Ready Standards for Mathematics (CCRSM) Here are our Learning Outcomes for the day. As you see we have a lot of work to do in the next 90 min

3

5 Let’s begin with our current understandings and needs. Fold the blank paper into thirds and label them for a KWL. First, write about what you already know about the College and Career Ready Standards for Mathematics. Then jot down any questions you need answered about CCRSM.

Blank Copy Paper



Slide Number Presenter Time Notes Needs

4

3 Before we move forward, let’s listen to a brief message from Mr. Brady. Click play on the player bar at the bottom of the slide to start

5

1 As an organization we are taking on this large scale initiative. Here is our Big Picture: (click)

• We have over 76,000 students(click) • in 117 schools overseas, (click) • 63 schools in the US and its territory (click) • and 1 Accredited Virtual HS

6

1 Now let’s put this into perspective Click – the faces will appear after only one click Everything we do must be for the benefit of our students. Our purpose and our responsibility are to provide the absolute best educational opportunity for our military connected children.




7

1 One question often asked is “What is the difference in College and Career Ready and the Standards?” This is the graphic we have been using to show how it all fits together. The foundation to CCR is the rigorous standards that we have adopted from Common Core and the next set of standards adopted for Science, SS and other areas of study. Included under CCR are the curriculum framework, instructional framework and assessments. With the key to the success of all we do is intentional professional development. The focus of CCR is to build a strong foundation in core academic areas to prepare students with knowledge, skills and dispositions necessary for successful futures.

8

3 To assure we are moving forward with this large scale implementation, we have based our way forward on research based findings. One article we used was, “Towards an Empirically Growing Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale” by Paul Cobb and Kara Jackson based on research they are conducting out of Vanderbilt University. This article focuses on five key components for improving the quality of mathematics teaching at scale. (Common understanding: At scale is referring to taking an initiative across a district or school system) They are:

• Systems of Instructional Support • Teacher Networks • Instructional Supports • School Leadership and • District Leadership

Click box will enlarge We are going to focus on the role of school leadership at this time.




9

20 On your table you have the Paul Cobb and Kara Jackson article. Take a moment to read the abstract on the first page and the section called School Instructional Leadership pages 20 – 23. As you read, highlight the pieces that really speak to you. Be ready to discuss the items you highlight. (10 min) Now that you have finished your reading and highlighting. I want you to prioritize the items you highlighted by numbering your top 3. (1 min) Share your top 3 and your thoughts with your elbow partner. (3-5 min) What do you think is meant by high- and low-level mathematical tasks? We will continue to explore high- and low-level mathematical tasks as we move forward in our implementation of the CCRSM.

Handouts: Handout #1 titled: HO 1 Paul Cobb cover sheet article Handout #2 titled: HO 2 Paul Cobb complete article Highlighter

10

8 Now that we have talked a little about math and read a little about math, let’s do some math. DON’T tell them this is a 4th grade problem. This comes at the end of the Rigor slide. With your partner, discuss and solve this problem. (Make sure every is working on the problems and collaborating. This is the essence of our training and our way forward. Experiencing this will be vital. You may want to use the A/B Partner sharing if you have a tough group. Also, slow them down. It is not a race to find the right answer. It is about the process.) Share your work with your group and combine your work on the provided poster paper. Make sure you explain your answer using numbers, symbols and words. Hang your poster up when you are finished. Walk around and ask question and make sure groups are explaining their answers using numbers, symbols and words. Source: The Mathematics Common Core Toolbox http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

Poster paper tape Markers You may want to make a copy of this slide depending on your group size or needs

http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html




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10 Let’s do a Gallery Walk and look at all of the groups work. Look for different ways the problem was solved or anything that stands out. (5 min) What did you see as you looked at the other solutions? Did anything stand out? What math skills did you have to know? (Multiplication, Division, Perimeter, Area, etc.) What math processes did you have to use? Think about your thinking… (We are trying to get to the SMPs with this question. We would like to hear: We have to persevere. We had to discuss our ideas. We had to be precise….) What did you have to do to explain your ideas? Click – the question will appear How do we prepare students to solve this type of problem? (Listen to ideas…)

12

3 We need to develop mathematically proficient students… What should a mathematically proficient student be able to do? With a rich understanding of the mathematical content, students will be able to: “consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut”. In essence, engage in important processes and proficiencies that have been identified in the CCRSM as the Standards of Mathematical Practice. We will use the Standards of Mathematical as a guide in developing mathematically proficient students. The ‘mathematical practices’ embrace the goals of 21st Century skills.



