Monday, August 13, 2012

Pictures from the event!

Check out this picture of our teacher panel as well as other pictures from the day here:
Thanks again to all the teachers who made the event possible!

Friday, August 10, 2012

1AB. Introduction to the Math Common Core Standards

Description: Philip Daro works on advancing the design and use of leadership tools for change at every level of the educational system, and consults with states and school districts on their accountability systems and mathematics programs. He will also discuss implications for teaching students with variations in prior mathematics knowledge and language.

Presenter: Phil Daro Chaired the State led Common Core Standards Mathematics Workgroup that wrote common College and Career Readiness Standards on behalf of 48 states and was a member of the lead writing team for the K-12 Common Core State Standards. 

Phil is a Senior Fellow for Mathematics for America’s Choice where he focuses on programs for students who are behind in mathematics and algebra for all; he also directs the partnership of University of California, Stanford and others with San Francisco Unified School District for the Strategic Education Research Partnership (SERP), with a focus on mathematics and science learning among students learning English or developing academic English, develops research agenda and projects that address priorities identified in the school district.

He has directed, advised and consulted to a range of mathematics education projects. The most extensive and intensive engagements include NAEP Validity studies, ACHIEVE, FAM(Foundations of Mathematics) program development for America’s Choice, Balanced Assessment Project (co – Director), Mathematics Assessment Resources (MARS), the El Paso Collaborative(consultant), Pittsburgh School District, Los Angeles Unified School District, New York CityBoard of Education, the state of Georgia, and the New Standards Project. From the mid ‘80s until the 90s, Phil was the state Director of the California Mathematics Project for the University of California. He has also worked with reading and literacy experts and panels on problems related to academic language development, especially in mathematics classroom discourse.

1C. Research Projects and CCSS: Integrating 21st Century Skills and Inquiry-Based Learning

Description: The CPS Literacy Content Framework, grounded in the PARCC Model Content Frameworks, provides guidance for a curriculum that includes a quarterly research project. This session will provide a scheme for designing research projects as well as lesson models supported by CPS-provided research web resources and free web 2.0 tools for student content creation. Participants in this session will need to bring a tablet or a computer with a web connection to this session.

Presenter: Jeremy Dunn has more than twenty years of teaching experience in classrooms and libraries ranging from sub-Saharan African to the City of Chicago and its suburbs. As a teacher librarian, he has focused on collaborating with teachers across disciplines to integrate research skills and the use of technology across curricular areas.He currently is Director of Department of Libraries and Information Services at Chicago Public Schools.

Kristin Appiah-Word has worked in the Chicago Public School System for 17 years, with work experience ranging from grades K-12. She has a M.Ed. in Curriculum and Instruction, M.Ed in Leadership and Supervision and is currently working on her doctorate at Walden University (ABD).

Handouts:

1D. Introduction to the ELA Common Core Standards

Description: This session will provide an overview of the Common Core State Standards in English Language Arts and highlight their interrelatedness.  Key changes in reading, research and writing will be described.  Suggestions for how teachers can adjust curriculum priorities to reflect these changes will also be offered.

Presenter: Donna Ogle is a Professor Emeritus in the Reading and Language
program at National-Louis University. Her areas of work have included content literacy and school–based professional development. She was senior consultant to the Chicago Striving Readers Research Grant and is a director of the Chicago Literacy Initiative Partnership (CLIP) in Area 6 of the city. Donna is a past-president of the Illinois Reading Council, the International Reading Association and is an elected member of the Reading Hall of Fame. Her publications include Partnering for Content Literacy: PRC2 in Action (2010), Building Literacy in Social Studies(2007), Engaging in the Language Arts (2009), All Children Read(in third edition, 2010), Coming together as Readers (2009, second ed.), and Reading Comprehension: Strategies for Independent Learners (2009) (co-authored with C. Blachowicz). She and Camille are editors of the Tools for Literacy series published by Guilford Press.

Handouts:

1E. CCSS and WIDA Standards: Applications and Implications for Diverse Students at CPS

Description: This session will provide information and practice opportunities to understand the connection between the CCSS and the WIDA Standards. During the presentation we’ll discuss different forms to address the needs of ELLs while using both sets of standards: CCSS Standards and WIDA Standards. Throughout the session participants will collaborate in the completion of a Model Performance Indicator (MPI) and a Unit Plan.

