June 26, 2013

 Overview of Sessions  Session 1: Instructional Shifts  Session 2: SBAC Assessments  Session 3: Formative Assessment Tasks  Session 4: Student Goal Setting  Session 5: Tiered Lesson Design

  Know the learning progression : Where have students been and where are they going  Have a plan for delivering the instruction: How will I meet the needs of my students and progress their learning?  Formative Assessment: Checkpoints for learning along the way – Instructional adjustments  Summative Assessment: Final assessment of learning – a chance for students to show that they have mastered the content Instruction to Ensure Student Learning

 CCSS – M  Collaborative discussions within grades and between grades Know the learning progression : Where have students been and where are they going

 Mathematics Shift 1 : Focus 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. 8

 Mathematics Shift 2 : Coherence What the Student Does… What the Teacher Does… What the Principal Does… Build on knowledge from year to year, in a coherent learning progression Connect the threads of math focus areas across grade levels Think deeply about what you’re focusing on and the ways in which those focus areas connect to the way it was taught the year before and the years after Ensure that teachers of the same content across grade levels allow for discussion and planning to ensure for coherence/threads of main ideas 9

 Mathematics Shift 3 : Fluency What the Student Does… What the Teacher Does… What the Principal Does… Spend time practicing, with intensity, skills (in high volume) Push students to know basic skills at a greater level of fluency Focus on the listed fluencies by grade level Create high quality worksheets, problem sets, in high volume Take on fluencies as a stand alone CC aligned activity and build school culture around them. 10

 Mathematics Shift 4 : Deep Understanding What the Student Does… What the Teacher Does… What the Principal Does… Show, through numerous ways, mastery of material at a deep level Use mathematical practices to demonstrate understanding of different material and concepts Ask yourself what mastery/ proficiency really looks like and means Plan for progressions of levels of understanding Spend the time to gain the depth of the understanding Become flexible and comfortable in own depth of content knowledge Allow teachers to spend time developing their own content knowledge Provide meaningful professional development on what student mastery and proficiency really should look like at every grade level by analyzing exemplar student work 11

 Mathematics Shift 5 : Application What the Student Does… What the Teacher Does… What the Principal Does… Apply math in other content areas and situations, as relevant Choose the right math concept to solve a problem when not necessarily prompted to do so Apply math including areas where its not directly required (i.e. in science) Provide students with real world experiences and opportunities to apply what they have learned Support science teachers about their role of math and literacy in the science classroom Create a culture of math application across the school 12

 Mathematics Shift 6 : Dual Intensity What the Student Does… What the Teacher Does… What the Principal Does… Practice math skills with an intensity that results in fluency Practice math concepts with an intensity that forces application in novel situations Find the dual intensity between understanding and practice within different periods or different units Be ambitious in demands for fluency and practice, as well as the range of application Provide enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas 13

 Thinking Through a Lesson Protocol Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14,

 TEACHERS & TASKS MATTER Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) 15 Tasks as they appear in curricular materials Student learning The Mathematical Tasks Framework

 TEACHERS & TASKS MATTER Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) 16 Tasks as set up by teachers Tasks as they appear in curricular materials Tasks as enacted by teachers and students Student learning The Mathematical Tasks Framework

17 Connecting Representations Geometric/ Graphical Geometric/ Graphical Verbal (written and oral) Verbal (written and oral) Tabular Contextual Symbolic Pictures Oral Language Oral Language Manipulative Models Manipulative Models Real-World Situations Real-World Situations Written Symbols Written Symbols Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier, (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp ). Hillsdale, NJ: Lawrence Erlbaum.

15 minutes

 Agenda – Session 4 Formative Assessment How do we know where students are along the learning trajectory and what do we do about it?

 2 nd Grade Classroom Word Problem Clues Apple Farm Field Trip Task lessons-word-problem-clues

  Resources –  – Search CASM or GISD  MAISA Units -  Inside Mathematics - content-standards content-standards  NCSM Great Tasks  Illustrative Mathematics  MAP Tasks (6-12) Rich Tasks

By August 2013: 6-8 Units of Instruction for each of grades K-11 Built Around Learning Trajectories Each Unit: 1 Highlight Lesson 1 Re-engagement Formative Assessment Task

 Project Goals To work with educators across the county to create an CCSS aligned mathematics curriculum including: a series of coherent Units of Study for each grade/course K-12 organizing the Common Core State Standards for content and practice, and one Highlight Lesson and Assessment for each Unit of Study along with other resources (video, sample student work, rubrics, etc.) needed to highlight needed shifts in content and classroom practice. 6/11/201634

