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Lessons Learned on CCSS

Lessons Learned on CCSS. Dr. Dianne K. Kelly Assistant Superintendent of Schools Revere, Massachusetts. Agenda. Context A little history Challenges What helped us. Revere Public Schools. Small (6648) urban district just north of Boston 45% H ispanic, 41% White 12% ELL, 51% FLNE

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Lessons Learned on CCSS

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  1. Lessons Learned on CCSS Dr. Dianne K. Kelly Assistant Superintendent of Schools Revere, Massachusetts

  2. Agenda • Context • A little history • Challenges • What helped us

  3. Revere Public Schools • 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. MA DESE Actions • 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. 4% additional Standards • 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. Hopes • PARCC or state deliver scope and sequence (YLPs) • Continuity for our transient population • Curricula materials aligned to our standards.

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

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

  10. Helping teachers understand • 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 13-14 • Coach follow-up • 5DP work • Best teachers crate YLPs • Model Units

  11. Helping teachers understand • 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. Helping administrators understand • 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. Standards for Mathematical Practice • 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. Traditional vs. integrated courses at HS level • 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. Teacher content knowledge • 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. Curricula materials • 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. Getting ready for PARCC • Agile Mind (Dana Center) • NWEA item bank in EDWIN • Pilots this spring

  18. Educator Evaluation • SMART Goals menu • Rigor, Relevance • Observation focus on mathematics when possible

  19. Summary • 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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