Presenter: Jose Morales is originally from Mexico. He has a B.A. in Political Science and Communications from the National Autonomous University of Mexico (UNAM) and a Masters from the American College of Education in Curriculum and Instruction with specialty in ESL. Jose's whole professional experience has been connected to education first at the Bilingual Program in Mexico (Mexican Board of Education) and at UNAM teaching Communications. Once in the US, he worked for several publishing companies developing educational materials for diverse students. Jose has taught in the Bilingual program for CPS and the Southwest Independent School District in San Antonio, Texas; the ESOL program for the Valencia Community College in Orlando, Florida; and the ESL program for the Orange County and the Seminole School District in Central Florida.  He recently accepted a position in central offices at the Chicago Public Schools district, with the Department of Language and Cultural Education (DoLCE), as an ESL and Bilingual High School Specialist.

Handouts:

1F. Introduction to the CCSS Writing Standards: A Snapshot of Writing to Argue

Description: In this workshop, educators will explore the standards for writing arguments. In addition, there will be opportunities for discussion and collaboration to determine the content for several writing lessons specific to grade level. This includes topics for minilessons, strategies for teaching, and indicators of student mastery. Educators will understand what the Writing Standards mean and they will generate content for several writing lessons.

Presenters: Christine Gialamas has been an educator for 17 years. She began her journey 
working as a Reading Coach for Posen/Robbins School District. Later in her career, Christine entered the classroom as a fourth and fifth grade classroom teacher. This will be her 7th year working as a Reading Specialist for CPS. Although she loves reading, Christine's heart belongs to writing. She writes frequently herself and find it to be one of the most exciting crafts! Her inspiration is to ignite the minds of educators, so they may intern inspire their students to find the "LOVE" in writing.


Lakeisha Moody-Seymour has been teaching for seven years on the West Side of Chicago. She has seen significant gains in her students' performance and always strives to make children learn to love reading.


Susan Volbrecht was a 2006 Chicago Teaching Fellow, and currently teaches in the Englewood Gresham Network. In addition, she works seasonally as Curriculum Manager for the Chicago Teaching Fellows Program, and is honored to be a member of the Teach Plus Policy Fellowship Cohort for 2012.

Handouts:

1G. Selecting Common Core Aligned Texts for the Elementary School Classroom

Description: This session will focus on how to strategically choose rigorous text to implement in units. Using qualitative and quantitative measures, participants will use a graphic organizer and elementary texts to consider all appropriate factors determined by CCSS. By using multiple methods to determine text complexity, participants will be well informed about the shift in ELA that CCSS presents. Participants will be able to analyze qualitative and quantitative factors when choosing text for their units, and be able to distinguish appropriate text based on lessons’ objectives.

Presenter: Shirley Roberson is a National Board Certified Teacher and has been teaching 4th grade at Andrew Carnegie Elementary School for 7 years. She is the RTI coordinator for her school where she  works with her team to successfully implement PD for teachers with a focus in aligning curriculum to state standards. She is also a facilitator for the Nurturing Teacher Leadership Program where she mentors candidates striving to achieve National Board Certification. This past year, she joined the Chicago Teachers Union 3-5 interdisciplinary team to create a unit implementing Common Core State Standards.  She is a reflective practitioner always looking for ways to strengthen her pedagogy.

1H. Developing K-2 Interdisciplinary Units: Back-Mapping from the CCSS


Description: Teachers will learn how the backwards-design process can be used to develop K-2 interdisciplinary units that address the CCSS. Teachers will need to bring an existing unit plan and a laptop for the session. Teachers will walk away with several tools, including templates and additional resources to begin unit planning for the new school year. Teachers will also be able to use the backwards design process to revisit existing units and begin the alignment to the CCSS.

Presenters: Freeda Pirillis has been teaching for 11 years in the Early Childhood setting and currently works at Agassiz Elementary School for the Fine and Performing Arts in Chicago as a first grade teacher. She achieved National Board Certification as an Early Childhood Generalist in 2008 through Nurturing Teacher Leadership, a prestigious program at the Chicago Teachers Union. Freeda is currently working with a team of National Board Certified teachers in Chicago to develop and field test a K-2 Interdisciplinary unit that will exemplify the Common Core State Standards and serve as a model for teaching and learning for Chicago Public School teachers. In 2011, she worked with teachers and principals from Illinois to review and make recommendations for the teacher evaluation tool that will be used in the state. She has also worked at the national level with the VIVA Project to develop a list of recommendations for teacher induction and mentoring that was presented to Secretary Arne Duncan in December 2010. She also serves on her school's Instructional Leadership Team, providing professional development to her colleagues, as well as works with the administration to analyze student data to guide teacher instruction.  Freeda has a B.A. in Early Childhood Education and a M.A. in Early Childhood Special Education.

