Roxbury Township School District and Chester Township School District partnered together for a special parent engagement night for the Moms Club of Roxbury NJ on September 8, 2014.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
Common Core State Standards Math Workgroup TrainingDr. Marci Shepard
This document provides information about Common Core State Standards for mathematics. It includes a timeline for Washington's implementation of the CCSS from 2010 to 2015. It discusses major shifts in focus, coherence and application required by the CCSS. It compares the organization and presentation of standards between Washington's previous standards and the CCSS. It also outlines the design, organization, format and content of K-8 and high school CCSS, including conceptual categories, clusters and standards. Finally, it describes the traditional and integrated pathways for high school mathematics under the CCSS.
The document discusses issues with the current South African curriculum for intermediate phase mathematics (CAPS) based on research findings. It argues that CAPS does not adequately address concepts like fractions, rational numbers, ratio, rate and proportional reasoning. An alternative curriculum structure is proposed that incorporates key research findings and progressively develops these concepts over multiple grades and terms. The document concludes that developing an effective curriculum requires considering research and being willing to re-work plans based on problems identified.
NCTM 2010 Regional Conferences & Expositions Denver 2Jimmy Keng
This session focuses on eight elements of early grade mathematics in Singapore that help develop a strong foundation for later mathematics learning. These include: 1) Sustained focus on thinking, 2) Focusing on a small number of topics taught in-depth, 3) Using concrete-pictorial-abstract approaches, 4) Having a spiral curriculum where topics are revisited over multiple years, 5) Utilizing non-specialist teachers with support materials, 6) Systematically varying tasks, 7) High aspirations among parents, and 8) Providing learning support and remediation. Concrete approaches, visual representations, and attention to disadvantaged students helps ensure all students learn well.
The Common Core State Standards aim to better prepare students for college and careers by shifting instructional focus to building knowledge through nonfiction texts, reading and writing grounded in textual evidence, and regularly practicing complex texts. In mathematics, the standards emphasize focusing instruction where the standards focus, coherence in linking topics across grades, and pursuing conceptual understanding, skill/fluency, and application of major topics. Implementation of the CCSS is intended to improve student achievement by integrating efforts to focus time and resources on fewer priorities.
- The document discusses research on mathematics education in the United States, finding that only about a third of students are proficient in math based on national assessments. It also discusses research showing US students performing poorly compared to other nations.
- The research emphasizes the need for a well-designed curriculum, quality teacher preparation, and explicitly teaching concepts and making connections to help students succeed in algebra and beyond. It discusses characteristics of students with learning difficulties in math.
- The document provides an overview of effective teaching practices informed by research, including concrete-representational-abstract instruction, explicit teaching, sequencing skills appropriately, and providing cumulative practice and review.
The document discusses a presentation about the nature of teacher knowledge, specifically specialized content knowledge (SCK) which is knowledge used for teaching but not directly taught to students. It describes research assessing SCK among different groups like prospective teachers and more experienced teachers, finding that SCK increases with experience. The presentation also discusses goals for further research on developing teachers' SCK, especially regarding integers and students' reasoning about them.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
Common Core State Standards Math Workgroup TrainingDr. Marci Shepard
This document provides information about Common Core State Standards for mathematics. It includes a timeline for Washington's implementation of the CCSS from 2010 to 2015. It discusses major shifts in focus, coherence and application required by the CCSS. It compares the organization and presentation of standards between Washington's previous standards and the CCSS. It also outlines the design, organization, format and content of K-8 and high school CCSS, including conceptual categories, clusters and standards. Finally, it describes the traditional and integrated pathways for high school mathematics under the CCSS.
The document discusses issues with the current South African curriculum for intermediate phase mathematics (CAPS) based on research findings. It argues that CAPS does not adequately address concepts like fractions, rational numbers, ratio, rate and proportional reasoning. An alternative curriculum structure is proposed that incorporates key research findings and progressively develops these concepts over multiple grades and terms. The document concludes that developing an effective curriculum requires considering research and being willing to re-work plans based on problems identified.
NCTM 2010 Regional Conferences & Expositions Denver 2Jimmy Keng
This session focuses on eight elements of early grade mathematics in Singapore that help develop a strong foundation for later mathematics learning. These include: 1) Sustained focus on thinking, 2) Focusing on a small number of topics taught in-depth, 3) Using concrete-pictorial-abstract approaches, 4) Having a spiral curriculum where topics are revisited over multiple years, 5) Utilizing non-specialist teachers with support materials, 6) Systematically varying tasks, 7) High aspirations among parents, and 8) Providing learning support and remediation. Concrete approaches, visual representations, and attention to disadvantaged students helps ensure all students learn well.
