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Tips and Tools for Intensive Family Engagement Around the Common Core

Tips and Tools for Intensive Family Engagement Around the Common Core. Reflect and plan on communication needs – both content and strategy; consider resources and strategies used by educators from around NYS. Engagement Around Learning. What parents should know about Common Core

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Tips and Tools for Intensive Family Engagement Around the Common Core

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  1. Tips and Tools for Intensive Family Engagement Around the Common Core Reflect and plan on communication needs – both content and strategy; consider resources and strategies used by educators from around NYS

  2. Engagement Around Learning • What parents should know about Common Core • https://www.youtube.com/watch?v=Mm6AqMkFX94

  3. Reflect: Content of Communication • What do you hear most in your community that SUPPORTS this work? • What is the source of this message? • What do you hear most in your community that CHALLENGES this work? • What is the source of this message?

  4. Reflect: Strategy of Communication • What implemented family engagement/ supports are going well? • What is on the horizon for next steps to be accomplished? • What needs can you already identify for implementation? • What threats/roadblocks/challenges are anticipated to continue this engagement work?

  5. Panel Bright spot visits

  6. South Huntington CSD • Family engagement in South Huntington • https://www.engageny.org/resource/family-engagement-in-south-huntington

  7. Massena CSD • Julie Albert and Dee Cook, teachers • Website, Video, Newsletters, Parent Night • Cook: • http://mrs-cook.www.mcs.k12.ny.us/modules/groups/integrated_home.phtml?gid=2347433&sessionid=ee8d59758cfb10bd370e0f2fd3684758 • Albert: • http://mrs-albert.www.mcs.k12.ny.us/modules/groups/integrated_home.phtml?gid=2321725&sessionid=ee8d59758cfb10bd370e0f2fd3684758 • Video • https://www.engageny.org/resource/video-debrief-k-5-math-transition-and-implementation-panel

  8. Watertown CSD • Series of ELA and math nights • Beth Maurer, ELA coach • http://www.watertowncsd.org/webpages/emaurer/nti.cfm • JennPhelps, Math Coach • http://www.watertowncsd.org/webpages/jphelps/

  9. The Common Sense Approach to ELA Common Core • Elizabeth Maurer Watertown City School District

  10. Objective: • I can introduce an inexpensive Common SenseApproach to CommonCore for families in my district with an intensive family engagement monthly event, using the ELA shifts.

  11. Shifts make CommonCore Sense

  12. September: Open House • Family Friendly ELA Shifts • Calendar of Events • Photo Collection • Book Collection

  13. October: Shifts 1 & 4 • Family ELA Shifts Slideshow • Text Dependent Questions • Non-fiction/Fiction Book Collection Fun

  14. November: Shifts 1,4,6 • Family ELA Shifts Slideshow • Norms of Collaboration • Vocabulary • Prefixes and Suffixes

  15. December: Shifts 2&3 • Family ELA Shifts Slideshow • Close Reading • Text Dependent Questions

  16. January: Shift 5 • Family ELA Shifts Slideshow • FosteringWriting at Home • Short Response/Extended Response Questions

  17. February: Assessment Night • Family ELA Shifts Slideshow • Test Taking Strategies

  18. March: Assessment Night • Family ELA Shifts Slideshow • Unpacking Difficult Questions • Ways to Prevent and Cope with Test Anxiety

  19. May: CELEBRATION • Celebrate the accomplishments of all the families that have been involved!

  20. Objective: • I can introduce an inexpensive Common SenseApproach to CommonCore for families in my district with an intensive family engagement monthly event, using the ELA shifts.

  21. Parent night Mathematical Models: Number Bonds

  22. Where are we? • WCSD has had an elementary math and ELA coach for this past year. We focused on bringing back strategies and models for teachers from NTI. • Now that teachers are becoming more comfortable, we need to be proactive and show parents how to help their child and what we are doing in the classroom.

  23. Parent Nights for the Year • September – Number Bonds (K-5) • October – Number Disks & Place Value Chart (1-5) • November – Array and Area Models (3-5) • December – Number Lines (K-5) • January – Ten-Frame & Rekenrek (K-1) • February – Tape Diagrams (K-1, 2-4, 5) • March – Tape Diagrams (K-1, 2-4, 5) • April – Problem - solving with models • May – Summer Math

  24. What are Mathematical Models? • Mathematical models are a set of concrete and pictorial models that students use repeatedly across grade levels. • Over time, students become familiar with these models and use them in more complex ways to solve problems. • Mathematical models become part of their tool box, which will help them have a quicker understanding of concepts as they are introduced.