Meghan Landers has been teaching in Chicago Public Schools for 9 years. She currently teaches 1st grade and has been for the last 4 years. Meghan previously taught Kindergarten, 2nd grade, and 6th grade. She received her bachelor’s degree from Illinois State University, majoring in Elementary Education with middle school endorsements in Science, Mathematics, Language Arts and Social Studies. In 2008, she received her Master’s degree in Educational Leadership with a Type 75 from Concordia University. In 2010, Meghan received her National Board Certification as an early childhood generalist. She has been serving as the secretary on her school’s Local School Council since 2008. She is also a member of the Instructional Leadership team at her school and the Teacher Leader team at the network level.

Keshanna Milsap teaches first grade Gifted at Andrew Carnegie Elementary School where she has been teaching for six years. She is a National Board Certified teacher who serves as a member of the CPS District-wide Gifted Committee and a member on the Academic, Parent Involvement, and Hiring Committees within her school. She is currently a member of the Chicago Teachers Union Common Core State Standards K-2 Interdisciplinary Unit Development Team. In December 2012, Keshanna will graduate with a Masters Degree in Teacher Leadership.

Handouts:

1I. Beyond ELA and Math: Introduction to the Common Core Standards in Disciplinary Literacy

Description: This session will provide an overview of the demands of the Common Core State Standards in History/Social Studies, Science, and other technical subjects. Participants will learn the disciplinary literacy skills outlined in the Common Core State Standards and their implications for teaching and learning.

Presenter: Michael Manderino is a former high school social studies teacher of 14 years.Additionally, he acted as a district Literacy Coordinator and literacy coach for two years where he and his colleagues implemented a district-wide disciplinary literacy initiative. Michael earned his Ph.D. in Literacy, Language, and Culture at the University of Illinois at Chicago in 2011. He was the recipient of the Outstanding Student Research Award for his dissertation from the Literacy Research Association. He also received the UIC Dean’s Merit Award in 2012. 

Michael’s research interests center around the intersection of disciplinary literacy and multiliteracies at the secondary level. His research investigates how students process multiple texts in discipline specific contexts with multimedia texts. He also researches the impact of high school literacy coaching. Michael is a member of an IES Reading for Understanding grant, Project Readi, Reading for Understanding Across Grades 6 through 12: Evidence-based Argumentation for Disciplinary Learning.

Handouts:

2AB. Motivating Reluctant Readers with the CCSS: Creating Units and Selecting Texts that Engage Readers

Description: This session will explore how to use inquiry-based unit plans to engage students in the middle grades with the Common Core State Standards. It will focus on combining a variety of texts, YA literature, and related real-world resources such as newspaper and magazine articles, music, data, studies, photos, and videos to create an integrated unit. Examples of units and student work willbe shared, and all examples are guaranteed to be framed around topics, issues, and questions that matter to adolescents and the world.

Presenter: After nine years of teaching every grade from third to eighth, Steve is been a professor of teacher education at Northeastern Illinois University in Chicago.  He teaches primarily in the graduate programs, as well as a course on young adult fiction for the English Department.  Steve has also done wide consulting in the Chicago Public Schools; presents nationally; has published in many education journals; and conducts teacher workshops on literacy, literature, and social studies for Boundless Readers in Chicago.  Steve’s newest book Caring Hearts & Critical Minds: Literature, Inquiry, and Social Responsibility, will be published in the fall from Stenhouse Publishers.  His previous books are Being Good and A Democratic Classroom.  Steve lives in Chicago with his wife, Laura, his son, Max, and their dog, Sadie.

2C. Developing IEP Goals Aligned to Common Core State Standards


Description: During this session, teachers will the learn how the Common Core State Standards relate to writing IEP goals. They will also explore IEP goal writing and the shift in instructional practice required by the Common Core State Standards.

Presenters: Ethel E. Barker is the high incidence disabilities manager for Chicago Public Schools, Office of Special Education and Supports. She supports the implementation of strategies, interventions, and inclusive service delivery models proven to support students with disablities in making progress in the general education curriculum. 