The Common Core State Standards aim to better prepare students for college and careers by shifting instructional focus to building knowledge through nonfiction texts, reading and writing grounded in textual evidence, and regularly practicing complex texts. In mathematics, the standards emphasize focusing instruction where the standards focus, coherence in linking topics across grades, and pursuing conceptual understanding, skill/fluency, and application of major topics. Implementation of the CCSS is intended to improve student achievement by integrating efforts to focus time and resources on fewer priorities.
- The document discusses research on mathematics education in the United States, finding that only about a third of students are proficient in math based on national assessments. It also discusses research showing US students performing poorly compared to other nations.
- The research emphasizes the need for a well-designed curriculum, quality teacher preparation, and explicitly teaching concepts and making connections to help students succeed in algebra and beyond. It discusses characteristics of students with learning difficulties in math.
- The document provides an overview of effective teaching practices informed by research, including concrete-representational-abstract instruction, explicit teaching, sequencing skills appropriately, and providing cumulative practice and review.
The document discusses a presentation about the nature of teacher knowledge, specifically specialized content knowledge (SCK) which is knowledge used for teaching but not directly taught to students. It describes research assessing SCK among different groups like prospective teachers and more experienced teachers, finding that SCK increases with experience. The presentation also discusses goals for further research on developing teachers' SCK, especially regarding integers and students' reasoning about them.
This document provides an overview of the 5th grade mathematics standards for North Carolina related to the Common Core. It is intended to help educators understand what students are expected to know and be able to do under the new standards. The document explains that the standards describe the essential knowledge and skills students should master in order to be prepared for 6th grade. It also provides examples for how the standards can be unpacked to clarify their meaning and intent. Educators are encouraged to provide feedback to help improve the usefulness of the document.
MCI Worchester State University Singapore Math InstituteJimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
The document outlines the new Curriculum and Assessment Policy Statement (CAPS) for mathematics in the Intermediate Phase (grades 4-6) in South Africa. CAPS aims to simplify and strengthen the existing curriculum by filling gaps, ensuring progression between grades, and providing clear guidelines for teachers. It focuses on developing strong conceptual understanding through content-based learning, mental calculations, and problem solving. Assessment will have two components - continuous and common tasks - with clearer cognitive levels and weightings defined. Feedback from teachers and stakeholders informed changes to streamline the curriculum while maintaining high standards.
The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include:
- Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas.
- Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span.
- Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.
Mathematics Scope & Sequence for the Common Core State StandardsDorea Hardy
This document provides an overview of scope and sequence in K-12 mathematics curriculum. It defines scope as the extent of the curriculum and sequence as the organized progression of elements. Different types of sequencing approaches are discussed, including psychological and logical methods. Key questions for developing an effective scope and sequence are outlined. An example sequencing chart is provided to illustrate how standards can be organized from grade to grade. The presentation concludes with guidance on how to read and understand the grade level standards.
This document provides information to help parents support their children in Year 10 as they begin their GCSE courses. It outlines the changes to the new GCSE curriculum including higher expectations, less coursework, and focus on spelling, punctuation and grammar. It discusses how grades are assessed, what qualifications allow access to post-16 options, and tips for avoiding exam stress. Parents are advised to stay involved, ensure their child revises effectively, and contact teachers if any issues arise.
MCI Worchester State University Singapore Math Institute Jimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
These are the unpacking documents to better help you understand the expectations for Kindergartenstudents under the Common Core State Standards for Math.
The document outlines strategies to improve mathematics results for Class X students. It analyzes factors responsible for poor mathematics performance, such as phobia of the subject, lack of practice, and faulty teaching methods. Steps for improvement include focusing on mental math skills, introducing short courses, encouraging more practice, and improving teacher accountability by analyzing results by teacher. Sample questions are provided covering topics like algebra, arithmetic progressions, and quadratic equations at varying difficulty levels. Common student mistakes and ways to emphasize key points for each topic are also discussed.
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
The document summarizes the key changes to the mathematics curriculum and assessment policy in South Africa, known as CAPS. It overviews the rationalization of the previous NCS into CAPS, with a focus on content, concepts, and skills. It details changes to topics covered at different grade levels, assessment requirements which are now 40% continuous and 60% final exam, and time allocation which ranges from 4-7 hours per week depending on grade level. Stakeholder input is requested on strengthening geometry in the senior phase given its inclusion in later grades.
