1. Using Faculty Meetings to Deepen CCSS Understanding Sheri Coleman Presenter 2013 Systems Change Conference

2. Corners Activity  Find the corner that best describes where you work and go there  Introduce yourself to each other

3. Corners Activity, cont.  Pair up with someone in your corner and talk about how you are implementing CCSS in your school/district  Talking points:  What is going well?  What are the challenges?  Are there any groups of teachers who feel “out of the loop”?

4. Shifts in CCSS ELA  Building Knowledge Through Content- Rich Nonfiction  Reading and Writing Grounded in Evidence  Regular Practice with Complex Texts and Academic Language MATH  Greater Focus on Fewer Topics  Linking Topics and Thinking Across Grades  Rigorous Pursuit of Conceptual Understanding, Procedural Skill, and Application

5. Vision of Empowerment We need educators who recognize that the success of all students depends on educators who share responsibility for their success. No teacher has the answers for every student's challenges. Students are best served when educators recognize the talents and expertise of colleagues, acknowledge their own strengths and areas for growth, and agree together to accept the responsibility for the learning for all students. ~Stephanie Hirsch

6. Big Ideas OVERARCHING UNDERSTANDINGS OVERARCHING ESSENTIAL QUESTIONS MATHEMATICAL MODELING *Mathematicians create models to interpret and predict the behavior of real world phenomena * Mathematical models have limits and sometimes they distort or misrepresent.  How can we best model this (real world phenomena)?  What are the limits of this model?  How reliable are its predictions? DETERMINING CENTRAL IDEAS IN TEXT *Writers don’t always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony).  What is this text really about? (e.g. theme, main idea, moral)  How do you “read between the lines?”

7. Quiz-Quiz-Trade OVERARCHING UNDERSTANDINGS OVERARCHING ESSENTIAL QUESTIONS MATHEMATICAL MODELING *Mathematicians create models to interpret and predict the behavior of real world phenomena * Mathematical models have limits and sometimes they distort or misrepresent.  How can we best model this (real world phenomena)?  What are the limits of this model?  How reliable are its predictions? DETERMINING CENTRAL IDEAS IN TEXT *Writers don’t always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony).  What is this text really about? (e.g. theme, main idea, moral)  How do you “read between the lines?”

8. Questions? Contact Information: Sheri Coleman sheri.coleman@k12.sd.us