Principal’s Guide to Supporting
Transition and Implementation of the
CCSS in Elementary Mathematics
Francis (Skip) Fennell...
The Plan
•
•
•
•

Leadership Priorities
Knowing and Understanding the Standards
Action Items for Successful Implementation...
Leadership Priorities
• How can you help?
• What’s important?
• How do you do this?

• What’s the plan?
How can you help?
• Knowing
• Supporting
• Build Leadership
– Mathematics Instructional Leaders
– Establishing Learning Co...
Poll Question
• My building’s status regarding the CCSS can be
best described as:
A.
B.
C.
D.

Transitioning to the CCSS
I...
You can’t do this alone…
But – you make it happen.
Principals are difference makers!!!
What’s Important?
• Awareness and knowledge of the CCSS and
• What this looks like inside YOUR building –
implementation-w...
Driving the CCSS
History in the making…
• These Standards are not intended to be
the new names for old ways of doing
business. They are a c...
And now…
A First Step: Implementing the
Mathematical Practices
The Practices – What do we know?
• Well accepted as a starting point… ✓

• Derived from NCTM Process and Adding it Up…✓
• ...
• Mrs. Logan went to the school bake sale to buy some
brownies. All the pans of brownies are square. A pan of
brownies cos...
The Brownies Problem
• What’s the math?
• CCSS 5.NF.3, .4, .6

• Why is it important?
• Which of the
Mathematical Practice...
In the Classroom

• The Practices and Planning
• The Practices and Teaching
• The Practices and Assessment
How and What do you look for?
http://splaysoft.weebly.com/ccl4s.html
Math Practices & Content
• The Mathematical Practices function differently from
content. One can teach content (sadly) wit...
The Content
•
•
•
•
•

Grades K-2
Counting and Cardinality (K
only)
Operations and Algebraic
Thinking
Number and Operation...
and…
Grades 6, 7

• Ratios and Proportional
Relationships
• The Number System
• Expressions and Equations
• Geometry
• Sta...
A Glimpse … Not Fair
Standards/Expectations

K
1
2
3
4
5
6
7
8

24
23
27
30
34
34
43
44
33

Less is MORE!!!!

The number o...
Content and Pedagogical Issues
1.

Focus – depth, time, linger, importance,
where the standards focus.

2.

Coherence – de...
Considering Focus
1. Focus – depth, time, linger,
importance, where the standards
focus.
Critical areas, Focal Points

Bit...
Understanding
4.NBT
• Generalize place value understanding for
multi-digit whole numbers.
• Use place value understanding ...
Representation
• 3.NF.2 – Understand a fraction as a
number on the number line; represent
fractions on a number line diagr...
Here’

Here’s the point…

• Solve word problems involving multiplication of a fraction by a
whole number, e.g., by using v...
Across Levels, time to learn
2. Coherence – development time, flow,
consider cross grade issues, link to
major topics in e...
Gaps
• Pre-requisites. What’s the plan – for two
years, forever?
• RtI – defining tier needs with a CCSS
curriculum
• Adva...
What’s Important?
• Connecting Focus, Coherence and Rigor
• Consider (any grade or conceptual
category)
• What’s familiar?...
So, what’s your plan?
• Building your math team!
– Content and pedagogical capacity – building wide

• Communication plan ...
http://grade3commoncoremath.hcpss.wikispaces.net
Poll Question
• How would you describe your building’s
professional development (PD) for the CCSS?
A.
B.
C.
D.

Planning f...
Questions Emerging
Research Needs
The influence of the CCSS will be
strongly mediated by the consortial
assessments.
PARCC...
Resources
https://sites.google.com/site/emstlonline/

http://www.achieve.org/publications
http://www.solution-tree.com/pro...
Resources
https://sites.google.com/site/emstlonline/
Resources
http://www.achieve.org/publications
Resources
•

http://www.solution-tree.com/products/what-principals-need-to-know/what-principalsneed-to-know-about-teaching...
Finally – How can you help?
• Knowing
• Supporting
• Build Leadership
– Empower and support mathematics leaders
– Establis...
YOUR Turn – Questions
YOU are the difference maker!
What are your needs as you
implement the CCSS? How
can I/we help?
Shar...
For more information visit
www.ffennell.com
www.dreambox.com
For more information visit
www.ffennell.com
DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:

•
•
•
•
•

Students’ own intuitive strat...
DreamBox Learning: What We Do
Reinvent the Learning Experience
• Truly Formative Learning:
Eliminate the wall between
Inst...
Robust Reporting
Strong Support for Differentiation
For more information visit
www.dreambox.com
Principal’s Guide to Supporting Transition and Implementation of the CCSS in Elementary Mathematics
Principal’s Guide to Supporting Transition and Implementation of the CCSS in Elementary Mathematics
Principal’s Guide to Supporting Transition and Implementation of the CCSS in Elementary Mathematics
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Principal’s Guide to Supporting Transition and Implementation of the CCSS in Elementary Mathematics

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As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.

Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.

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  • ¾ of 2/5 = 6/20 or 3/10 x $12 = $1.20 x 3 or $3.60.
  • Use with area problem. Get copies.
  • Principal’s Guide to Supporting Transition and Implementation of the CCSS in Elementary Mathematics

    1. 1. Principal’s Guide to Supporting Transition and Implementation of the CCSS in Elementary Mathematics Francis (Skip) Fennell Professor of Education McDaniel College, Westminster, MD & Project Director Elementary Math Specialists & Teacher Leaders Project DreamBox Learning Advisory Board Member Webinar January 30, 2013
    2. 2. The Plan • • • • Leadership Priorities Knowing and Understanding the Standards Action Items for Successful Implementation Next Steps and Key Takeaways
    3. 3. Leadership Priorities • How can you help? • What’s important? • How do you do this? • What’s the plan?
    4. 4. How can you help? • Knowing • Supporting • Build Leadership – Mathematics Instructional Leaders – Establishing Learning Communities
    5. 5. Poll Question • My building’s status regarding the CCSS can be best described as: A. B. C. D. Transitioning to the CCSS Implementing the CCSS Thinking about the CCSS I work in Virginia or Texas or Minnesota or Alaska.
    6. 6. You can’t do this alone… But – you make it happen. Principals are difference makers!!!
    7. 7. What’s Important? • Awareness and knowledge of the CCSS and • What this looks like inside YOUR building – implementation-wise. • Recognizing strengths and needs
    8. 8. Driving the CCSS
    9. 9. History in the making… • These Standards are not intended to be the new names for old ways of doing business. They are a call to take the next step….It is time to recognize that standards are not just promises to our children, but promises we intend to keep (CSSM, p. 5) • College and career ready. 9
    10. 10. And now…
    11. 11. A First Step: Implementing the Mathematical Practices
    12. 12. The Practices – What do we know? • Well accepted as a starting point… ✓ • Derived from NCTM Process and Adding it Up…✓ • Observable…✓ • Planning and pedagogy related…✓ • Consider for some more than others Mathematics Developmental levels
    13. 13. • Mrs. Logan went to the school bake sale to buy some brownies. All the pans of brownies are square. A pan of brownies cost $12. Customers could buy any fractional part of a pan and pay that fraction of $12 (For example, ½ a pan costs ½ of $12). Mrs. Logan bought ¾ of a pan that was 2/5 full. How much did she pay? • Problem Solving, reasoning, modeling… Doing What Works – Problem Solving, 2012 13
    14. 14. The Brownies Problem • What’s the math? • CCSS 5.NF.3, .4, .6 • Why is it important? • Which of the Mathematical Practices might students engage in as they solve this problem?
    15. 15. In the Classroom • The Practices and Planning • The Practices and Teaching • The Practices and Assessment
    16. 16. How and What do you look for?
    17. 17. http://splaysoft.weebly.com/ccl4s.html
    18. 18. Math Practices & Content • The Mathematical Practices function differently from content. One can teach content (sadly) without practices; but not practices without content. • The Mathematical Practices should must be authentically connected to specific content. • The Mathematical Practices should be involved in all assessment components.
    19. 19. The Content • • • • • Grades K-2 Counting and Cardinality (K only) Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry • • • • • Grades 3-5 Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
    20. 20. and… Grades 6, 7 • Ratios and Proportional Relationships • The Number System • Expressions and Equations • Geometry • Statistics and Probability Grade 8 • • • • • The Number System Expressions and Equations Functions Geometry Statistics and Probability
    21. 21. A Glimpse … Not Fair Standards/Expectations K 1 2 3 4 5 6 7 8 24 23 27 30 34 34 43 44 33 Less is MORE!!!! The number of standards is NOT the story!
    22. 22. Content and Pedagogical Issues 1. Focus – depth, time, linger, importance, where the standards focus. 2. Coherence – development time, flow, consider cross grade issues, link to major topics in each grade level. 3. Rigor – For major topics, it’s conceptual understanding, procedural skill and fluency and doing math in context. 25
    23. 23. Considering Focus 1. Focus – depth, time, linger, importance, where the standards focus. Critical areas, Focal Points Bite size!!! 26
    24. 24. Understanding 4.NBT • Generalize place value understanding for multi-digit whole numbers. • Use place value understanding and properties of operations to perform multi-digit arithmetic.
    25. 25. Representation • 3.NF.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram. • 4.NBT.5 – Multiply a whole number…Illustrate and explain…by using equations, rectangular arrays, and/or area models.
    26. 26. Here’ Here’s the point… • Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? (4.NF.4c) • Understanding + Representations = Time; Stuff; Rigor Conceptual understanding is NOT an option, It’s an expectation!
    27. 27. Across Levels, time to learn 2. Coherence – development time, flow, consider cross grade issues, link to major topics in each grade level. 30
    28. 28. Gaps • Pre-requisites. What’s the plan – for two years, forever? • RtI – defining tier needs with a CCSS curriculum • Advanced students? Enrichment and/vs Acceleration – particularly between elementary and middle school.
    29. 29. What’s Important? • Connecting Focus, Coherence and Rigor • Consider (any grade or conceptual category) • What’s familiar? • What’s new? • What’s challenging
    30. 30. So, what’s your plan? • Building your math team! – Content and pedagogical capacity – building wide • Communication plan – community members, parents. • Providing time (maybe more time) for mathematics • Monitoring the implementation – What are other places doing? – How can you learn from them? – http://grade3commoncoremath.hcpss.wikispaces.net
    31. 31. http://grade3commoncoremath.hcpss.wikispaces.net
    32. 32. Poll Question • How would you describe your building’s professional development (PD) for the CCSS? A. B. C. D. Planning for PD – building and district wide PD for the Mathematical Practices PD for mathematics content Not yet
    33. 33. Questions Emerging Research Needs The influence of the CCSS will be strongly mediated by the consortial assessments. PARCC or SMARTER Balanced?
    34. 34. Resources https://sites.google.com/site/emstlonline/ http://www.achieve.org/publications http://www.solution-tree.com/products/what-principals-need-toknow/what-principals-need-to-know-about-teaching-and-learningmathematics.html
    35. 35. Resources https://sites.google.com/site/emstlonline/
    36. 36. Resources http://www.achieve.org/publications
    37. 37. Resources • http://www.solution-tree.com/products/what-principals-need-to-know/what-principalsneed-to-know-about-teaching-and-learning-mathematics.html
    38. 38. Finally – How can you help? • Knowing • Supporting • Build Leadership – Empower and support mathematics leaders – Establishing Learning Communities
    39. 39. YOUR Turn – Questions YOU are the difference maker! What are your needs as you implement the CCSS? How can I/we help? Share…
    40. 40. For more information visit www.ffennell.com www.dreambox.com
    41. 41. For more information visit www.ffennell.com
    42. 42. DreamBox Lessons & Virtual Manipulatives Intelligently adapt & individualize to: • • • • • Students’ own intuitive strategies Kinds of mistakes Efficiency of strategy Scaffolding needed Response time
    43. 43. DreamBox Learning: What We Do Reinvent the Learning Experience • Truly Formative Learning: Eliminate the wall between Instruction and Assessment • Conceptual Understanding & Procedural Fluency • Common Core Aligned: Consistent Progressions & Coherent Connections • Dynamic, continuous & realtime data feed the adaptive engine – averaging 50,000 data points per hour per student
    44. 44. Robust Reporting
    45. 45. Strong Support for Differentiation
    46. 46. For more information visit www.dreambox.com
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