Slide Number Presenter Time Notes Needs It is our responsibility as educators to present the opportunities for students to develop the skills needed to be mathematically proficient students. Keep in mind that the Standards for Mathematical Practice are descriptors for what students should be doing. So, we could read the SMPs by beginning each standard with Students should… then read each standard

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10 Around the room we have kid friendly SMP Posters hanging and you have a copy of this kid friendly version of the SMPs on your table. Using the stickers place the stickers on the top 3 practices you used when solving and discussed the deer problem. Look at the posters and discuss which posters have stickers. Which one has the most stickers? Look for outliers and discuss. We will take another look at the SMPs in April and take a deep dive in May with our teachers.

Handout #5 titled: HO 5 SMP for kids posters Handout #6 titled: HO 6 smp for kids Stickers (dots, happy faces, etc.)

14

1 Our new CCRSM are designed differently than what we have seen in our past standards’ design. There are 3 Key Shifts in the design of the standards. They are (click – the shifts will fly in- one click will start all of the shifts)

1. Focus 2. Coherence 3. Rigor




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3 The first shift in mathematics is focus. This means that there is, already engineered into the standards, a narrowing of the topics taught in each year, with an increase in depth. We are going to take our current very broad spectrum of standards and focus them to gain a deeper understanding of mathematics. Click and the question will appear. What evidence of focus was in the Deer in the Park Problem? Discuss as a group. Hopefully the group will see that the problem focused on multiplication and division. They also may start to connect perimeter and area. This would be a good segue into the next slide.

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3 With focus, comes coherence. Once we focus on fewer concepts, we have the opportunity to build on student understanding and make connections to previous learning and the major work of the grade. Click – the question will appear What evidence of coherence was in the Deer in the Park problem? Discuss as a whole group. If connections were not made earlier to area and perimeter, they should be connected here. We should also connect to previous grades but do not tell them the grade. We could say, “Perimeter and area are introduced in previous grades. In fact, area is how multiplication is introduced in the previous grade.” This will show the coherence across grades.




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4 The first two shifts in mathematics, focus and coherence, really address the structure of the Standards. The third shift of rigor is the outcome – which is what can be achieved as a result of focus and coherence. By delving deeper into a concept and making purposeful connections through focus and coherence, we can increase the rigor of the mathematics. Rigor in this sense indicates that students understand the mathematics. It includes procedural skills and fluency developed through conceptual math foundations with an ability to apply these understandings and skills to higher level problems Click and the question will appear What evidence of rigor was in the Deer in the Park problem? Discuss as a whole group briefly. Hopefully, they will connect to the descriptors in the slide. If not, you may need to prompt for conceptual understanding, procedural skill, and application. Teachers and students will have to learn to persevere and not give up too soon or too early. What if the student gets the first step wrong? For example gets 12 for the length and not 13. Is all of their work wrong? Listen to their responses Precision is very important but there are many parts to this problem. We must give attention to the process as well. Rigor includes conceptual understanding, procedural skill and application with equal intensity. What grade do you think this question is from? Listen to their thoughts before telling them it is a 4th grade question from PARCC Handout #3 called - ho_3_instructional_shifts_mathematics Give them Handout #3. Here is a quick reference for you describing the 3 Key Shifts.

Handout #3 titled: HO 3 instructional shifts mathematics




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1 Will our current teaching practices align with the shifts in CCRSM? Hopefully they will come to the conclusion that teaching has to change. Click – the question will appear So, what has to happen for the 3 Key Shifts to occur? Again we are looking for the conclusion that our teaching practices have to change.

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1 Handout: HO_SMP Take a look at this handout on your table. Basically, we are going to have to look at HOW we teach mathematics. The Standards for Mathematical Practice 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. These Standards for Mathematical Practice will be the basis for our professional development as we move forward and are critical for changing HOW we teach math.