Understanding and appreciating the cf, cg, lm and tg mathDods Dodong
The document outlines the grade 9 curriculum for mathematics in the Philippines. It includes the objectives to discuss the conceptual framework, familiarize students with curriculum guides (CG), teacher's guides (TG), and learner's materials (LM), and help students appreciate the curriculum's role in developing holistic learners. It describes classroom activities where students envision the ideal future math learner and analyze the curriculum materials. It also explains the key components of CGs, TGs, and LMs, including learning standards, competencies, lessons, and assessments. The overall goal is for students to understand and apply the mathematics curriculum to become engaged, critical thinkers.
Unit 6 presentation base ten equality form of a number with trainer notes 7.9.08jcsmathfoundations
The document discusses concepts related to base ten, equality, and forms of numbers. It defines these concepts, examines how students develop an understanding through research on cognitive development, and provides classroom applications and strategies for teaching these concepts effectively. Diagnostic questions are presented to assess student understanding, and examples show how to respond to common student errors or misconceptions in working with numbers.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
The Common Core State Standards aim to better prepare students for college and careers by shifting instructional focus to building knowledge through nonfiction texts, developing evidence-based writing and speaking, and regularly practicing with complex texts. In mathematics, the shifts emphasize focusing instruction where standards focus, coherence in linking topics across grades, and pursuing conceptual understanding along with procedural skill and application. The standards are designed to narrow the scope of content and deepen how time is spent to help students gain strong foundations in core topics.
The document provides an overview of effective instructional strategies for teaching the Common Core State Standards for Mathematics, including focusing instruction where the standards focus, thinking across grades and topics to promote coherence, and pursuing conceptual understanding, skill and fluency, and application of mathematical concepts. It discusses the three shifts in instruction required by the CCSS and examples of how to implement tasks, scaffolding, modeling and other strategies to develop students' mathematical understanding and skills.
The document describes Chets Creek Elementary School, an A+ rated school in Florida. It discusses the school's approach to math intervention using a program called Math Navigator. Math Navigator uses modular instruction to target specific concepts and remedies for common student misconceptions. It also provides professional development for teachers. The school has seen dramatic test score gains, including among special education students using this approach.
This document discusses research on the relationship between students' understanding of fractions and their algebraic thinking. It describes studies that gave students fraction and algebra tasks to solve and analyzed their solutions. Some students used verbal explanations, pronumerals, or scaling fractions and whole numbers in parallel to solve fraction tasks. These flexible approaches to fractions predict stronger algebraic thinking. The document concludes that aspects like operating on fractions, understanding equivalence, and using multiplicative methods are essential for algebra success.
Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1Janet Hale
This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.
Scalable Social Business Models in a Sensor-Rich, Fully Connected World - Peter Coffee presentation at salesforce.com executive event in New York City, 26 Feb 2013
The document discusses differences in media consumption habits among older age cohorts, specifically those born between the 1930s and 1980s. It shows that while Boomers as a whole are spending more time online than three years ago, older consumers are still unwilling to give up internet access. Ikes and Leading Boomers subscribe to and use more traditional media like newspapers, magazines and DVD rentals compared to Trailing Boomers and Gen X.
This document provides an overview of the 5th grade mathematics standards for North Carolina related to the Common Core. It is intended to help educators understand what students are expected to know and be able to do under the new standards. The document explains that the standards describe the essential knowledge and skills students should master in order to be prepared for 6th grade. It also provides examples for how the standards can be unpacked to clarify their meaning and intent. Educators are encouraged to provide feedback to help improve the usefulness of the document.
MCI Worchester State University Singapore Math InstituteJimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
The document outlines the new Curriculum and Assessment Policy Statement (CAPS) for mathematics in the Intermediate Phase (grades 4-6) in South Africa. CAPS aims to simplify and strengthen the existing curriculum by filling gaps, ensuring progression between grades, and providing clear guidelines for teachers. It focuses on developing strong conceptual understanding through content-based learning, mental calculations, and problem solving. Assessment will have two components - continuous and common tasks - with clearer cognitive levels and weightings defined. Feedback from teachers and stakeholders informed changes to streamline the curriculum while maintaining high standards.
The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include:
- Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas.
- Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span.
- Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.