Handouts:

2C. Using Collaborative Lesson Planning to Address the CCSS for Mathematics

Description: This session will introduce participants to Lesson Study, in which teachers work together to improve teaching and spread new instructional ideas. Participants will learn about how Lesson Study can help their professional learning communities consider the changes in curriculum and instruction necessitated by the adoption of the Common Core State Standards for Mathematics.

Presenter: Andrew Friesema has worked in education for over 10 years as a classroom teacher, school based math and science specialist, citywide math and science specialist, and faculty member at DePaul University. He is currently working as a math and science specialist at Dr. Jorge Prieto Math and Science Academy, and is working on the Chicago Teachers Union CCSS unit development project as a member of the K-2 math team. He is a graduate of the University of Wisconsin - Madison with a Bachelor of Science Degree in Elementary Education, and a Master's Degree from Northeastern Illinois University in Educational Leadership.

2E. Blending Practice and Content to Create a Common Core Math Class


Description: In this engaging session we will look closely at the Standards for Mathematical Practice as a lens to explore key content standard shifts for K-5. We will look closely at the fraction standards and engage in a dice game that can be used to build fluency. Teachers will plan ways to incorporate the Standards for Mathematical Practice in their math lessons.

Presenter: Alanna Mertens is the Illinois State Board of Education Content Area Specialist for Mathematics. She is working with the Statewide System of Support Team to build teacher capacity in the area of Common Core Mathematics. She has 20 years of teaching experience in the Chicago Public Schools and is currently developing and delivering professional development to teachers across the state as well and working closely with Chicago Math Teacher Leaders through the Office of Math and Science.

Handouts:

2F. Reaching All Learners in the Digital Age Using Universal Design for Learning (UDL)

Description: Universal Design for Learning (UDL) is a framework to help educators meet the challenge of teaching diverse learners in the 21st century. UDL provides a blueprint for creating flexible goals, methods, materials and assessments that enable students with diverse needs and learning styles to succeed in an inclusive, standards-based, digital classroom. This session will provide practical, hands-on, digital-age solutions to reach and teach all learners

Presenter: Jon Mundorf is an award-winning National Board Certified fifth grade teacher at Calusa Park Elementary School in Naples, Florida. He utilizes the Universal Design for Learning framework to meet the multiple challenges of teaching diverse learners in his inclusive, standards-based classroom. Jon enjoys sharing his classroom experiences with other educators and has done so at conferences and workshops throughout North America. In addition to being a full-time teacher, Jon is a doctoral student at the University of Florida and is studying the role of educational technology and UDL in curriculum, teaching and teacher education. Jon is the designer of the Regional Training Center’s graduate course Universal Design for Learning: Reaching All Learners in the Digital Age. Jon, a native of Cuyahoga Falls, Ohio, lives in Naples, Florida with his wife and daughter.

2G. CCSS Anchor Standards in Action: A Social Science Unit


Description:The presenter will provide participants with an overview of a third grade social science unit that integrated CCSS language art content and anchor standards, with a focus on disciplinary literacy and college and career readiness. Participants will gain a deeper understanding of how to think about the integration of language arts, research, and speaking and listening standards in their planning of social science units. They will build their understanding of establishing collaborative group work norms so that students are better able to work together and learn from each other while conducting and discussing research related to various topics.


Presenter: Georgia Anne Moore has been a teacher in Chicago Public Schools for the past 5 years. She has a bachelor’s degree in elementary education from The University of Mississippi and a master’s degree in reading from Northeastern Illinois University. Georgia Anne has pursued her National Board for Professional Teaching Standards certification in Middle Childhood Generalist and currently teaches 3rd grade on the west side. She is on her school’s Common Core planning team and has mentored teachers throughout the summer as they plan for the implementation of CCSS in the fall. In her free time Georgia Anne enjoys spending time with her husband, Kyle, exploring Chicago, and introducing Midwest friends to little bits of Southern charm.

Handouts:

2H. Teaching Functions with the Math Standards and the Standards for Mathematical Practice


Description: In this session, participants will engage in classroom activities that emphasize the Functions in the Common Core standards for Math. Teachers will get ideas that they can take back to their classroom as well as a deeper understanding of content standards, practice standards, and teaching strategies that will help implement the CCSS for Math.

