Common Core State Standards Mathematics Welcome, introductions CCSS Communications Summit - 4-21-2014

Lovejoy ‘s Parent Liaison’s Vision for Education Every Clayton County public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. My background, losing students when they enter college, unique and exciting opportunity to put education on the forefront and work together on helping students be successful. CCSS Communications Summit - 4-21-2014 Class of 2011: Bridgeport High School

Our Time Together We will: Misconceptions of the CCSS-M (Cascading Style Sheets) Math & the Standards The 3 Shifts for Mathematics Resources CCSS Communications Summit - 4-21-2014

Myth: Common Core is a Curriculum The CCSS outline the math students need to understand at each grade level or course. The State of Georgia curriculum decisions reside within the school district. Some curriculum will say “Common Core”. This is to identify that the curriculum is covering the math outlined in the CCSS—can be confusing.* No curriculum is truly aligned yet

Building Understanding for Algebra (2x + 2) (x + 4) Learning Progression to Algebra 2x2 + 10x + 8

How do we respond? What is the root of this parent’s frustration? What are other reasons parents might be frustrated with the math? Turn to your neighbor and discuss these questions and share how you might respond to this parent. Share out whole group

Reality – We do not see significant gains in math especially as students move into middlee school and high school. WA Kids, CCSS Communications Summit - 4-21-2014

The Three Shifts in Mathematics Focus: Strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application This is a reminder of the three shifts that are required by the Common Core State Standards for Mathematics. Read slide

Shift One: Focus Strongly Where the Standards Focus Move away from "mile wide, inch deep" curricula. Significantly narrow the scope of content to focus on key concepts and skills at each grade level or in math courses. Teach less, learn more in building understanding. – Ginsburg et al., 2005 CCSS Communications Summit - 4-21-2014

Shift Two: Coherence Think across grades, and link to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Grecian Urn—the structure is the standards

Coherence “The Standards are not so much built from topics as they are woven out of progressions.” Coherence is about math making sense. Just like there are two levels of focus, there are two types of coherence found in the math standards. One is the coherence of topics across grades and the other is the coherence within a grade. You will see coherence across grades as the Standards direct us to have students apply learning from a previous grade to learn a new topic. You will see coherence across grades as you see the thoughtfully laid out progressions of mathematics that are meaningful and make sense. You will see coherence within a grade in the Standards as they direct us to have students reinforce a major topic in a grade by utilizing a supporting topic. You will see coherence within a grade as you see the meaningful introduction to topics in the same grade that complement each other. /

Coherence Within Grades 3.MD.C.7 3.OA.B Relate area to the operations of multiplication & addition. Understand properties of multiplication … 3.G.A Reason with shapes and their attributes. Coherence is evident with the these 3rd grade domains as students develop an understanding of multiplication through building understanding of area as they build understanding of area by partisioning shapes into equal areas. The standards make explicit connections at a single grade CCSS Communications Summit - 4-21-2014

Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of mathematics to problem solving situations In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three. Reading—can read efficiently and quickly—but they may not really understand the content—same in math.

Conceptual Understanding is more than explaining What are two different equations with the same solution as 3(y – 1) = 8? Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring students.

Procedural Fluency is not all about Timed Tests Find the number that goes into each box: A) 𝟑+𝟒= □ B) 5 + □ = 8 C) □ - 2 = 6 D) 9 - □ = 5 E) □ + □ = 10 “Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --Van de Walle When you talk about assessment items that get at fluency, it is not always only going to be weekly timed tests. That may be an instructional practice that works for certain people, but it is not a mandate that everyone across the country will be doing timed tests. There are lots of different ways to get to this idea of fluency and there are lots of different ways to know if a student is fluent in something. On a side note, it is important to remember that assessing fluency is not necessarily the same as practicing fluency. Often schools will do timed tests 3 days a week and think they are fulfilling the “fluency requirement.” Students need opportunities to practice fluency, as well. Van de Walle—Reasoning and pattern searching are never facilitated by restricted time. timed tests cannot promote a reasoning approach to fact mastery, produces few long-lasting results, if there is any defensible purpose for a timed test it would be for diagnosis of what is mastered and what remains to be learned even then there is little reason to be done more htan once every couple of months.

Applications should be motivating for students What is the relationship between the height you drop a ball and it’s corresponding bounce height? The ball bounces when you click on the slide

Standards for Mathematical Practice Describes mathematical “habits of mind” that students at ALL grade levels should develop. Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning You can use this slide or slide 22

Seeing Structure CCSS Communications Summit - 4-21-2014

Communication IN and OUT Who will be those key content people in your district, school, etc. to message around CCSS-Math? Know the standards Understanding the Shifts Structures to provide opportunities for shared learning Sensitive to audiences’ past math experiences What is our message around math? Build awareness

Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next

We would like to have a parent night with our PTA focusing on the CCSS: CCSSI Toolkit - Resources Community Toolkit

National PTA http://www.pta.org/parents/content.cfm?ItemNumber=2583 Parents’ Guides to Student Success English and Spanish versions http://www.pta.org/parents/content.cfm?ItemNumber=2583

What resources are available for teachers to communicate the CCSS to parents? Council of the Schools Parent Roadmaps to the Common Core - Mathematics All Grades Math ELA Spanish Versions Add that there are roadmaps for all grades, math, ela and in spanish

Where Can I get accurate information about the CCSS? www.TheCommonCore.com Merge with next slide

6.30-minute Common Core Video Public Service Announcement on CCSS Videos: 6.30-minute Common Core Video Public Service Announcement on CCSS Goes with where can I get accurate info https://www.youtube.com/watch?v=d1Ubjg_o8vg

Where can I get CCSS resources to build awareness with my staff, parents or district? www.corestandards.org/other-resources/ Communication IN CCSS Communications Summit - 4-21-2014

Questions?? CCSS Communications Summit - 4-21-2014

Thank you!