  25. What are Number Bonds? • Number bonds are a pictorial representation of part-part-whole relationships.

  26. What are Number Bonds? • Smaller numbers (the parts) make up larger numbers (the whole) part + part = whole whole – part = part

  27. Important things to remember • concrete objects pictorial representations  abstract

  28. Important things to remember • Orientation of the number bonds does not change its meaning.

  29. Important things to remember • Number bonds of 10 are the most important in the lower grade levels.

  30. Grades Kindergarten – Second Grade • What do they look like? • Adding numbers • Decomposing numbers

  31. Kindergarten

  32. First Grade

  33. Second Grade

  34. Grades 3 - beyond • What do they look like? • Fractions • Time • Conversion of units • Adding/subtracting larger numbers

  35. Third Grade

  36. Fourth Grade

  37. Fifth Grade

  38. What can you do at home? • Make and Take activities • Apps • Show your child multiple ways to solve problems

  39. Make and Take Activities • Plate activity • Hanger and clothespins • Puzzles • Bracelets • Ziploc bag with objects

  40. Activities for you!

  41. Other resources • You tube video • How to Implement a Story of Units • Apps: Number Bonds Flash (android) • Online games: http://www.mathplayground.com/PartPartWhole.html • Number Bond Parent Pamphlet

  42. Web Supports • Math Blog: connecting with families outside school • https://www.youtube.com/watch?v=n0Rt1h0Z4L4 • iPadhomework videos keep parents in the loop • https://www.youtube.com/watch?v=f4xvITNyFmg • CCVidHelp

  43. More on CCVidHelp • bit.ly/ccvidhelp – Google site with links to all the YouTube channels • http://www.youtube.com/channel/UCSwzbBMTg-2KBCj-74Asjxw - Sample YouTube channel for Algebra I Common Core • http://www.youtube.com/channel/UCBjy2jkv6wKsXNLGnmGq7Cg - Sample YouTube channel for Grade 5 Common Core • https://sites.google.com/site/ccvidhelp/project-documents-and-resources/how-to-documents - “How to” documents related to the process behind the scenes to participate in the ccvidhelp project • http://goo.gl/XhzjQ2 - shared google document with list of participating districts • http://goo.gl/47frpQ - shared google folder with lots of resources in support of the ccvidhelp project

  44. Connetquot CSD • Strategic Engagement • Stu Pollak, Principal • http://www.ccsdli.org/SycamoreAvenue.cfm?subpage=767552

  45. Parents’ perceptions of common core • Social media influence • Confusion between the learning standards, assessments, and APPR • The instructional shifts’ effect on HW • Any difficulty a child experiences would be blamed on the CCSS

  46. What we have done directly with parents • Empathize -- we are parents too. • Separated the issues • Proved our focus remained on engaging children and meeting their needs – not the assessments • No pressure from us with regard to the assessments • Kept the political discussion off the table • Principal’s Teas • Principal’s Blog www.principalpollak.wordpress.com • Twitter • Webpage updates • Despite the technology--- Nothing was more effective than talking

  47. Struggle vs. Frustration Struggle: being appropriately challenges. It may included behaviors such as frequent erasing, making errors, asking for help, MILD frustration accompanied by a desire to continue working. This type of struggle helps children learn how to persevere. Frustration: is when a child may exhibit behaviors such as crying, wanting to give up after making an effort, yelling, short tempered, etc. When children reach this point, we encourage them to stop doing their homework. We never want children to reach a point that hinders their love for learning. Parents are encouraged to communicate with their child’s teacher if they experience this.

  48. Parent Workshop • Previous points • Timing • Survey • Transparency • Why the math modules are so exciting • Focus on how one topic (place value) spiraled from K-5 • Value the adult learning process • Witness the collegiality

  49. 2014-15 Communication Content • What do you hear most in your community that SUPPORTS this work? • What is the source of this message? • What do you hear most in your community that CHALLENGES this work? • What is the source of this message? • What is your main message for 2014-15? • Craft your website message. • Craft your grocery store speech that aligns with your main message.

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