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Gauging school level implementation of common Core (SLICC)

Gauging school level implementation of common Core (SLICC). Kenneth Davis Mathematics Consultant, DPI kenneth.davis@dpi.wi.gov. What do you notice?. Just Walking Through Isn’t Enough.

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Gauging school level implementation of common Core (SLICC)

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  1. Gauging school level implementation of common Core (SLICC) Kenneth Davis Mathematics Consultant, DPI kenneth.davis@dpi.wi.gov

  2. What do you notice?

  3. Just Walking Through Isn’t Enough “Our survey results provide evidence that walkthroughs are principals’ primary source of information about teachers’ effectiveness. However, if they do not use these walkthroughs to support professional development or other human resource practices, the information they gather is unlikely to be beneficial.” Grissom & Loeb, p. 16

  4. Features of theImplementation Tool (Mathematics) Step 1. Observation Notes Step 2. Evidence • Indicators: • Teaching and Learning • Access and Equity • Formative Practices • Teacher Evidence and Student Evidence Step 3. Mathematical Practices • CCSS Standards for Mathematical Practice

  5. Features of Implementation Tool Step 1. Observation Notes - What do I notice? What do I wonder? Information about the problem students are working on solving.

  6. Features of the Implementation Tool Step 2. Visible Teacher and Student Evidence

  7. Wisconsin Guiding Principles for Teaching and Learning

  8. Wisconsin Guiding Principles for Teaching and Learning in a Mathematics Classroom

  9. Principles to Actions: Ensuring Mathematics Success for All The widespread adoption of college- and career-readiness standards, including the Common Core State Standards for Mathematics, presents a historic opportunity to improve mathematics education. 

  10. Features of the Implementation Tool • Step 3: Identify Mathematical Practices • CCSSM Standards for Mathematical Practice

  11. The Standards for Mathematical Practice

  12. Organization of CCSSM Standards for Mathematical Practices

  13. Characteristics of a Mathematically Proficient Student

  14. Features of theImplementation Tool (Mathematics) Step 1. Observation Notes Step 2. Evidence • Indicators: • Teaching and Learning • Access and Equity • Formative Practices • Teacher Evidence and Student Evidence Step 3. Mathematical Practices • CCSS Standards for Mathematical Practice

  15. Using the Implementation Tool

  16. Individual Practice Time

  17. Tell Us What You Think

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