Focus: What’s Important?

What’s Not?

http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/docs/Teacher_Training/1A%20CCSS%20Math%20Shifts%20Mar%202012%20GRADES%20K-5%20Handout.pdf

http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/docs/Teacher_Training/1A%20CCSS%20Math%20Shifts%20Mar%202012%20GRADES%20K-5%20Handout.pdf

What the Student Does…

What the Teacher Does…

What the Principal Does…

•Spend more time thinking and working on fewer concepts.•Being able to understand concepts as well as processes (algorithms).

•Make conscious decisions about what to excise from the curriculum and what to focus•Pay more attention to high leverage content and invest the appropriate time for all students to learn before moving onto the next topic.•Think about how the concepts connects to one another•Build knowledge, fluency and understanding of why and how we do certain math concepts.

•Work with groups of math teachers to determine what content to prioritize most deeply and what content can be removed (or decrease attention). •Determine the areas of intensive focus (fluency), determine where to re-think and link (apply to core understandings), sampling (expose students, but not at the same depth).•Determine not only the what, but at what intensity.•Give teachers enough time, with a focused body of material, to build their own depth of knowledge.

Priorities

Major Clusters

Intense focus Students need fluent understanding and application of the

core concepts 70%

Supporting Clusters Rethinking and linking Some material is covered, but in a way that applies core

understanding 20%

Additional Clusters Expose students to other subjects, though at a distinct, level

of depth and intensity (!0%)

Content Emphases by Cluster

Why? To get an idea of what standards are

required at your grade level How?

Read through the 2005 Content Performance Indicators

Cross out the PI’s that will no longer be covered under the Clusters

Share out….what do you notice?

Activity

Reading the Content Standards

What does this standard mean that a student

must be know and be able to do? What skills will need to be taught? What pre-requisite skills will need to be

reviewed? What evidence can be collected for

assessment?

Unpacking the Content Standards

With a partner, begin to unpack the standards

by filling in the chart

Unpacking the Content Standards

Content Standard

What will the

student know and be able to

do?

Pre-requisites to review

Evidence