Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
C² Collaborative Cohort
October 18, 2012
Common Board Configuration
Date: October 18, 2012
Bell Ringer/Shifting Gears:
Thinking/Talking Chips
Learning Goal: Learners will take this
information back to your school to help others
build capacity/awareness for what is needed to
strategically plan for incorporating the CCSS
Math shifts
Benchmarks:
Domain 1: Lesson
Segment/Addressing Content
Domain2: Planning and Preparing
Domain 3: Reflecting on Teaching
Objective: Today we will review the plans of
action for Focus/Coherence, define, and
explore the last shift of Rigor by identifying
key elements required to teach, understand,
apply, and solve math problems
Essential Questions: How do we
revolutionize the way we teach, lead and learn
for 21st century success in C2Ready Math
classroom?
Academic Vocabulary: Procedural Skill/
Fluency, Application, Conceptual
Understanding, 8 Mathematical Practices
Agenda:
I do: Define and explore the shift of Rigor
We do: Determine teacher and leadership
tasks, review plans of action and identify
critical elements for understanding the shift of
Rigor
You do: With the problem provided
collaborate to determine the standard(s)
aligned, skills/abilities, fluencies, and
mathematical practices required to solve a
math problem
Summarizing Activity: Participation
Scale/ Reflective Question
Next Steps : Return to your school site as a
change agent, to share and continue
developing your plans of action with your
leadership team to develop next steps for
building capacity and implementing CCSS
Math at your school
Lake County Schools
Vision Statement
 A dynamic, progressive and collaborative learning community embracing
change and diversity where every student will graduate with the skills
needed to succeed in postsecondary education and the workplace.
Mission Statement
 The mission of the Lake County Schools is to provide every student with
individual opportunities to excel.
 Lake County Schools is committed to excellence in all curricular
opportunities and instructional best practices. This focus area addresses
closing the achievement gap, increased graduation rate, decreased dropout
rate, increase in Level 3 and above scores on the FCAT, achieving an
increase in the number of students enrolled in advanced placement and dual
enrollment opportunities and implementing the best practices in
instructional methodology.
Academic Services
Academic Services
Curriculum & Instruction ~ Professional Development ~ Teaching & Learning

The Office of Academic Services encompasses the core business of Lake County Schools. We provide
guidance and support to develop instructional leaders through the coordination of district curriculum
initiatives, professional learning, along with teaching and learning programs that result in improved
learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly
improve student achievement, align curriculum and instructional practice to Florida’s standards, assist
schools to develop their capacity to implement data-driven planning and review processes that foster
continuous school improvement.
Assurances
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
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We will ensure that we work with district staff and school administrators to design and collaborate on
systems that address professional learning needs related to improving student outcomes.
We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and
national standards.
We will ensure that researched-based best practices (programs and processes) are utilized regarding
student curricular needs and student learning patterns.
We will ensure services are provided that target closing the achievement gap by improving the
performance of all students while drastically accelerating the achievement of students of color,
English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Academic Services
Academic Services
21st Century Skills
Tony Wagner, The Global Achievement
Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Academic Services
Bell Ringer:
Thinking/Talking Chips
1.
2.
3.
First read and think about the question
Next , anyone can begin by responding to the question by placing
his/her chips in the center of the table until everyone has placed at
least one chip in the center.
If you still have chips continue the discussion using his or her chips
or until time is called.
Question
Why is developing a plan of action vital for
building capacity and professional learning growth as it
relates to understanding the mathematical shifts (FOCUS,
COHERENCE, & RIGOR) for common core?
Academic Services
Revisiting Action Plan - Focus
What is shift 1?
What does it demand?
What are the
implications for your
school as you
implement shift #1?
What will this mean
you have to change
about the practices at
your school?
What
challenges/obstacles
will you face at your
school?
What could you
remove this semester
in order to make room
for these shifts?
To what extent can you
identify students who
lack the deep conceptual
understanding required
for the next phase of
learning?
Academic Services
Revisiting Action Plan- Coherence
What is shift #2?
What does it demand?
What are the
implications for your
school as you
implement shift #2?
What will this mean
you have to change
about the practices at
your school?
What
challenges/obstacles
will you face at your
school?
What could you
remove this semester
in order to make room
for these shifts?
To what extent can you
identify students who
lack the deep conceptual
understanding required
for the next phase of
learning?
