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Dr. Dianne K. Kelly Assistant Superintendent of Schools Revere, Massachusetts.

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Presentation on theme: "Dr. Dianne K. Kelly Assistant Superintendent of Schools Revere, Massachusetts."— Presentation transcript:

1 Dr. Dianne K. Kelly Assistant Superintendent of Schools Revere, Massachusetts

2  Context  A little history  Challenges  What helped us

3  Small (6648) urban district just north of Boston  45% Hispanic, 41% White  12% ELL, 51% FLNE  76% low income  16% SPED  81% high needs

4  July 2010 – CCSS adopted by MA  2011 MA Curriculum Frameworks but based on CC  Provided working drafts of our 2007 framework revisions  ESE staff on working teams developing standards  Formally submitted comments of 6 drafts  MA teachers served on external review and validation teams.  June 2010 – Mathematics Common Core Review Panel

5  10 K-8 additions  No additions in Kindergarten, grade 3 or grade 8  One addition in grade 4, grade 5, and grade 7  Two additions in grade 1 and grade 2  Three additions in grade 6  9 high school additional standards  Included in conceptual categories: Number and Quantity, Algebra, Functions, and Geometry

6  PARCC or state deliver scope and sequence (YLPs)  Continuity for our transient population  Curricula materials aligned to our standards.

7  Helping teachers understand the new standards and creating new pacing guides  Teacher content knowledge (upper Elem and MS)  Standards for Mathematical Practice  Helping administrators understand the standards and know what to look for during classroom visits  Administrator content knowledge

8  Standards for Mathematical Practice  Traditional vs. integrated courses at HS level  Content Knowledge  Curricula materials  Getting ready for PARCC  Educator Evaluation

9  Math coaches, math specialists  Common planning - ANet  5DP  Funding and support from state/federal gov.  RTTT  MSP Grant  DSAC  EDWIN – model units

10  Professional development  How to read standards  Crosswalk of old standards to new  Vertical looks at standards  Time to break down and dissect the standards  16 hrs PD in 11-12; 10 hrs for selected teachers  Coach follow-up  5DP work  Best teachers crate YLPs  Model Units

11  Professional development  Math coaches led this work  Coaches met weekly to share notes and collaborate  5DP met over the summer – included many coaches (RTTT funding)

12  Professional Development on what to look for during classroom observations – APs and VPs  Less work with dissecting standards but still some  Some crosswalk of old standards to new  Math content PD from Curriculum Director  Videos for inter-rater reliability  Mostly during monthly meetings  10 hours in 11-12, 5 hours this year  Required focus for evaluation where possible

13  Professional Development  Discussion about what each looked like in the classroom  Brainstorm activities that would enable teachers to identify how best to assess the SMPs  Identify tasks and activities that do NOT measure student progress on SMPs  Discussed how colleagues could help us measure student achievement in these areas (science especially but also PE and Geography)

14  Dual Pathways created by state  Most of our kids take the traditional Path  We offer 1 section of each integrated course (Math I, II, III) for transfer students  Courses converge after Algebra II

15  Courses offered through Lesley University  Used Title II A funds  All offered to participate  MSP Grant (all teachers, SPED, ELL)  Mathematics Licensure  Math Specialists at grades 4 and 5  SPED and ELL teachers  K-8 Math Coaches

16  ELEM (none); Middle (Agile Mind); HS (Flipped model)  Investments in technology instead (Projectors, document cameras, iPads, Lap tops)  Many preferring to use online resources (FREE)  Plans to work with 5DP to leverage volume purchases down the road

17  Agile Mind (Dana Center)  NWEA item bank in EDWIN  Pilots this spring

18  SMART Goals menu  Rigor, Relevance  Observation focus on mathematics when possible

19  Professional Development is key  Don’t forget to train administrators  Collaborate as much as you can to leverage experts and increase economy of efforts  Leverage the necessary resources  Class time  Money  Best teachers  Use evaluation as a resource for data on effective implementation


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