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LESSONS LEARNED ON CCSS
Dr. Dianne K. KellyAssistant 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% Hispanic, 41% White
12% ELL, 51% FLNE
76% low income
16% SPED
81% high needs
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
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
Hopes
PARCC or state deliver scope and sequence (YLPs)
Continuity for our transient population
Curricula materials aligned to our standards.
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
Challenges
Standards for Mathematical Practice
Traditional vs. integrated courses at HS level
Content Knowledge
Curricula materials
Getting ready for PARCC
Educator Evaluation
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
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
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)
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
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)
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
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
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
Getting ready for PARCC
Agile Mind (Dana Center)
NWEA item bank in EDWIN
Pilots this spring
Educator Evaluation
SMART Goals menu
Rigor, Relevance
Observation focus on mathematics when possible
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