Academic Services
Why RIGOR ???
Rigor demands students
acquire a balance of
conceptual understanding,
procedural fluency, and
application/ problem-solving
skills.
Academic Services
CCSS
Engage NY
Deep
Conceptual
Understanding
RIGOR
Application
Procedural
Skills and
Fluency
Research
Achievethecore.org
Academic Services
Procedural Skill and Fluency
Speed and accuracy in calculations
Structure class time and/or homework
time to practice core functions
Practice core functions to understand
and manipulate more complex concepts
Academic Services
Required Fluencies K- 8
Academic Services
Student Task
Teacher Task
 Time to practice with
intensity and skill in high
volumes
Academic Services
Administrators/
Leadership Task
Conceptual Understanding
Teach more than how to get the answers,
instead support ability to access concepts
from a number of perspectives
Demonstrate deep conceptual
understanding of core math functions by
applying them to a novel situation
Supports aspects of fluency and
application
Academic Services
Rigor: CONCEPTUAL
UNDERSTANDING
Student Task
Teacher Task
Administrators/
Leadership Task
Utilize 8 Standards for
Mathematical Practice to
understand different concepts
 Demonstrate mastery of
content and concepts at a
deeper level
Academic Services
8 MP
CCSS
Mastery of skills
Explain
Standards
Demands..
Multistep
problems
Justify
Solving
nonroutine
Eight Mathematical Practices
Achieve
The Core
Look for and
express
regularity in
repeated
reasoning
8 Standards of
Mathematical
Practice
Look for
and make
use of
structure
Attend to
precision
CCSS
Writers
Make sense
of problems
and
persevere in
solving them
Use
appropriate
tools
strategically
CCSS
Reason
abstractly and
quantitatively
Construct
viable
arguments and
critique the
reasoning of
others
Model with
mathematics
Academic Services
Illustrative
Mathematics
Standards for
Mathematical Practice
•Describe varieties of expertise that mathematics
educators at all levels should seek to develop in their
students.
•These practices rest on important ―processes and
proficiencies with longstanding importance in
mathematics education.
Mathematical CCSS pg.6
Academic Services
Application( Modeling)
Concepts and procedures are
appropriately utilized even when not
prompted
At all grade levels provide opportunities
for students to apply math concepts to
“real world” situations
Other content areas use math concepts
particularly, in science , use grade level
appropriate math to make meaning.
What Is Mathematical
Modeling?
Is problem finding before problem solving. So
often in mathematics, we say ―prove the
following theorem or ―solve the following
problem. When we start at this point, we are
ignoring the fact that finding the theorem or
the right problem was a large part of the
battle.
Henry O. Pollak
Rigor: APPLICATION
Student Task
Teacher Task
Ability to apply math in
other content areas and
real world to make it
relevant
Ability to choose the
correct math concept to
solve a problem without
being prompted
Academic Services
Administrators/
Leadership Task
Academic Services Instructional
Visit Look For Checklist
Academic Services
Advancements with PARCC
for Math
• The rigor in the
Standards is
through
Math PARCC
innovation,
Advancements:
technology, and
item design…
Academic Services
Guided Learning Task/Problem
Student from three classes at Hudson Valley Elementary School are
planning a boat trip. On the trip there will be 20 students from each class,
along with 11 teachers and 13 parents.
Part A:
Write an equation that can be used to
determine the number of boats, b, they
will need on their trip if 10 people ride
in each boat
Equation
b=_______________
Part B:
How many boats will be needed for the
trip if 10 people ride in each boat? Show
your work.
Answer: ______
boats
Part C:
It will cost $35 to rent each boat used
for the trip. How much will it cost to rent
all the boats needed for the trip? Show
your work.
Answer:
$_________________
Academic Services
Collaborative/Group
Learning Task
Groups will…….
1. Review the problem independently (2 minute)
2. Together discuss and identify the standards aligned to
the problem and determine which fluencies are required
to fluently solve the problem
3. Determine the skills /abilities students will need to
solve the problem
4. Discuss and identify which Mathematical Practices can
be utilized to solve the problem
Academic Services
Processing Activity:
Rally Robin
Reflect and share how this information
will assist your school in planning,
connecting, and implementing key
elements for the mathematical shifts
required for common core.
Academic Services
Participant Scale and Reflection
(Please complete and turn in)
Academic Services