Presenters: Shanele Andrews is the Math and Science Department Chair and the 8th grade Algebra and Science teacher at Ames Middle School. She received her BA in Sociology from Northeastern IL University, her MA from National Louis University in Elementary Education and MA from Governors State University in Educational Leadership. In her spare time, she enjoys cooking and spending time with her daughter.

Katie LaBombard teaches 7th and 8th grade Math at Little Village Academy. Before returning to the classroom, she worked with teachers throughout the city with the Chicago Math and Science Initiative. She loves creating art and bringing art connections into the math classroom.


2I. A Common Core ELA Master Class: Planning Units with the Content Framework (Double Session)

Description: Participants will strengthen their knowledge of the CPS Literacy Content Framework Planning Guides and sample grade level toolsets. They will examine how elements of the Literacy Content Framework have been incorporated throughout curriculum maps, unit plans and performance assessments.  Participants will get a chance to hear from six members of the Literacy Content Framework team about experiences developing and implementing curriculum maps, unit plans and performance assessments based on Common Core State Standards. This session is recommended for individuals who are familiar with ELA Common Core State Standards and are ready to move into developing curriculum maps, unit plans, and performance assessments. (Please Note: This is a double session and you have to sign up for blocks 2 and 3.)

Presenter: As a member of the Department of Literacy, Erin Koning has designed and facilitated professional working sessions on building performance assessments, scoring tools and unit plans aligned to the Common Core State Standards. I co-designed and managed the development of the CPS Literacy Content Framework.

Chris Vega has been a literacy coach since 2005, and teacher since 1996 for CPS. During her tenure, she received a MEd in Instructional Leadership from the University of Illinois, Chicago, and National Board Certification. Her current work at Marvin Camras, an Early Adopter School, led to her involvement with and contribution toward the Literacy Content Framework.

Kelly Masterson has been first grade teacher since 2006 for CPS charter and public schools. During this period she acted as a Primary Mentor Teacher for 3 years and ILT Lead Teacher for 2 years. Kelly received her BA in Elementary Education from the University of Iowa and MA in Curriculum and Instruction from Concordia University. Her current work at Marvin Camras, as an Early Adopter School, and participation with the CCSS PLC for Literacy, guided her involvement with and contribution toward the Literacy Content Framework and the First Grade Unit Plan.

Andrea F. Kulas has been a CPS high school, English teacher for seven years. She has been an active participant as a Yale University Fellow for the past four years where she has focused primarily on increasing her content knowledge. This past year, Andrea worked with the Department of Literacy in their development of the Literacy Content Framework.

Jillian P. Forster DeHaan has been a teacher for five years in CPS. During  these five years she has taught every grade from first to fifth. She is part of the Quarterly Assessment Teacher Team and the Common Core State Standards Teacher Leader Professional Learning Community, which helped develop the Literacy Content Framework. She has recently been hired as a second grade teacher at Helen Peirce Elementary School in Andersonville.

Cyndi Raisanen is a teacher at Rufus M. Hitch Elementary School. She has a Bachelors degree in Elementary Education and a Masters Degree in Special Education, both from the University of Illinois at Chicago. This past year she worked with the Department of Literacy in their development of the Literacy Content Framework.

Handouts:

3AB. Helping Struggling Readers Conquer Complex Texts, Close Reading, and Challenging Tasks: A Continuum to Get There

Description: With the roll-out of the Common Core standards, both teachers and students have had to redefine the work of the classroom space in order to ensure college and career readiness.  This session will examine how to employ grade-level texts and challenging tasks, and how teachers can "throw the ladder down" to scaffold and support students along the way.  Through intentional lesson/unit design which includes opportunities to engage students in close reading, annotation, and argumentation (oral and written) activities, reaching and exceeding these grade level expectations is made possible. Teachers will learn more about an exciting opportunity to participate in Project READI (reading, evidence, argumentation in disciplinary instruction) part of the Reading for Understanding Project funded by the US Dept. of Ed. to look at how 6th-12th grade students construct evidence-based argumentation across multiple texts in the content areas of literature, history and science.

