Services

DRAFT: Being Updated.

CKingEducation provides K – 8 Math and Technology Integration professional development.  Our professional development services incorporates and promotes research-based best practices to help teachers stretch their pedagogy and build their content knowledge.  We offer the following professional development services.

Needs Assessment: Gathering measurable data around staff needs as articulated and identified by the staff and/or administration. We utilize innovative, proprietary, customizable tools to better examine a schools or districts needs. Gathering measurable data around staff needs as articulated and identified by the staff and/or administration. We utilize innovative, proprietary, customizable tools to better examine a schools or districts needs.  By utilizing the power of these tools we are able to identify very clearly and quickly teachers, schools, and districts strengths and areas of challenge.  We also use these tools to help identify where their might be a disconnect between what teachers are actually doing and what they believe they are doing.  

The Math Vision Survey: Staff members are guided through the process of articulating their vision for what students, teachers, and administrators are expected to do to help students achieve.  Their vision is crafted into a survey where they measure, on a scale of 1 to 5, just how well they are doing what is expected based upon their articulated math vision.  Based upon the results of the survey, teachers and administrators, can target specific areas for professional development services.  The same survey can be given again to measure growth over time.

Vertical Planning Task: Is a simple, yet powerful process for gathering data around what teachers and students are do when asked to use mathematics to model a real-life situation presented in the form of a word problem.  When engaging in a Vertical Planning Task, one task is given to several grade levels vertically.  For example, grades 3 to 5 might do the same task.  The work samples are analyzed and used to identify trends.  These trends are used to develop implications for instruction, which focus teacher work and professional development.

Workshops: Offering schools and districts tailored workshop sessions and institutes that help build teacher-content knowledge and target student gaps.  Helping teachers add to their Pedagogical Toolkit by emerging them in engaging experiences that they can immediately bring back to the classroom.

Offering schools and districts tailored workshop sessions and institutes that help build teacher-content knowledge and target student gaps.  Our workshops are powerful and carefully crafted to best meet the needs of participants.  Helping teachers add to their Pedagogical Toolkit by emerging them in engaging experiences that they can immediately bring back to the classroom.  Some standard workshops that were offer are:

Test-Savvy Math: Providing participants with practical tools and year-long, interactive activities that will enable then to use research-based instructional strategies that foster thinking and reasoning into the test-prep process.  Each Test-Savvy Math strategies is aligned to the Common Core State Standards 8 Mathematical Practices and promote collaboration, student ownership, Accountable Talk, error analysis,  and tapping into one’s prior knowledge.

Mathematical Practices: Focuses on experiences and activities that exemplify how the 8 Mathematical Practices can be addressed, actualized, and exemplified in the classroom.  The workshops in this section utilize rich reasoning tasks that help teachers answer the question: How do I help my students to think and reason mathematically?

Common Core Problem Types: This series of workshops focuses on the word problem types as noted in the CCSS and their importance in building student achievement.  As a result the participants will produce a book (available in print and digital formats) of worked examples that model effective mathematical habits of mind.

Modeling with Mathematics: Provides hands-on experiences with concrete tools, mathematical representations and strategies needed to build and demonstrate mathematical conceptual understanding. Participants will take with them a video library that articulates the knowledge and understandings necessary to help students become strategic and flexible thinkers when modeling real-life situation with mathematics.

Building Fluency: Helps participants gain a deeper understanding of what the key fluencies are as called for by the CCSS, how to help students achieve it based upon research-based practices, and how to maintain a balance between conceptual fluency and procedural fluency.  Participants will experience and try-out several routines and daily energizers that promote academic rigor.

Curriculum Planning: Providing structured planning sessions were teachers can focus on planning or clarifying units of study and/or curriculum resources.  Gain insights into of what students are expected to understand and do and how that information is connected to previous and later mathematics.

In order to better meet the needs of all our students, teachers need to adapt and be selective about how they use curriculum resources to design effective units of study and lesson plans.  Ckingeducation provides structured planning sessions were teachers can focus on planning, clarifying units of study and/or curriculum resources.  We aim to help teachers gain insights into of what students are expected to understand and do and how that information is connected to previous and later mathematics.  Our consultants are will support your grade level teams in crafting effective units of study that aim at achieving student transfer of knowledge.  We work year round to help school be more effective and deliberate in their delivery of mathematics content.

Spring/Summer Planning: Focuses on planning for the upcoming school year and reflecting on what worked and what needs to be adapted to better meet the needs of students.

