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Welcome from Commissioner Holliday

Welcome from Commissioner Holliday. Who are we?. How far is your home from this facility? Less than 1 hour More than 1 hour About an hour. Who are we?. W hich job title describes how you spend the majority of your time? Classroom teacher Central office personnel

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Welcome from Commissioner Holliday

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  1. Welcome from Commissioner Holliday

  2. Who are we? • How far is your home from this facility? • Less than 1 hour • More than 1 hour • About an hour

  3. Who are we? • Which job title describes how you spend the majority of your time? • Classroom teacher • Central office personnel • Coach/resource teacher/lead teacher/etc. • other

  4. Who are we? • What is the first letter of the county in which you work? • A to F • G to H • I to R • S to Z

  5. Who are we? • When did you begin your teaching career? • Before 1980 • 1980 to 1990 • 1991 to 2001 • After 2001

  6. AGENDA Introductions Mathematics Leadership Network Overview Establishing Group Norms Common Core State Standards Overview Characteristics of Highly Effective Teaching & Learning Assessment Literacy Blackboard Reflection & Closure

  7. Announcements Facility Issues Breaks/Lunch Name Tags Hand Signal

  8. Warming Up You and your “match” will discuss our warm-up question. At the signal, your pair will form a “square” with the nearest pair to continue discussing and sharing opinions and ideas. Jot down your thoughts onto the index card provided.

  9. Pairs Squared Responses • Choose at least one of the four areas below and write down what you would like to learn within your chosen area(s). • With your pair, and then square, discuss your response(s). ?

  10. Kentucky Leadership Networks Why are we here? Why am I here?

  11. Big Picture Learning Targets • I can clearly articulate the vision and goals of the leadership networks. • I can explain how the networks will work together to improve teaching and learning. • I can identify and describe the four components of the leadership networks’ work. • I can articulate my role in the leadership network.

  12. Big Picture SB 1 • Focus on college / career readiness • Revise standards • Revise assessment system • Collaborate across all groups / levels • Improve the effectiveness of teaching and learning

  13. Leadership Network Vision Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

  14. Content Leadership Network Long Term Goals • Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. • The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the membership of the networks to scale up pd at the local level.

  15. OVEC Math Leadership Network • Regional Facilitators: Dr. Bill Bush Dr. Maggie McGatha Kricket McClure • Regional Math Content Specialist: Seth Hunter • KDE Consultant: Robin Hill • District Teacher Leaders

  16. District Leadership Teams Content Teacher-Leaders School/District Leaders KLA – 3 school level leaders per district Instructional Support Leadership Networks –up to 3 district leaders Superintendent • Mathematics Leadership Networks- 3 Teacher Leaders per district • English Language Arts Leadership Networks-3 Teacher Leaders per district

  17. C I A Curriculum / What Kentucky’s Core Academic Standards Instruction / How Characteristics of Highly Effective Teaching and Learning Assessment / How Well Balanced Assessment / Assessment Literacy Kentucky Leadership Networks

  18. KY Leadership Networks Standards no matter how well-written, will NOT, by themselves, improve student achievement and motivation to learn.

  19. Standards, Assessments, Highly Effective Teaching and Learning • Standards alone will not change classroom practice. They must be understood and contextualized in effective practice. • Standards aren’t written for students. • Teachers must be able to transform standards into the classroom level ‘targets’ that students must ‘hit.’

  20. Standards, Assessments, Highly Effective Teaching and Learning • Targets allow students to build knowledge/skills/reasoning/products over time to a place where they are ready to demonstrate the proficiency required by the standards. • Targets enable teachers to design quality assessments and to plan/select congruent learning experiences.

  21. Leadership Networks • Student learning is at the core of this work. • Capacity building vs. a “train the trainer” model • All stakeholders need to operate from a common understanding of key concepts and ideas related to implementation of Senate Bill 1. • Network participants will study the new standards deeply in order to translate them into highly effective instructional and assessment experiences.

  22. As a Teacher Leader, your responsibility is to • collaborate with other leaders throughout your region to hone your own practices / knowledge • work collaboratively within your district to scale up highly effective practices in every classroom

  23. Setting Group Norms • Group norms are agreed upon ways in which we will work together so that productivity is maximized. • They are posted and reviewed (verbally and in writing) at all meetings. • Let’s work together to set the norms that we will abide by.