Mathematics Scope & Sequence for the Common Core State StandardsDorea Hardy
This document provides an overview of scope and sequence in K-12 mathematics curriculum. It defines scope as the extent of the curriculum and sequence as the organized progression of elements. Different types of sequencing approaches are discussed, including psychological and logical methods. Key questions for developing an effective scope and sequence are outlined. An example sequencing chart is provided to illustrate how standards can be organized from grade to grade. The presentation concludes with guidance on how to read and understand the grade level standards.
This document provides information to help parents support their children in Year 10 as they begin their GCSE courses. It outlines the changes to the new GCSE curriculum including higher expectations, less coursework, and focus on spelling, punctuation and grammar. It discusses how grades are assessed, what qualifications allow access to post-16 options, and tips for avoiding exam stress. Parents are advised to stay involved, ensure their child revises effectively, and contact teachers if any issues arise.
MCI Worchester State University Singapore Math Institute Jimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
These are the unpacking documents to better help you understand the expectations for Kindergartenstudents under the Common Core State Standards for Math.
The document outlines strategies to improve mathematics results for Class X students. It analyzes factors responsible for poor mathematics performance, such as phobia of the subject, lack of practice, and faulty teaching methods. Steps for improvement include focusing on mental math skills, introducing short courses, encouraging more practice, and improving teacher accountability by analyzing results by teacher. Sample questions are provided covering topics like algebra, arithmetic progressions, and quadratic equations at varying difficulty levels. Common student mistakes and ways to emphasize key points for each topic are also discussed.
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
The document summarizes the key changes to the mathematics curriculum and assessment policy in South Africa, known as CAPS. It overviews the rationalization of the previous NCS into CAPS, with a focus on content, concepts, and skills. It details changes to topics covered at different grade levels, assessment requirements which are now 40% continuous and 60% final exam, and time allocation which ranges from 4-7 hours per week depending on grade level. Stakeholder input is requested on strengthening geometry in the senior phase given its inclusion in later grades.
Understanding and appreciating the cf, cg, lm and tg mathDods Dodong
The document outlines the grade 9 curriculum for mathematics in the Philippines. It includes the objectives to discuss the conceptual framework, familiarize students with curriculum guides (CG), teacher's guides (TG), and learner's materials (LM), and help students appreciate the curriculum's role in developing holistic learners. It describes classroom activities where students envision the ideal future math learner and analyze the curriculum materials. It also explains the key components of CGs, TGs, and LMs, including learning standards, competencies, lessons, and assessments. The overall goal is for students to understand and apply the mathematics curriculum to become engaged, critical thinkers.
Unit 6 presentation base ten equality form of a number with trainer notes 7.9.08jcsmathfoundations
The document discusses concepts related to base ten, equality, and forms of numbers. It defines these concepts, examines how students develop an understanding through research on cognitive development, and provides classroom applications and strategies for teaching these concepts effectively. Diagnostic questions are presented to assess student understanding, and examples show how to respond to common student errors or misconceptions in working with numbers.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
The Common Core State Standards aim to better prepare students for college and careers by shifting instructional focus to building knowledge through nonfiction texts, developing evidence-based writing and speaking, and regularly practicing with complex texts. In mathematics, the shifts emphasize focusing instruction where standards focus, coherence in linking topics across grades, and pursuing conceptual understanding along with procedural skill and application. The standards are designed to narrow the scope of content and deepen how time is spent to help students gain strong foundations in core topics.
The document provides an overview of effective instructional strategies for teaching the Common Core State Standards for Mathematics, including focusing instruction where the standards focus, thinking across grades and topics to promote coherence, and pursuing conceptual understanding, skill and fluency, and application of mathematical concepts. It discusses the three shifts in instruction required by the CCSS and examples of how to implement tasks, scaffolding, modeling and other strategies to develop students' mathematical understanding and skills.
The document describes Chets Creek Elementary School, an A+ rated school in Florida. It discusses the school's approach to math intervention using a program called Math Navigator. Math Navigator uses modular instruction to target specific concepts and remedies for common student misconceptions. It also provides professional development for teachers. The school has seen dramatic test score gains, including among special education students using this approach.
This document discusses research on the relationship between students' understanding of fractions and their algebraic thinking. It describes studies that gave students fraction and algebra tasks to solve and analyzed their solutions. Some students used verbal explanations, pronumerals, or scaling fractions and whole numbers in parallel to solve fraction tasks. These flexible approaches to fractions predict stronger algebraic thinking. The document concludes that aspects like operating on fractions, understanding equivalence, and using multiplicative methods are essential for algebra success.
Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1Janet Hale
This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.
