Transitioning to the Common Core Standards requires teachers to use new methods that emphasize a conceptual understanding of Math. In this month’s Blended Learning webinar, presenter John SanGiovanni discussed best practices for implementing these methods. John shared a case study from Howard County Schools where administrators created an implementation plan that included a feedback and support system, as well as a portal of online tools for educators and administrators. Watch the webinar to find out more.
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
John SanGiovanni - Transitioning and Implementing the Common Core State Standards
1. TRANSITIONING AND IMPLEMENTING THE
COMMON CORE STATE STANDARDS…
ONE DISTRICT’S APPROACH
John
SanGiovanni
jsangiovanni@hcpss.org
Elementary Mathematics
Howard County, Maryland
4. Questions Emerging
Research Needs
How is the mathematics education system responding to
the introduction of the CCSS?
States, school districts, and schools
Preservice teacher education—all types
Professional development
Professional societies
Distinguishing between alignment and quality
The influence of the CCSS will be strongly mediated
by the consortia assessments.
Heck, Weiss, & Pasley, A Priority Research Agenda for Understanding
the Influence of the Common Core State Standards for Mathematics, 2011.
5. Think about…
1. When you think about the transition implementation
of the Common Core, what is most important to
YOU?
2. When you think about your role, what do you need
(in terms professional growth) to ensure that you are
ready and able to lead others through the CCSS
implementation?
3. What are the challenges (elephants in your room),
related to the Common Core, facing your school
and/or district?
6. In the Classroom
The Mathematical Practices and Content Domains
and Planning
The Mathematical Practices and Content Domains
and Teaching
The Mathematical Practices and Content Domains
and Assessment
9. Howard County
72 schools, 40 elementary
50,000 students
• Title 1 elementary schools
• Elementary schools with full-time math coaches
• Full-time RECC programs
• Elementary school enrollments range from 350 to 1,000
10. About Today:
Opportunity to exchange ideas
for solutions to common
problems.
Receive links to curriculum,
instruction, assessment, and PD
resources.
29. Professional Development
PD Modules for every
teacher in every grade level
After school long range
planning for teachers
implementing CC
Content workshops to
develop content
understanding
(NumberTalks, Pizzas/Pies,
Mastering Basic Facts)
33. Parents and Community
Created online resources
PTA and International
Nights
BOE Television Spots
Newsletters
Parent Friendly Practices
“What Your Child Will
Learn” with parent friendly
standards
http://smart.wikispaces.hcpss.org
Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
Because of its location, HoCo is home to agriculture and farming yet is a bedroom community for Baltimore and Washington. We are close to world renowned institutions of higher learning. We are blessed with affluent homes and those struggling to make ends meet. We have unique cultures of both rural and urban settings. HCPSS has 72 schools, approx 50,000 students. I work with our 40 elementary schools and 25,000 elementary students.
Our work with the five districts helped us develop the curriculum for grades K-2.We needed to understand how to phase in the CCSS and have students ready for the new assessments in 2014-15.Once the implementation timeline was determined we needed to develop a plan for curriculum development, professional development for teachers and delivery system for the curriculumHistorically our curriculum has been electronic and we wanted to continue with this practice. We developed Wiki’s to deliver the curriculum.In order to write the curriculum we also needed to develop a scope and sequence of skills. The progressions document from our District group helped us do that.
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
Our work with the five districts helped us develop the curriculum for grades K-2.We needed to understand how to phase in the CCSS and have students ready for the new assessments in 2014-15.Once the implementation timeline was determined we needed to develop a plan for curriculum development, professional development for teachers and delivery system for the curriculumHistorically our curriculum has been electronic and we wanted to continue with this practice. We developed Wiki’s to deliver the curriculum.In order to write the curriculum we also needed to develop a scope and sequence of skills. The progressions document from our District group helped us do that.
This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
This page shows the format of the Wiki. Each Standard is given a page and the scope and sequence that the teachers follow in order to teach the Common Core. In addition we have Supporting the Mathematics section to provide resources for the teachers to implement the curriculum.
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
We needed to develop assessments to help teachers determine students understanding of the curriculum.We needed to begin to understand the expectations of PARCC _ We needed to develop Pre and Post assessments for teachers to use to gauge where students are in understanding where their students are.
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
Simultaneously we needed to work with the kindergarten teachers and begin the process of foreshadowing for the first and second grade teachers. We also knew we needed to start holding content workshops for the intermediate teachers on fractions.Our districts focus was also on the Mathematical Practices which we needed to share with all teachers.Developed presentations for administrators – to keep them informed about the CCSS so they were comfortable in sharing this with their communities and to know what to look for when observing or visiting classrooms.
Simultaneously we needed to work with the kindergarten teachers and begin the process of foreshadowing for the first and second grade teachers. We also knew we needed to start holding content workshops for the intermediate teachers on fractions.Our districts focus was also on the Mathematical Practices which we needed to share with all teachers.Developed presentations for administrators – to keep them informed about the CCSS so they were comfortable in sharing this with their communities and to know what to look for when observing or visiting classrooms.
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
Where Did we Start?Two years ago we began meeting with five other district supervisors to understand the CCSS Mathematical Practices and the Content. We discussed the meaning of the standards and and developed the progressions that were inherent in the Standards.We have 16 Math Coaches who needed to become experts in the CCSS. They act as our emissaries in the schools. We meet with them every Wednesday and each Wed part of their PD was to understand and unpack the Content Standards.We began to focus on Kindergarten. We created a Focus group of administrators, teachers, to get their feedback on delivery of curriculum , timelines, and development of resources
Parents and Community members need to be aware of and understand the changes that are taking place. We have a transition wiki that is available on our district website that has links to the Common Core, National PTA, and PARCC. We have been going to PTA meetings to make presentations on the the Common Core. We have done spots on our local TV station to share the changes that are occurring. We have documents that are sent home that share with parents what their children will learn at each grade level.
To begin the process of transitioning to the Common Core Maryland Board adopted the CCSS in 2010, we needed to ensure that we collaborated with all the related officesSecondary Mathematics – Transition from fifth to sixth grade for curriculum developmentEarly Childhood – who oversees Pre K and KindergartenPubic School Administration – Principals and Assistant Principals need to understand the changes in curriculum and assessments to support their teachers and communitiesGifted and Talented – The impact of curriculum changes on the Math GT curriculumSpecial Education – How this impacts are students with disabilities
Parent/CommunityCurriculumAssessmentProfessional Development