  24. Group Norms • Be present and be engaged in the work • We are all equal partners in this work • Seek first to understand, and then to be understood • others? • Think individually, write down 3 norms that you feel should be included on our list (2 minutes). • Share with your team, designate a recorder/synthesizer and share your 3 Norms and come up with a group list. Your group should be prepared to share one Norm that should be considered for our list (5 minutes).

  25. Questionnaire and Break • We have about 10 minutes to do a baseline questionnaire, which we will use to inform/ improve our practices. • When you are finished, give the questionnaire to Seth and take a 15 break.

  26. Learning Targets: • I can explain the development, purpose, and organization of the new Common Core State Standards for Mathematics. • I can compare and contrast: • the Standards for Mathematical Practice with the Standards for Mathematical Content, and • the new Common Core State Standards with other state and national standards.

  27. Where did the Common Core StateStandards come from?

  28. Support for the Common Core State Standards Initiative ACT, Inc. American Federation of Teachers (AFT) National Education Association Council for Exceptional Children (CEC) American Statistical Association Coalition for Student Achievement National Association of Secondary School Principals The College Board U.S. Department of Education Council of Administrators of Special Education (CASE) Partnership for 21st Century Skills International Reading Association Alliance for Excellent Education National Parent Teacher Association (PTA) Coalition for a College and Career Ready America (CCCRA) Association of American Colleges and Universities National Council of Teachers of Mathematics National Association of State Boards of Education Achieve

  29. The Process - Common Core State Standards Initiative • State-led effort to establish consistent and clear education standards • Written by content experts, teachers, researchers and others • Nearly 10,000 comments from the public • Validation committee reviewed the standards • Each state chooses to adopt, NOT led by federal government

  30. By what criteria were the standards developed? The standards: • Are aligned with college and workforce expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are informed by standards in other top performing countries, and • Are evidence-based.

  31. Introduction to the Common Core:What Does it Mean to Understand? Jake is a Genius • Each person will need 4 post-it notes • Silently read pages 3, 4, and 5. • Using one post-it note per page, write down your Most Important Points for each page.

  32. Introduction to the Common Core • At your table groups, share your Most Important Points (MIPs) about each page. MIP MIP MIP

  33. Standards for Mathematical Practice Important “processes and proficiencies” and describe varieties of expertise that mathematics educators at all levels should seek to develop in their students (p. 6). the strands of mathematical proficiency specified in Adding It Up: adaptive reasoning strategic competence conceptual understanding procedural fluency productive disposition the NCTM process standards: • problem solving • reasoning and proof • communication • representation • connections

  34. Standards for Mathematical Practice - pgs 6-8 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.

  35. Standards for Mathematical Practice – pgs 6-8 • Silently read the mathematical practice assigned to your group and highlight your MIPs. • On chart paper, your group will represent your mathematical practice in words and pictures. • Be prepared to share out.

  36. Standards for Mathematical Practice – pgs 6-8 • Cut out your foldable and write one mathematical practice on each front flap. • As each group presents their mathematical practice, use your foldable to record ideas about the meaning of each practice. foldable

  37. Standards for Mathematical Content, p. 5

  38. Summary Pages • For each grade in K-8 and each topic in high school • Grade 5, page 33 • High School, Number and Quantity, page 58

  39. Overview Pages Domains Clusters Standards Not on overview page Grade 5, p. 34 High School, p. 59

  40. Standards for Mathematical Content Domain Cluster Standards

  41. Domain & Cluster Progression • For K-8, domains read across the page and grade levels read down the page. • For high school, domains and clusters are arranged by topic and read down the page.

  42. Math Topic Time Line • Using the topic assigned to your group, identify where the topic starts and stops in the CCSS using the Cluster & Domain Progression handout. • Discuss with your group any differences you notice between the progression of your topic in the CCSS and the KY POS. • Be prepared to share your findings.

  43. Crosswalk • KDE has developed a crosswalk between the Common Core State Standards and the KY Program of Studies. • KDE > Instructional Resources > Curriculum Documents & Resources > Program of Studies

  44. Standards for Mathematical Practice – Final Reflection • Why is it important that the standards for mathematical practice be the lens through which we look at the content? • What implications do these standards for mathematical practice have on: • The way we need to teach? • The way students learn? • The way curriculum is designed? • The way assessments are designed? • The way we structure these network meetings?

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