Scalable Social Business Models in a Sensor-Rich, Fully Connected World - Peter Coffee presentation at salesforce.com executive event in New York City, 26 Feb 2013
The document discusses differences in media consumption habits among older age cohorts, specifically those born between the 1930s and 1980s. It shows that while Boomers as a whole are spending more time online than three years ago, older consumers are still unwilling to give up internet access. Ikes and Leading Boomers subscribe to and use more traditional media like newspapers, magazines and DVD rentals compared to Trailing Boomers and Gen X.
Possible; Inevitable; Essential: The Social and Mobile Cloud Peter Coffee
The social and mobile cloud is inevitable and essential. Social networking now surpasses email in usage, and social media has become the new corporate home page. This represents a social revolution that changes what customers, businesses, and IT professionals do. The cloud provides efficiencies that address increasing governance demands around data handling and security. Trust is earned through transparency, granular controls, and rigorous security practices that improve with continuous upgrades and availability. This social transformation changes how technology is led by focusing on trust, governance, mobility, social interaction, and developing talent for ongoing change.
The document is a membership form for the Roxbury High School Alumni Association. It allows alumni to select an annual membership for $10, receive the email newsletter at no cost with membership, and make a tax-deductible donation. It requests contact information, demographic details, and class notes to stay updated with other alumni.
Open Networks, Trusted Clouds: Peter Coffee at Cloud Expo 7 Nov 2011Peter Coffee
Beyond cloud as IT replacement, to cloud as assumed environment for radical acceleration of business process and global expansion of customer community
This document provides an overview of search engine optimization (SEO) and its importance for public relations professionals. SEO involves optimizing websites to rank highly in organic search engine results. It discusses how SEO is crucial because most people find websites through search engines, and the top ranked results receive the most clicks. Proper keyword research and incorporating keywords throughout content are important aspects of SEO. SEO helps websites build credibility and be easy for people to find online.
"It\'s not WHAT you know, it\'s WHO you know that counts." Maybe that sounds unfair or calculating, but think of it another way: If no one knows about your skills, talents, and projects, who\'s going to help you make the best of them? This highly interactive Professional Development Seminar will arm you with the tools you need to network your way to success.
Child slavery remains a significant problem, especially in Central Africa. The document discusses how children as young as six years old are bought and sold into forced labor situations, often working for little or no pay in domestic, industrial, or commercial roles. If they try to escape, many child slaves will never see their families again. The document calls readers to action to help put an end to this cruel practice through efforts like scrutinizing supply chains of companies that may use child labor.
How Humans Effect Africas Endangered Speciesguestf2019a9
Humans have negatively impacted several endangered species in Africa. Black rhinoceros have been poached for their horns for use in Chinese medicine and jewelry, reducing their population. Gorillas have been poached for their fur and lost habitat to development, endangering the species. The geometric tortoise, with only 2,000-3,000 remaining, has been poached for its decorative shell. Conservation efforts have established protected areas and regulations, but continued protection is needed to ensure these species' survival.
Big Spaceship is a place where pushing the limits meets extreme deadlines on a regular basis. The keys to success? A philosophy that affords close collaboration and communication, coupled with a couple of clever solutions to common problems... and some really ugly placeholder art. Join Jamie as he details the way the Spaceship ticks and how you can apply these fundamentals to your own process.
Administrative Cost Savings through Invoice VerificationsPatricia Waguespack
Administrative costs associated with invoice processing can be reduced through strategic verification of invoice data. A tiered approach includes checking invoices for compliance with policies, filtering duplicate bills, and verifying product prices match contractual agreements or are within typical cost ranges. Automating these verification processes can significantly decrease manual work and costs associated with exception management and invoice disputes.
Marketing in High Touch, Fast Paced, Multi Media World: Virginia Franchise Fo...Sally Witzky
Sally Witzky, Founder & Chief Digital Strategist of Traction Group, spoke at the Virginia Franchise Forum on Friday, February 25, 2011. Topic: Digital Marketing in our High-Touch, Fast-Paced, Multi-Media World. Slides are copyright of Traction Group LLC.
The document discusses the benefits of software-as-a-service (SaaS) solutions in the current economic climate under the Obama administration, referred to as "Obamanomics". It notes that public sector CIOs have been given approval to pursue cloud-based solutions to reduce costs while increasing efficiency and security. Examples are provided of government agencies adopting SaaS platforms that have resulted in significant savings. The document argues that SaaS provides opportunities for companies to streamline operations and comply with new governance requirements at a lower cost compared to traditional on-premise IT solutions.
