1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort September 20, 2012

2. Common Board Configuration Date: September 20, 2012 Benchmark: Domain 1: Lesson Segment/Addressing Content Domain2: Planning and Preparing Domain 3: Reflecting on Teaching Benchmark: Domain 1: Lesson Segment/Addressing Content Domain2: Planning and Preparing Domain 3: Reflecting on Teaching Bellringer (Shifting Gears) : Three Step Interview Essential Questions: How do we revolutionize the way we teach, lead, and learn for 21 st century success in C ² Ready mathematics classroom? Academic Vocabulary: Focus and Coherence Objective : Today we will define and explore the shifts of Focus and Coherence as they apply to the CCSS-M standards by developing a plan of action to build capacity at your school. Agenda : I DO: Define and explore the shifts for Focus and Coherence WE DO: Discuss teacher and leadership tasks for shifts of Focus and Coherence YOU DO: Create an plan of action for Focus and Coherence Agenda : I DO: Define and explore the shifts for Focus and Coherence WE DO: Discuss teacher and leadership tasks for shifts of Focus and Coherence YOU DO: Create an plan of action for Focus and Coherence Summarizing Activity : Reflecting on CCSS Implementation—Moving from “In Name Only” to “Culturally Embedded” Next Steps (Homework) : Return to your school site as a change agent, share your plan of action with your leadership team, and develop next steps for building capacity in CCSS-M at your school. Learning Goal: Learners will take this information back to their school to help others understand how to build capacity/awareness and identify what is needed to strategically plan for incorporating the CCSS-M shifts.

3. Lake County Schools Vision StatementVision 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 StatementMission 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

4. Curriculum & Instruction ~ Professional Development ~ Teaching & LearningCurriculum & 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

6. 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination Academic Services

7. Who’s in the Room? I am going to ask some questions. Please stand if you fit the description. Remain standing until I ask the next question. If you fit the description remain standing. If you do not please sit down. You may stand or sit at any time depending on whether you fit the description or not. Who in the room is responsible, in some way or another, for implementation of the Common Core State Standards? Who in the room currently teaches students at grades K-12? Who in the room teaches teachers or prepares future teachers? Who in the room has been teaching for 5 or more years? Who in the room has been teaching for 15 or more years? Who in the room has been teaching for 25 or more years? Academic Services

8. Bell Ringer: Three Step Interview 1. You will work with a partner. 2. Partners A interviews Student B 3. Partners switch roles: Partner B interviews Partner A 4. Interviewer listens intently. After the interviewee concludes his/her response, the interviewer pauses for 5-7 seconds then paraphrases the interviewee’s response. 5. Round Robin: Pairs up to form groups of four. Each person, in turn shares with the team what he/she learned from the interview. 1. What CCSS implementation work have you or your school already done? Academic Services Interview Questions

9. Setting the Purpose: Focus & Coherence - Dr. William McCallum Lead Writer for CCSS-M Academic Services

10. A Snapshot of Assessing for College and Career Readiness….. Grade 6 PARCC example Academic Services

11. What “shifts” occur with the Common Core? Academic Services

12. Develop a strong foundational knowledge and deep conceptual understanding Able to transfer mathematical skills and understanding across concepts and grades. Time and energy spent in the math classroom is focused on critical concepts in a given grade. CCSS Research FL DOEEngage:NY Emphasizes concepts prioritized in the standards Narrow the scope of content Focus Shift One: Focus Academic Services

13. Shift One: FOCUS Time + Depth= Focus Academic Services

14. Advancements with PARCC The assessments will focus strongly where the standards focus : PARCC 100% 70% or more on major clusters 20% on additional clusters 10% on supporting clusters Grades 3-8 Academic Services

15. Content Emphases by Cluster – Grade 7 = Major Clusters (70%) = Additional Clusters (20%)= Supporting Clusters (10%)

16. Greater Focus = Greater Depth of Understanding Because we have more time to spend on fewer objectives… …we can develop a greater depth of understanding using the 8 mathematical practices. Academic Services