Fall/Winter Planning: Focuses on clarifying units of study and ensure that curriculum resources and materials support the students that we are currently teaching.

Coaching: Powerful, systematic, yet flexible enough to meet the needs of a wide array of teachers.  Built upon trust, respect and first-hand knowledge of what it takes to be an effective teacher.  Our coaching cycles allow teachers the opportunity to clarify, gain a

CkingEducation advocates a Collaborative-Coaching Cycle that is powerful, systematic, yet flexible enough to meet the needs of a wide array of teachers.  Built upon trust, respect and first-hand knowledge of what it takes to be an effective teacher.  A Collaborative-Coaching Cycle is a partnership with teachers.  Our coaching cycles allow teachers the opportunity to clarify, gain a deeper understanding of, and be more reflective about the connections between planning, implementation, and student understanding.  Our Collaborative Coaching Cycle generally takes place over a two-day period…preferably, two consecutive days.  Sometimes due to scheduling conflicts we have to extend the time between the first day (Planning) and the second day (Implementation & Debriefing).  We generally will have 1-period of planning on the first day and 1 ½ periods on the second day for implementation of the planned lesson, followed by a debriefing.

One-on-One Collaborative-Coaching: Includes the consultant and the teacher.  The focus of the coaching session is determined by several factors, such as teacher content-knowledge, the teacher’s professional development goals, student data, etc.  This is an opportunity for teachers to receive critical feedback on a lesson that they plan to implement.  Due to the 2-day cycle, teachers are able to make deliberate adjustments and focus on the areas that we discussed in the coaching session.

Peer Collaborative-Coaching: Includes the consultant, the teacher who is going to implement the lesson, and other teachers who are going to watch the lesson.  The focus of this coaching session is based upon grade level goals, student data or school-wide professional development goals.  This is an opportunity for all teachers to become an active part of the professional development process.  This cycle also takes place over a 2-day period.

Data-Driven Instruction: Offering strategies and cost effective tools for gathering, analyzing data, and measuring student growth to make more informed decisions about instruction.  We are constantly asking the questions: What do you want to know? How do you know? What is your evidence?  What do you want students to be able to do?

CkingEducation offers strategies and cost effective tools for gathering, analyzing data, and measuring student growth to make more informed decisions about instruction.  We focus on collecting data from students and also teachers.  For students, we help teachers take action steps with the data that they have collected.  We are constantly asking the questions: What do you want to know? How do you know? What is your evidence?  What do you want students to be able to do?  For teachers, we use our customizable “Teacher Feedback Forms” to give teachers timely, effective feedback to help them improve instruction.

For schools, we employ our branded Data-Driven Instruction Model.  We use the model to help schools develop identify their data needs and next steps.

Phase I: Planning

  1. Data Blueprint – what data do we have, where is it housed and how can we/do we use it
  2. Analyzing Data – understanding the lingo and possibilities
  3. Trimming the Fat – focusing on specific data to collect and record (track)
  4. Assessing Formatively – having consistent routines/strategies to assess for learning & document information
  5. Developing Common Assessments – matching summative assessments to expected learning outcomes

Phase II: Implementation

  1. Reaching All Stakeholders – sharing the goals with students, parents and the community via a Data Brochure
  2. Instruction that Embeds the Assessment Process – lesson planning structures
  3. Verifying Progress – reflecting on progress, our goals, data collected, looking at student work
  4. Evaluating Next Steps – goal setting based upon data, deciding on instructional strategies
  5. Nicely Done – celebrating/publicizing  growth & progress

Technology Integration: Throughout all aspects of our professional development services we utilize powerful online tools and resources to best prepare our students for the demands of the 21st century.  We are available for in class demonstration lessons, on-site trainings, and encourage teacher/student partnered workshops.

Throughout all aspects of our professional development services we utilize powerful online tools and resources to best prepare our students for the demands of the 21st century.  We are available for in class demonstration lessons, on-site trainings, and encourage teacher/student partnered workshops.  For teachers and students, we provide training on how to effectively incorporate interactive white board technologies.  We focus on how to use Web 2.0 tools as a piece of the instructional puzzle to help student achieve.  Some of our workshop topic include: Limited Technology? Limited Budget? Technology Integration is Still Possible, Web 2.0 Tools for the Classroom, Building Student Ownership with Technology, I am an author! Publishing Made Simple, Google Docs/Google Sites, Ipod Touch for the Classroom, Ipad in the Classroom, Developing an Online Collaborative Learning Community, Teaching Parents to Use Technology to Support Student Learning, and Effective Use of Interactive White Boards in the Classroom.