HuebnerPetersen's Dealer Marketing Services' presentation on search engine marketing basics. Including information on organic search, paid search, video, and mobile. Presented at Jayco RV's 2014 Dealer Homecoming event in San Antonio, TX.
This is a second take on a philosophical understanding of governance, from the point of view of knowledge and power. Here I try to understand the concept and what's it for using three main thinkers: Habermas, Foucault and Merleau-Ponty. While I claim that this is not cherry-picking of concepts, the truth is that there is much more to be said about governance from the point of view of knowledge formation.
The document summarizes the development process and key aspects of the Common Core State Standards for English Language Arts and Mathematics. It states that college and career readiness standards were developed in 2009 based on evidence and feedback from multiple stakeholders. Final standards were released in June 2010 and are designed to ensure all students are prepared for postsecondary education and the workforce. The standards are aligned across grades and focused on critical content. They were developed through a state-led process coordinated by CCSSO and NGA to provide consistent learning expectations across states.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
Ccss and the special educator(10 8-13) (1)stuartr52
The document provides an overview of the Common Core State Standards (CCSS) and what special educators need to know about them. It discusses the history of special education and how standards and accountability have increased over time. It then explains key aspects of the CCSS, including their focus on college and career readiness and 21st century skills. The document outlines the CCSS for English language arts and math, noting similarities and differences from prior standards. It also reviews the new computer-based assessment systems being implemented and resources available to support instruction aligned with the CCSS, including learning progressions and maps.
Common core standards_june_2010_webinar_final_v_2cgerstein
The document summarizes the development and key aspects of the Common Core State Standards for K-12 English Language Arts and Mathematics. It describes how the standards were developed through collaboration between states to ensure students are prepared for college and careers. The standards establish clear and consistent guidelines for what students should know and be able to do in English language arts and math at each grade level from kindergarten through high school. They emphasize real-world skills like critical thinking, problem solving, collaboration and communication.
This document outlines the key instructional implications of adopting the Common Core State Standards. In mathematics, it calls for 3 shifts: focusing instruction where the standards focus, coherence across grade levels, and higher rigor requiring fluency and conceptual understanding. In ELA, it requires regular practice with complex texts and building knowledge through nonfiction. It advises teachers to understand the shifts, identify major grade-level work, and review materials to develop text-dependent questions and focus instruction. School districts are advised to align classroom materials, teacher knowledge, student work samples, and assessments to the standards.
ECIS Standards-Based Assessment Pre-ConferenceSue Williams
Here are a few responses from the group using the consultative protocol:
On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
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Common Core Presentation - Moms Club of Roxbury- September 8, 2014
1. Common Core
State Standards
& PARCC
Monday September 8, 2014
7:00 PM
MOMS Club
Common
Core
State
Standards
&
PARCC
2. The Agenda
Dr. Chris Van Woert
● Introduction to the CCSS
Jennifer Wnuk
● ELA CCSS
Melissa Cosgrove
● NGSS supports CCSS ELA
Michele Stanton
● Math CCSS
Dr. Chris Van Woert
● PARCC and Accountability
● Conclusion
3. Where did the
Standards come
from? The National Governors
Association (NGA) and the
Council of Chief State
School Officers (CCSSO)
led the development of the
They are designed to set
clear, consistent and high
learning goals.
*Originally adopted by 46
states across the country.
Common Core State
Standards with the
participation of educators
throughout the country.
The standards were
adopted by the State of
New Jersey in 2010.
6. The Common Core State
Standards prepare
students to succeed in
college course work and
future employment.
The standards are NOT a
curriculum. They identify
what students should know
and be able to do at the end
of each grade level K - 12 in
ELA and Math to ultimately
be prepared for college and
career readiness.
The standards:
- Set clear and consistent
standards for every student;
- Foster students development
of critical thinking skills and
ability to solve real-world
problems rather than memorize
facts;
- Are benchmarked to academic
standards from the highest
performing countries;
- Are the same standards that
students will be tested on when
they take the SAT or ACT
college entrance exams.
7. ELA . . . K-5
Shifts in ELA:
● Regular practice with complex text and its academic
language
● Reading, writing and speaking grounded in evidence
from text, both literary and informational
● Building knowledge through content-rich nonfiction
-Achieve the Core
8. A 6th Grade Example . . .
NJCCCS (2004): Produce written work and oral work
that demonstrate comprehension of informational materials.