Presenter: Rick Coppola has been a CPS middle-school teacher (Grades 7 & 8) for the last 5 years at John B. Drake Elementary School on the south side of Chicago. Though Rick works with students who often read below grade level, last year 96% of his class met and exceeded on the ISAT. As a career changer, Rick came to earn his Master's Degree in Instructional Leadership at UIC because of a belief in his ability to understand and relate to the challenges students face during adolescence.  As a 2010 Drive Award Winner, and a 2011 Golden Apple Teacher of Distinction, Rick understands how to create a dynamic learning environment that empowers students to think deeply, not only about their own lives, but the larger contexts we live in.  He credits a large part of his success with students to a close partnership with UIC (Partnership Read, Global Ed II, Project Readi) for giving him continual access to the latest research in best practice and researchers who are experts in the field of Education/Psychology. 

3C. Common Core State Standards and Students with Special Needs: How to Guarantee Access and Success for All Students


Description: Colleagues will seek and share wisdom regarding the best practice of providing accommodations, modifications, developmentally appropriate practice and differentiating across content areas and learning environments. This session will give participants the opportunity to determine and discuss instructional strategies that support taking the Common Core State Standards from paper to practice for students with exceptional needs from early childhood through high school.

Presenters: Antoinette Taylor is an approved Illinois State Board of Education Professional Development Provider with experience working with individuals with disabilities and impairments from 6 months through adults across the continuum from Autism to Fragile X. She is currently serving on the Governors P-20 Council (Family Youth Community Engagement Committee and the Post-secondary and Workforce Readiness Steering Committee). Antoinette is one of the stakeholders, collaborating with the United States Dept. of Ed (Office of Special Educations Programs) on the recently announced Results Driven Accountability Initiative. 

Handouts:

3E. The Art of Questioning in the Math Classroom

Description: This workshop provides a modeled discussion of questioning tactics for teachers to implement the Standards for Mathematical Practice. Teachers problem-solve issues in a traditional math classroom and create questions that lead to a higher level of student learning.

Presenter: While teaching full-time high school mathematics, Heather Brown spent the last 8 years working with the Chicago Lesson Study Group and presenting on lesson study, questioning and now the common core. Currently she works full-time as the Statewide System of Support Area 1C Math Content Specialist for the Illinois State Board of Education.

Handouts: 

3F. Unpacking the Standards and Selecting Common Core-Aligned Texts for the High School ELA Classroom

Description: In this session participants will learn how to choose the appropriate text to meet the Common Core Standards for text complexity and participants will engage in unpacking certain ELA standards and begin working to forge connections between what students know and what they need to be able to demonstrate per the CCSS. We are tasked with creating meaningful, relevant performance standards to help students of all levels achieve at their peak. Teaching in Chicago Public Schools, we know that the task is often daunting and roadblocks and mandates seem to throw us off track at every turn. Our aim is to devise work for students that respects their cultural background and diverse ability levels while scaling up students' intellectual skills to reflect their true academic competency.

Presenters: John Kuijper has been teaching English in CPS for 12 years, 5 in grades 7-8 and 7 in high school. Prior to his Chicago experience John spent 7 years developing and teaching college English Composition courses. He currently serves as a teacher leader at Bronzeville Scholastic Institute, a small school on Chicago's south side, where he serves as English Department Chair and Junior Team Leader. He achieved National Board Certification in 2007 and has been mentoring teacher candidates since then, as well as serving as a scorer for NBPTS.

Allison Dodson has been teaching high school English inside and outside of Chicago Public Schools for the past 10 years. She is currently an 11th grade English teacher at Marshall High School. She is an NBCT and has worked with the Chicago Teacher’s Union on the creation of common core units to share with teachers all over Chicago. 

John Boggs, NBCT graduated from Northern Illinois University with a bachelor of arts in English education in 2000. He has a masters of arts in writing from DePaul University, and he is pursuing another masters in literacy from Northeastern Illinois University. He started his teaching career in 2000 working in Dunnellon, Florida, but started working for Chicago Public Schools in 2002, where he taught at Farragut Career Academy. After Farragut, he moved to Crane Tech. Prep and is currently working at Consuella B. York Alternative High School, which is an alternative school located within the Cook County Department of Corrections. He achieved National Board Certification in 2005.

3G. Distinguishing Between High and Low Cognitive Tasks: Raising Rigor in the Math Classroom



Description: Are you implementing high quality tasks in your classroom? Do you want to offer your students the rigor they need in order to succeed in the new Common Core centered classroom? Discover how to create high cognitive demand tasks that help students internalize mathematical concepts rather than simply mimicking the procedures. Prepare for the challenges facing teachers today by delving into helpful resources that will jumpstart your Common Core Mathematics Curriculum.