 Key Features of CCSS Addressed in CCSSI Materials 35 Emphasis on the use of student thinking within instruction and assessment Attention to both content and practice standards to support a balance of conceptual understanding and procedural fluency Incorporation of mathematical explanations by students Use of multiple representations (technology) Integration of accessibility strategies (Universal Design for Learning, UDL) Learning opportunities and assessments that include inquiry and exploration Embedded research-based tools to support implementation

 Frequently Asked Questions  Will this curriculum replace my instructional materials?  No, these materials are designed to support teachers’ use of their instructional materials.  They are intended to be tools to guide instruction and provide contexts for professional learning as teachers reorganize their instruction and work to implement the CCSS  Not self-enacting 36

 Issues to Consider  How might the MAISA CCSS Curriculum Materials (Units, Highlight Lessons, and Formative Assessments) be a tool to support CCSS implementation?  What discussions need to be continued or initiated locally to support CCSS implementation? 6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 37

6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 38 Common Core State Standards Initiative MAISA The Common Core State Standards Initiative (CCSSI) MAISA provides support and direction for educators as they move toward full implementation: CCSS aligned curriculum and coherent units of study to highlight needed shifts in content related and pedagogical practices  Highlight Lesson  Formative Assessment  Resources (video, sample student work, rubrics, instructional websites, etc.)

 Grade Level Unit Components 1.Unit Themes Graphic Focus Questions Intellectual Processes Key Concepts 2.Content Standards Abstract CCSS Standards 3.Instructional Resources Illuminations Children’s Literature Texas Instruments References Applets 4.Professional Resources NCTM Articles Books 6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 39

 Orientation to the Unit Looking at the Annotated Template and one Unit of study: 1.Where do you see opportunities for students and teachers to grow their understanding of mathematics content and develop standards for practice? 2.How might a single unit support teachers in making both content related and pedagogical shifts in practice? 6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 40

41 Learning Trajectories Across Grades Trace one mathematical idea across three grade levels within the units of study. Share with your table group progressions of mathematical ideas across grades. 1.What do you notice about the development of the mathematics? 2.How might understanding this mathematical trajectory impact instruction, particularly issues of accessibility and formative assessment?

42 Learning Trajectories Across Grades Preparing to support CCSSI implementation in your district: 1.In what ways might this model be a useful design for you to use with colleagues? 2.When might you use this model with colleagues and what would you need in order to do this?

6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 43 Highlight Lesson Components 1.Model Lesson Themes Graphic Focus Questions Intellectual Processes Key Concepts 2.Model Lesson Content Standards Abstract CCSS Standards Lesson Instructional Resources 3.Sequence of Lesson Activities Selecting and Setting up a Mathematical Task Launch Supporting Students’ Exploration of the Task Sharing and Discussing the Task

6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 44 Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon

Online CCSS Curriculum Resources Units of Study Lesson resources Assessment resources Professional resources Video Sample student work And more

 Orientation to the Lesson Orient yourself with the format of a Highlight Lesson. 1.Compare a Unit and the corresponding Highlight Lesson, how are they related and how are they unique? 2.Consider how a single lesson using this format might support teachers in making both content related and pedagogical shifts in practice. 6/11/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 46

 Thinking Through a Lesson Protocol Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14,

 TEACHERS & TASKS MATTER Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) 48 Tasks as they appear in curricular materials Student learning The Mathematical Tasks Framework

 TEACHERS & TASKS MATTER Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) 49 Tasks as set up by teachers Tasks as they appear in curricular materials Tasks as enacted by teachers and students Student learning The Mathematical Tasks Framework

50 Connecting Representations Geometric/ Graphical Geometric/ Graphical Verbal (written and oral) Verbal (written and oral) Tabular Contextual Symbolic Pictures Oral Language Oral Language Manipulative Models Manipulative Models Real-World Situations Real-World Situations Written Symbols Written Symbols Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier, (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp ). Hillsdale, NJ: Lawrence Erlbaum.

 Formative Assessment Components 51 Formative Assessment Task Sequence of Assessment Activities Give the Assessment Task Collect and Analyze Student Thinking Re-engage: Strategically Select and Share Solutions Summarize Provide Independent Practice

 Formative Assessment Reflection Identify the content and practice standards addressed in this assessment. 1.How do the content and the use of practices in this assessment compare to current practice? 2.How do the task and design of the task compare to current practice? 52

53 CCSSI Curriculum Resources In groups of three. Individually consider either the Unit, Highlight Lesson, or Formative Assessment: Where do you see opportunities for students and teachers to grow in their: understanding of mathematics content AND practices use of technology for instruction? How might your teachers use these resources? Be prepared to share your thinking with your group!

  Think about 2-3 Goals for Your Classroom/Building/District for :  What are the Goals?  How will you accomplish them?  How will you know if you have accomplished the goals?  What additional support(s) do you need?  How will you seek or receive the support to accomplish the goal(s)?  BE PREPARED TO SHARE AT THE LAST SESSION! August