17. What are the 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 Academic Services

18. DQ 2 : Identifying Critical information - (focusing on the priority standards and providing more time to teaching standards allows for a strong foundational knowledge and a deeper conceptual understanding) CCSS and Marzano Connection… Academic Services

19. Shift 1: FOCUS Student TaskTeacher Task Administrators/ Leadership T ask  Spend more time thinking with fewer concepts  Understand concepts and processes Academic Services Teacher Task  Ensure high leverage content and invest enough time for students to learn the concepts before moving on to the next topic  Decide what to remove from the curriculum and exactly on what to focus  Think about how concepts connect to one another  Build fluency, knowledge and understanding of how and why we perform certain math concepts Administrators/ Leadership Task  Give teachers opportunities and time to build and deepen their knowledge  Determine the “what” and the intensity  Collaborate with math teachers to determine the content to prioritize and the content to minimize  Determine the areas of intensive focus, where to re-think and link, and where sampling will take place.

20. 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 as 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? Academic Services

21. Connects the learning within and across grades Build new understanding onto foundations built in previous years CCSS Research FL DOEEngage:NY Strong understanding of learning progressions Monitor students’ progress and intervene in a timely manner Understand learning progressions to recognize if they are on track and monitor learning to improve their skills What are the Eight Mathematical Practices? Coherence Academic Services

22. Shift Two: COHERENCE Thinking + Linking= Coherence Academic Services

23. Advancements with PARCC Multi-grade progressions in the Standards and the Model Content Frameworks. Integrative tasks draw on multiple standards to ensure students are making important connections. Academic Services

24. Traditional U.S. Approach Number and Operations Measurement And Geometry Algebra and Functions Statistics and Probability Academic Services

25. Common Core Approach Academic Services K-8 Mathematics Content Standards High School Mathematics Content Standards

26. Coherence: Example Across Grade on Fractions Grade 3  Develop understanding of fractions as numbers. Grade 4  Extend understanding of fraction equivalence and ordering  Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.  Understand decimal notation for fractions, and compare decimal fractions. Grade 5  Use equivalent fractions as a strategy to add and subtract fractions.  Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Academic Services

27. CCSS and Marzano Connection… DQ 2: Chucking into digestible bites – (standards carefully connect the learning within and across grade levels to build new understanding onto foundations built in previous years) Academic Services

28. Student TaskTeacher Task Administrator/ Leadership Task  Builds on knowledge  Coherent learning progression Teacher Task  Connect to the way you taught the year before and after  Connect the concepts of the math focus areas across grade levels. Administrator/ Leadership Task  Allow for common planning if possible  Allow for teachers of the same grade levels to collaborate and plan to ensure coherence Academic Services Shift 2: Coherence

29. 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 as 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? Academic Services

30. Potential Barriers/Obstacles Teaching specific facts and isolated skills Designing “teacher-proof” lessons and assessments Developing lessons and assessment by oneself or in silo Understanding how to tier and chunk the lessons to meet the needs of ALL learners Basing inferences on restricted or single sources of evidence Consists of student-centered learningstudent-centered learning Learning occurs among isolated groups Teachers act as a facilitators Problems stimulate the development and use of problem solving skills A lack of appropriate scaffolding and support of the process, modeling of the process, and monitoring the learning Academic Services

31. … in targeting procedural skill and fluency, conceptual understanding, and application. Balance student tasks, activities and problems … for whole-class or group discussion and debate, solitary problem solving and reflection, and time for practice and routine skill building Balance time spent in the classroom … in reading, writing, speaking, and listening needed to meet the mathematics standards Teachers can involve students Best Practices Academic Services

32. Discuss within your groups: Based on the CCSS implementation scale, how can your school move from “In Name Only” to “Culturally Embedded”? Processing Activity: Academic Services

33. 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 implementatio n 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 Academic Services Change is Good!!

34. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort September 20, 2012

35. Processing Activity: Rally Robin How will the focus and coherence shifts in math change the learning expectations for students, teachers, and school leaders? Academic Services

36. How will the focus and coherence shifts impact instruction at your school? Processing Activity: Talking Chips