CII Council for Instructional Improvement

Report
CII
Council for Instructional Improvement
San Mateo County Office of Education
Friday, January 9, 2015
www.smcoe.org
AGENDA
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Welcome and Announcements
Presentations from each of the Math Collaboratives
Break
Rubric Tool
Collaborative Work Session
Bringing it all Together
SVCF Common Core Toolkit & Website
Presentation
www.smcoe.org
Announcements
● SBAC Updates
○ January 15 - Release of Interim Comprehensive Assessments & Using the
Interim Assessments Webinar
○ January 27 - Release of Interim Assessment Blocks
○ January 28, 11:30-2:30 - Webinar viewing party at SMCOE
● Math Resource Library at SMCOE
● Elevate Math and Science Information Session
January 26, 2015, 4:00 - 6:00
● Assessment Fair
March 10, 2015, 3:00 - 5:30
www.smcoe.org
Math Collaborative
Presentations
www.smcoe.org
How Close to 100?
● Play with a partner
● Take turns rolling the dice and multiplying the digits
○ Write the multiplication number sentence
○ Draw an array on the grid to pictorially represent the
multiplication
○ Explain your rationale to your partner
● Game ends when both players have rolled the dice and
cannot fit any more arrays on the grid
www.smcoe.org
Rubric Tool
www.smcoe.org
Connecting to the CCSS-M: Operations and Algebraic Thinking
GRADE 2: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and
up to 5 columns.
GRADE 3: Use multiplication and division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
GRADE 4: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35
is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as
multiplication equations.
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Connecting to the CCSS-M: Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
● Students make conjectures and plan a strategy
2. Reason abstractly and quantitatively
● Students discuss or use representations to make sense of quantities and their relationships
3. Construct viable arguments and critique the reasoning of others
● Students listen to the solution strategy of others, discuss alternative solutions, and defend their
ideas
6. Attend to precision
● Students provide carefully formulated explanations
● Students measure accurately
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Connecting to the CCSS-M: Other Factors
Material Alignment
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Evidence of tasks with multiple entry points that can be solved using a variety of solution strategies or
representations
Assessment
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Formative assessment of students’ mathematical understandings
Professional Learning
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PLCs about student understandings at and across grades
Community Communication
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Activity focused parent nights to support parents to understand the types of activities that their
students are engaging in
www.smcoe.org
Collaborative Work Session - Give and Get
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Find a group consisting of 4 individuals from different districts.
Look at each other’s rubrics and notice how their strengths and weaknesses correspond to yours.
Considering the categories where one individual is at a higher stage than the other, discuss strategies
that have been implemented to reach that higher stage.
Groups can also consider the guiding questions.
Guiding Questions
1. What is going well with your implementation?
2. Where are your challenges?
3. How are you addressing challenges?
www.smcoe.org
Bringing it Together
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What resonated?
What are some interesting solution strategies?
What ideas do you have for moving forward?
How can the County Office be supportive?
www.smcoe.org

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