Handout #4 titled: HO 4 smp

20

8 We know that the College and Career Ready Standards (CCRS) is our #1 priority and we also know that there are additional interrelated works of schools that also exist. The question is: How does it all work together? Click and the visual will appear Here is a visual created by DoDEA Communications. This graphic includes some of the interrelated works of school. What do you think would go on the blank strands? Listen to their responses. The blank stands could represent other interrelated works that are unique to specific schools, districts and/or areas.

Blank Copy Paper



Slide Number Presenter Time Notes Needs Using this visual as a guide, work with your group to create a verbal description of how all of the pieces work together. You will have 2 minutes. Be prepared to share with the group. Share and discuss with the group. The intent of this is to see how they all work together to achieve College and Career Ready students. All of these items are moving us towards a shift in instruction that is student centered, inquiry based and active engagement. The rigorous standards weave high impact instructional practices together.

21

2 You have a copy of this implementation plan on your table. This lays out the focus for staff development over the next few years. In School Year 15 – 16 all standards for mathematics will be implemented. Professional Development will be focused on the SMPs and the Math Domain of Counting and Cardinality in K and Operations and Algebraic Thinking in grades 1st – 5th. We are calling these our “heavy lifts” and the focus standards for the grades. This staggered PD plan helps to build capacity over the years. Notice in PK training will be focused on the alignment of the ODLs (Objectives for Development and Learning) from Creative Curriculum to Counting and Cardinality in Kindergarten to link the learning for all grades. Make sure you show how to read this table and you may want to reiterate that ALL standards will be implemented for math in Year 1. Now let’s take a look at the training plan…

Handout #7 titled: HO 7 tentative plan and PD focus




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2 Here is an overview of the current training schedule from now through next school year. Let them look at the schedule and see if they have any questions. Each area, district and sometimes schools will have a different time but everyone has these trainings scheduled. There is a lot going on and this is an exciting new journey for us. There are many “wheels” moving to assure this implementation is a success beginning with building a strong foundation of staff development to support our way ahead. Helpful information for clarification: • Summer 2015 – Contractor will lead – ISSs will attend

• All teachers of mathematics including SPED Teachers that teach math, Gifted Ed, ESL and Math Instructional Support Personnel

• Administrators and ISSs expected to attend • SY 15-16 - Contractor will create – Math ISSs will deliver to

Teachers of Math and other ISSs will deliver to Ancillary • All teachers of mathematics including SPED Teachers

that teach math, Gifted Ed, ESL and Math Instructional Support Personnel

• Ancillary Teachers – all teachers NOT in the list above (ie. Art, Music, PE, IS, etc.)

• *Some areas are considering different ways to distribute this time (4 full days, 8 half days, etc. will be determined by area

Handout #8 titled: HO 8 professional development schedule

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3 We have covered a lot of information today. So let’s take a minute to process what we have discussed and jot down your thoughts about your key insights and new ideas. You may even how more questions to add… do so.




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1

As we finish our meeting today, I want to bring us back to why we are in this business with this organization. Click – images will appear after only 1 click It is to provide the very best education for our military connected children. *Please share with administrators that they may use any pieces of this presentation with their staff.

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1 Please request that all participants complete the End-of-Session Survey. We will use the results from the survey to identify what worked well today as well as opportunities for improvements for future professional development sessions.

Survey link https://surveys.dodea.edu/n/CCRSM.aspx

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1 These are the people who contributed to this presentation.

End of Presentation

https://surveys.dodea.edu/n/CCRSM.aspx





Handouts

Handout Information Handout Image Slide Number Directions Copies

9 Handout #1 Summary

Paul Cobb Summary – 1 per person

Stapled to the top of the article in the next box

This is just an area that can be used to write how many copies you will need for your specific trainings.

9 Handout #2 Paul Cobb Article – 1 per person

17 Handout #3 Instructional Shifts Mathematics

19 Handout #4 SMP Handout – 1 per person

13 Handout #5 SMP for Kids - Posters

13 Handout #6 SMP for Kids – 1 or 2 per table

21 Handout #7 Tentative Plan | Phased In Professional Development

Approach | Emphasis Across Grades PK – 5 1 per person

22 Handout #8 Professional Development Schedule – 1 per person

training plan: facilitator notes – march ccrsm principal ......mar 19, 2015 · how do the...

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