Presented by: Denise Brady Shiawassee RESD/Clinton County RESA Mathematics Consultant

STANDARDS Practice Standards  Consistent K-12 Standards  Address how students will learn the standards elementary through high school 2 Content Standards Standards for each grade level Standards for each grade level Address what students are expected to learn to be college & career ready when they graduate Address what students are expected to learn to be college & career ready when they graduate Greater balance between skills and concepts New focus on modeling, problem solving, and reasoning Greater Access for ALL students

9/21/2016Denise Brady - Shiawassee RESD/Clinton County RESA 3 “To help young people learn the more complex and analytical skills they need for the 21 st century, teachers must learn to teach in ways that develop higher-order thinking and performance. To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning…” Darling-Hammond and Richardson, 2009

Collaborative  Allegan Area ESA  Berrien RESA  Clinton County RESA  Genesee ISD  Kalamazoo RESA  Kent ISD  Macomb ISD  Manistee ISD  Muskegon ISD  Oakland ISD  Ottawa ISD  Shiawassee RESD  Traverse Bay Area ISD  Wayne RESA  Wexford-Missaukee ISD 4

5 app.gosoapbox.comapp.gosoapbox.com Event Code: Common Unit & Lesson Templates Common Focus Area for Unit Content Materials written and revised based on reviews from the field 6 – 8 Units on Ratio 6 – 8 Units on Ratio K - 5 Units on Place Value K - 5 Units on Place Value Units on Transformations Units on Transformations

6 Leadership from ISDs determine content for future units Units, Lessons, and Assessments written Pilot and Review Teams from ISD provide feedback for Reviews 4 additional units per grade provided in additional units per grade provided TOTAL of 7 to 8 units per grade level from the project 4 additional units per grade provided in additional units per grade provided TOTAL of 7 to 8 units per grade level from the project

Three Year Implementation Year 3 Full K-12 curriculum for both ELA and Math aligned to CCSS Year 1 One unit of study per grade (K-12) for both ELA and Math Year 2 Four additional units of study per grade (K-12) for both ELA and Math Proposed process for development of K-12 curriculum aligned to Common Core State Standards for both ELA and Mathematics 7

WITHIN MICHIGAN  Timothy Boerst, UM, Elementary Mathematics Teaching  Glenda Lappan and Betty Phillips, MSU, Middle School Mathematics Content  Edward Silver, UM, Algebra Teaching and Learning 7 – 11  Jack Smith, MSU, Elementary Measurement BEYOND MICHIGAN  Hugh Burkhardt, Shell Centre, Secondary Assessment  National Council of Supervisors of Mathematics 8

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. 9/21/2016 9

10 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

 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 11

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? 9/21/2016Denise Brady - Shiawassee RESD/Clinton County RESA 12

9/21/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 13 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.)

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 9/21/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 14

15 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?

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 9/21/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 16

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

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. 9/21/2016 Denise Brady - Shiawassee RESD/Clinton County RESA 18

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,

20 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.

21 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

not self-enacting raw materials to support teachers as they reorganize their instruction and work to implement the CCSS 9/21/2016Denise Brady - Shiawassee RESD/Clinton County RESA 22

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? 9/21/2016Denise Brady - Shiawassee RESD/Clinton County RESA 23

Denise Brady 9/21/ Denise Brady - Shiawassee RESD/Clinton County RESA