After CCSS (2010): Determine a central idea of a text
and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or
judgments.
10. Why Balanced Literacy?
Balanced literacy cultivates
this described analytical
thinking by engaging
students in complex texts
and writing experiences, to
meet the rigorous
standards of the
Common Core.
11. Why Balanced Literacy?
Balanced literacy is
individualized
to meet the needs of
every learner.
18. ELA Common Core State Standards
Reading Literature…
● Determine a theme or central idea of a text and
analyze its development…
● Analyze how complex characters (e.g. those with
multiple conflicting motivations) develop over the
course of a text…
● Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States...
19. New Standards, New Stuff.
Reading Informational Texts…
● Analyze how the author
unfolds a series of ideas…
● Analyze how an author’s
claims are developed…
● Delineate and evaluate
the argument...
23. The home connection . . .
Preview the Curriculum Website:
Parent Friendly Curriculum
Parent Resources
CCSS Roadmaps
Websites:
http://www.corestandards.org/
https://www.parcconline.org/
http://achievethecore.org/
24. Adoption of Next Generation
Science Standards...
Adopted by NJ on July 9th 2014; Implementation for grades 6-12 in
2016-17 School Year and for grades K-5 the 2017-18 SY.
Resources available: Sept 2014
- Sample Classroom Assessment Tasks
- NGSS Evidence Statements
- Accelerated Model Course Pathways
- State of Science Education Research
- NGSS Data Portal
- Alignment Institutes
- Publishers’ Criteria
- NGSS Model Content Frameworks
- STEM Works (Spring 2015)
Currently available:
- EQuIP Rubric for lessons & Units: Science
- State Science Education Standards Comparison Tool
Next Generation Science Standards
25. The Three Dimensional Vision...
Science and Engineering Practices
Asking questions and defining problems.
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics, information and computer
technology, and computational thinking.
Constructing explanations and designing solutions.
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.
27. The Three Dimensional Vision...
Cross Cutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
28. The Three Dimensional Vision...
Disciplinary Core Ideas
Physical Sciences
Life Sciences
Earth Space Sciences
Engineering, Technology and Applications of
Science
29. How can I help at home….
* Select a variety of genres for reading time.
* Encourage questions and foster curiosity.
* Create a maker space to develop a love for
building, creating and discovering.
* Apply learning in context; take advantage of
“teachable-moments”.
31. Mathematics Overview
● The K-5 standards provide students
with a solid foundation in whole
numbers, fractions and decimals
● The 6-8 standards describe robust
learning in geometry, algebra, and
probability and statistics
32. 3 Shifts in Mathematics
● Focus:
● Focus strongly on where the
standards focus.
● Coherence:
● Think across grades and link to major
topics
● Rigor:
● Require fluency, application and deep
understanding
33. Standards in Mathematical Practice
1.Make sense of problems and persevere in solving
them
2.Reason abstractly and quantitatively
3.Construct viable arguments and critique the reasoning
of others
4.Model with mathematics
5.Use appropriate tools strategically
6.Attend to precision
7.Look for and make use of structure
8.Look for and express regularity in repeated reasoning
35. Priorities in Mathematics
● K – 2: Addition and Subtraction,
measurement using whole number quantities
● 3 – 5: Multiplication and division of whole
numbers and fractions
● 6: Ratios and proportional reasoning; early
expressions and equations
● 7: Ratios and proportional reasoning;
arithmetic of rational numbers
● 8: Linear algebra
37. Addition & Subtraction of
Whole Numbers
Kindergarten Understanding
Grade 1 Facts to 20
Add with & without regrouping to 100
Subtract multiples of 10
Grade 2 Add up to four 2-digit numbers
Add & subtract up to 3 digits
Grade 3 Fluent within 1000
Grade 4 Fluency with standard algorithms
38. Multiplication and Division of
Whole Numbers
Grade 2 Introduction to multiplication
Grade 3 Understand
Facts
1 digit x multiple of 10
Grade 4 Using multiplication to compare
1 digit x up to 4 digits
2 digits x 2 digits
Up to 4 digits divided by 1 digit
Grade 5 Fluency with multiplication – standard
algorithm
Up to 4 digits divided by 2 digits
Grade 6 Fluency with division – standard algorithm
39. Fractions
Grade 1 Partition circles & rectangles (2, 4)
Grade 2 Equal shares not always same shape;
Number of pieces in whole (2, 3, 4)
Grade 3 Unit fractions, fractions on a number line,
equivalence, comparison (2, 3, 4, 6, 8)
Grade 4 Equivalence, ordering,
Build fractions from unit fractions
Add & subtract like fractions & mixed numbers
Multiply fractions and whole numbers
Convert fractions to decimals (simple)
(2, 3, 4, 5, 6, 8, 10, 100, 12)
Grade 5 Add, subtract, & multiply fractions & mixed #s
Divide unit fractions and whole numbers
Grade 6 Divide fractions & mixed numbers
40. RIGOR
Conceptual Understanding:
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part
when a whole is partitioned into b equal parts; understand a fraction
a/b as the quantity formed by a parts of size 1/b.