Presenter: Laura Wallace is a middle school Math and Science teacher at Frank I. Bennett Elementary School in Chicago. In addition to receiving a BA in Education from St. Xavier University, she has accumulated continued Math and Science credentials from Loyola University and The University of Chicago. She recently presented "Connecting Activities/ Tasks/ Lessons to the Common Core State Standards" and "What Do Rigorous Tasks Look Like?" at a Math-CCSS Teacher Leader Institute. Additionally, Laura has presented topics on "Teaching the Scientific Method to Middle School Students" at various Illinois Junior Academy of Science Conferences. Her interests include medical illustration, computer graphics design, and spending time with her husband and two teenage children.

Andre Ball is currently a 6th year teacher at Kellman Elementary teaching 6th-8th grade mathematics. He is also currently seeking my E.D.D in Educational Leadership at Argosy University and just recently received his type 75 certificate. He has also recently received training by the state to facilitate common core workshops and have helped to facilitate some this summer. Andrew is passionate about mathematics and very excited that we are changing the way math is being taught around the country.

Handouts:

3H. Integrating the CCSS in Science


Decription: We will identify ELA and Math CCSS addressed in an existing science lesson from the SEPUP curriculum. Teachers will also work together to investigate opportunities to use ELA and Math CCSS to plan science instruction. Finally, we will explore a draft CPS science-planning guide designed to ease the transition to the CCSS.

Presenters: Thomas Vlajkov has been teaching middle-grades science with the Chicago Public Schools since 2006. He has a masters degree in science education from the University of Michigan and was recently awarded National Board Certification in Early Adolescent Science.

John Citek teaches at Stowe School. 

3I. A Common Core ELA Master Class: Planning Units with the Content Framework (Double Session)

Description: Participants will strengthen their knowledge of the CPS Literacy Content Framework Planning Guides and sample grade level toolsets. They will examine how elements of the Literacy Content Framework have been incorporated throughout curriculum maps, unit plans and performance assessments.  Participants will get a chance to hear from six members of the Literacy Content Framework team about experiences developing and implementing curriculum maps, unit plans and performance assessments based on Common Core State Standards. This session is recommended for individuals who are familiar with ELA Common Core State Standards and are ready to move into developing curriculum maps, unit plans, and performance assessments. (Please Note: This is a double session and you have to sign up for blocks 2 and 3.)

Presenter: As a member of the Department of Literacy, Erin Koning has designed and facilitated professional working sessions on building performance assessments, scoring tools and unit plans aligned to the Common Core State Standards. I co-designed and managed the development of the CPS Literacy Content Framework.


Chris Vega has been a literacy coach since 2005, and teacher since 1996 for CPS. During her tenure, she received a MEd in Instructional Leadership from the University of Illinois, Chicago, and National Board Certification. Her current work at Marvin Camras, an Early Adopter School, led to her involvement with and contribution toward the Literacy Content Framework.


Kelly Masterson has been first grade teacher since 2006 for CPS charter and public schools. During this period she acted as a Primary Mentor Teacher for 3 years and ILT Lead Teacher for 2 years. Kelly received her BA in Elementary Education from the University of Iowa and MA in Curriculum and Instruction from Concordia University. Her current work at Marvin Camras, as an Early Adopter School, and participation with the CCSS PLC for Literacy, guided her involvement with and contribution toward the Literacy Content Framework and the First Grade Unit Plan.


Andrea F. Kulas has been a CPS high school, English teacher for seven years. She has been an active participant as a Yale University Fellow for the past four years where she has focused primarily on increasing her content knowledge. This past year, Andrea worked with the Department of Literacy in their development of the Literacy Content Framework.


Jillian P. Forster DeHaan has been a teacher for five years in CPS. During  these five years she has taught every grade from first to fifth. She is part of the Quarterly Assessment Teacher Team and the Common Core State Standards Teacher Leader Professional Learning Community, which helped develop the Literacy Content Framework. She has recently been hired as a second grade teacher at Helen Peirce Elementary School in Andersonville.


Cyndi Raisanen is a teacher at Rufus M. Hitch Elementary School. She has a Bachelors degree in Elementary Education and a Masters Degree in Special Education, both from the University of Illinois at Chicago. This past year she worked with the Department of Literacy in their development of the Literacy Content Framework.

Handouts: