Shifting for Success Common Core Conference Date: June 7-8, 2012 Presenters: Kathleen Carpenter, Terry Haney, Jennifer Patterson, Jennifer Wright

Introductions and Reminders Introductions Materials Agenda Handouts Extra Packets Logistics Breaks Phone Courtesies Lunch Arrangements Relocation (today and tomorrow)

Along the Way…..

Learning Targets To become aware of important resources in common core planning. To understand the key shifts that will impact the successful implementation of common core. To use the Tri-State Quality Rubric in understanding the key shifts. To practice strategies reflected in the shifts. To engage in a lesson review process with colleagues using the Tri-State Quality Rubric.

Applying Quality Review The rubric and process serve a variety of purposes: 1 ) Provide clear, descriptive criteria for CCSS lessons/units and thus guide educators who are engaged in teaching to the Common Core. 2) Identify exemplary lessons/units that serve as models of CCSS instruction. 3) Guide collegial review and jurying processes. 4) Provide meaningful, constructive feedback to developers of lessons/units. The Tri-State Collaborative (comprised of educational leaders from New York, Massachusetts, and Rhode Island) has developed criterion-based rubrics and review processes to evaluate the quality of lessons and units intended to address the Common Core State Standards for ELA/Literacy and Mathematics.

Let’s Get Started… ShiftsQuestions or Aha’sNext Steps Focus: Centers on the concepts, foundational knowledge, and level of rigor that are prioritized in the standards. Coherence: Makes connections and provides opportunities for students to transfer knowledge and skills within and across domains and learning progressions. Application: Provides opportunities for students to independently apply mathematical concepts in real- world situations and problem solve with persistence, choosing and applying an appropriate model or strategy to new situations. Conceptual Understanding: Requires students to demonstrate conceptual understanding through complex problem solving, in addition to writing and speaking about their understanding. Procedural Skill and Fluency: Expects, supports, and provides guidelines for procedural skill and fluency with core calculations and mathematical procedures (when called for in the standards for the grade) to be performed quickly and accurately.

Resources WebsiteTopic(s)Link GaDOE (Georgia Standards.org) Standards and Resourceshttps:// n-Core/Pages/MathK-5.aspx Common Core Standards Initiative Standards and Appendiceshttp:// New York State Education Department New York State DOE (2 websites) Extensive Resources (Common Core Toolkit) Sample Units nCoreLibrary/SeeStudentWork/default.htm PARCC “In the Classroom” Tab (Frameworks, Units Coming Soon) Illustrative Mathematics Content standards K-12 with illustrations Achieve the Core Extensive Resourceshttp:// NCSM Video Demo Lessons of Key Shiftshttp://mathedleadership.org/ccss

Shifts for Success Focus Coherence Rigor Application Conceptual Understanding Fluency and Procedural Understanding

Shift One- Focus Significantly narrow the scope of content and deepen how time and energy is spent in math classroom. Focus deeply only on what is emphasized in the standards, so that students gain strong foundation

FOCUS Move away from ‘mile wide, inch deep’ International comparisons Teach less, learn more Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.

Focus The student spends more time thinking and working on priority concepts. is able to understand concepts and their connections to processes. The teacher builds knowledge, fluency and understanding of why and how certain math concepts are done. thinks about how the concepts connect together. pays more attention to priority content.

Shift 1: Focus core-in-mathematics-shift-1-–-focus/

Shift Two-Coherence Carefully connect the learning within and across grade 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.

Coherence example: Progression across grades “The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.

Activity The standards make explicit connections at a single grade. Multiplication and Division Properties of Operations Area 3.OA.5 3.MD.7c 3.MD.7a

Coherence The student builds knowledge from year to year in a coherent learning progression.. The teacher connects math ideas across grade levels. thinks deeply about what is being focused on. thinks how those ideas connect to how it was taught the years before and years after.

Shift Three – Rigor: Application  Students can use appropriate concepts and procedures for application even when not prompted to do so.  Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS.  Teachers in content areas outside math, particularly science, ensure that students are using grade-level appropriate math to make meaning of and access science content.

Application The student applies mathematics in other content areas and situations. chooses the right mathematics concept to solve a problem when not necessarily prompted to do so. The teacher contextualizes mathematics. creates real world experiences in which students use what they know, and in which they are not necessarily prompted to use mathematics.

Shift Four – Rigor: Conceptual Understanding Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives. Students are able to see math as more than a set of mnemonics or discrete procedures. Conceptual understanding supports other aspects of rigor (fluency and application).

Conceptual Understanding The student shows mastery of material at a deep level in numerous ways. uses mathematical practices to demonstrate understanding of different material and concepts. The teacher asks what mastery and proficiency really look like and what they mean. plans for progression of levels of understanding. spends the time to gain the depth of the understanding becomes flexible and comfortable in his/her own depth of content knowledge

Shift Five – Rigor: Fluency and Procedural Understanding The standards require speed and accuracy in calculation. The standards require the use of standard algorithms after a student has understood the mathematics conceptually. Teachers structure class time and/or homework time for students to practice core functions such as single- digit multiplication, so that they are more able to understand and manipulate more complex concepts.

Fluency and Algorithms Not memorization What is the fluency standard at each grade level? Where in the standards is using a standard algorithm mentioned?

Fluency The student spends time practicing skills with intensity and frequency. The teacher pushes students to know skills at a greater level of fluency. focuses on the listed fluencies by grade level. structures class or homework for students to practice core functions.

Who am I? Jennifer Wright Teacher of Mathematics at RMS Believe in ALL my students They are ALL gifted in multiple parts of mathematics High Expectations for ALL students

The Shifts CCGPS requires more depth Requires a deeper understanding More quality instead of quantity SMP provides exploratory tasks Tasks provide rich questions for deep understanding Provides more time for students to write, think and discuss

Where do we start? MASTER one concept at a time! The art of higher order questioning Implementing pre-designed tasks (coaches) Designing their own tasks Designing QUALITY assessments How to find use in the data

Prove that SMP work! See SMP in action in a REAL classroom Provide outside resources Choose a specific concept What it looks like How it works How it will benefit them Give them Terry and Jennifer’s cell number

Discovery Tasks What Makes a Linear Equation Move on a Graph Linear Inequality Task Students are able to gain their own personal understanding and file it in their brains in a way that makes perfect sense to them!

Application Tasks Allows time for teachers to pinpoint exact misconceptions and correct them Allows students to discuss with each other and see concepts presented in multiple ways The more you talk about, write about, and teach math to each other the better you understand the concept. You are not simply preparing for a test!

What do Students Gain? Students are forced to think beyond the mechanics. Students gain a deep, rich understanding of mathematics concepts. Students retain the information long-term. Students have time for “Accountable Talk” with peers.

What do Teachers Gain? Humor in some of their explanations! See precise misconceptions for each student Less work and more interaction Much more fun than just lecturing all day! Watch kids learn to LOVE math like we do!

Fun with Stations Very interactive review Can apply all levels (computation, explanation, visualization) Can see precise concepts that need to be reviewed Can see more detailed misconceptions Easy to make Customizable

Tips to Make it Happen Be consistent in everything you do!!!!!! Seek support from others!! Believe in all students no matter how they come to you!! Learn from the students! Understand that sometimes a task fails.

Any Questions? Cell Number NW GA RESA! We all need resources and I am always glad to share anything I have.

RESA Contact Information