Procedural Skill and Fluency:
5.NBT.5 Fluently multiply multi-digit whole numbers using the
standard algorithm.
Application:
7.NS.3 Solve real-world and mathematical problems involving the
four operations with rational numbers.
-From AchieveTheCore.org
41. Conceptual Understanding
● Teach more than “how to get the answer”
and instead support students’ ability to
access concepts from a number of
perspectives
● Students are able to see math as more than
a set of mnemonics or discrete procedures
● Conceptual understanding supports the other
aspects of rigor (fluency and application)
42. Conceptual Understanding
● Amber didn’t know what 7 x 5 equals, but she does
know that 5x5 = 25 and 2 x 5 = 10. Use drawings,
words, and/or equations to explain why Amber can
figure out what 7 x 5 equals.
● Write 4 fractions that are all equal to 5
● Plot each on the number line
● 2, 5/4, 3 x1/2, ¾ + ¾, 2 - 1/10
● What are two different equations with the same
solution as 3(y-1)=8?
43. Procedural Skills and Fluency
● The standards require speed and accuracy in
calculations
● Teachers structure class time and/or
homework time for students to practice core
functions such as single digit multiplication so
that they are more able to understand and
manipulate more complex concepts
45. Procedural Skills and Fluency
● Compute the following
● 357 + 17,999 + 1
● 37 x 25 x 4
● Mark each true or false
● 8 x 9 = 80 - 8
● 54/9 = 24/6
● 7x5=25
● If A = 356 x 618 and B = 2/4/0.1, what is A/B
divided by 18?
46. Application
● Students can use appropriate concepts and
procedures for application even when not
prompted to do so
● Teachers provide opportunities at all grade
levels for students to apply math concepts in
“real world” situations
● Teachers in content areas outside of math,
particularly science, ensure that students are
using grade-level-appropriate math to make
meaning of and access science content
47. Application
Sale Prices:
Max bought 2 items that were on sale.
One item was 10% off.
One item was 20% off.
Max says he saved 15% altogether.
a) Could Max be right?
b) Could Max be wrong?
48. Do they have to stop for
gas? Explain your
reasoning.
Suppose they do stop for
gas and drinks. The stop
takes 30 minutes. If they
continue on at the same
rate they are going now,
what time will it be when
they reach LosAngeles?
49. PARCC Assessments
PARCC (Partnership for Assessment of Readiness
for College and Careers) are aligned with the
Common Core State Standards
● Many school districts throughout New Jersey piloted the
PARCC assessments in the spring of 2014.
● Full administration of the PARCC will take place this spring
2015.
● Visit http://www.parcconline.org
50. PARCC Assessments continued
● The PARCC Assessments are based on the new
Common Core State Standards
● They will be given to all students in grades 3 – 8
with new EOC exams for high school students in a
variety of subject areas.
● They are to happen two times a year in March and
May with two summative assessments in literacy
and math.
● They are to be administered entirely online.
51. Transition from NJASK to
PARCC
● The Transition Plan outlined from the State was to pilot
PARCC field test questions on the NJASK tests of 2012,
2013 and 2014.
● They are also surveying districts to ensure that they will be
able to administer the tests online.
● Chester and Roxbury are ready right now.
● BRMS piloted the Math Assessment in 8th grade.
● Bragg has piloted the ELA Assessment in third grade.
● Roxbury has participated in the field test from grade three to
high school level for either Math and/or ELA.
● The assessments will be administered in March and May of
2015.
52. How will they measure student
achievement?
● Using Student Growth Percentiles (SGP)
● “Growth model” describes a method of
measuring individual student progress on
statewide assessments by tracking student
scores from one year to the next. Each student
with at least two consecutive years of NJASK
scores will receive a Student Growth Percentile
which measures how much the student
changed relative to the other students statewide
with similar scores in previous years.