1. Mathematics Curriculum Facilitator Training (a.k.a. Train-the-Trainers) Summer 2013 – Day 2 8:00 a.m. - 3:00 p.m. Oakland County Common Core State Standards Initiative (CCSSI)

2. Common Core State Standards for Mathematics (CCSSM) “These standards are not intended to be new names for old ways of doing business. They are a call to take the next step.” --Page 5 CCSS Introduction Major shifts include: Standards for Mathematical Practices Building greater coherence with attention to content as it develops within and across grades (trajectories) Teaching with and assessing high demand tasks

3. Series Goals Understand the CCSS Initiative and the role of “Trainers” (curriculum facilitators) in this initiative Provide a forum for questions and concerns Better understand the Common Core State Standards for content and practice and their implications for curriculum and instruction Explore the newest CCSSI Units, Highlight Lessons, and Formative Assessments Consider strategies to initiate collegial conversations supporting implementation of these curriculum materials in your district 3

4. Agenda Day 2 8:00 – 9:15 Today’s Goals and Smarter Balanced Assessment Consortium (SBAC) Updates 9:15 – 11:30 Professional Learning Model 1 Explore a Complete Unit of Study (Unit A): Focus on Accessibility Unit Overview Highlight Lesson Formative Assessment 11:30 – 12:15Lunch 12: 15 – 1:45 Professional Learning Model 2 Curriculum Alignment (Unit A) outline a process for review review CCSSI content in Unit A 1:45 – 2:00Break 2:00 – 2:45 Professional Learning Model 2 Curriculum Alignment (Unit A) review CCSSI practices in Unit A plan for working with colleagues 2:45 – 3:00Summary, Homework, and Reflections

5. Agenda Day 3 8:00 – 8:15Today’s Goals 8:15 – 9:45 Professional Learning Model 3 Learning Trajectories across Grades: Focus on Formative Assessment debrief trajectory across Unit A explore trajectories in Units B summarize Professional Learning Model 3 9:45 -10:00 Break 10:00 – 11:45 Professional Learning Model 4 Modified Lesson Study: explore a highlight lesson plan for professional learning opportunities using lesson artifacts rehearse and debrief (Group 1) 11:45 – 12:30Lunch 12:30 – 1:15 Professional Learning Model 4 Modified Lesson Study: rehearse and debrief (Group 2) 1:15 – 2:45Planning for District Implementation 2:45 – 3:00Summary and Reflections

6. K-12 Unit Development & Implementation 2010-2011 –One unit per grade level developed in Mathematics and ELA 2011-2012 –Professional development to support classroom implementation of one unit –Four units developed in both content areas 2012-2013 –Professional development to support classroom implementation of four units –Three units developed in both content areas 2013-2014 –Professional development to support classroom implementation of three units Full CCSS implementation in 2013 - 2014! National assessment launch in spring 2014 – 2015!

7. Common Core State Standards Oakland Initiative The goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators as they move toward full implementation: CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly designed to highlight needed shifts in content related and pedagogical practices. –Unit Template –Highlight Lesson –Formative Assessment –Resources (video, sample student work, rubrics, instructional websites, etc.)

8. Balanced Assessment Consortium What have we learned recently about the design of CCSS Smarter Balanced Assessment?

9. CCSS States and the Assessment Consortia Balanced Partnership for Assessment of Readiness for College and Careers (PARCC)

10. 10 Balanced and Dynamic Learning Maps Assessment Consortia CCSS Assessment Systems in Michigan http://www.smarterbalanced.org http://dynamiclearningmaps.org alternative assessment for students with significant cognitive disabilities

11. A Balanced Assessment System These new assessment are scheduled to begin in the spring of 2015!

12. The Digital Library: Formative Assessment Resources Professional Learning, Formative Assessment Practices, and Curriculum Resources with Technology Development for the Digital Library 1.Digital Library application, including hosting and moderated collaboration among users. 2.National Advisory Panel, State Leadership Teams, and State Networks of Educators to develop Smarter Balanced quality criteria policies for Digital Library resources. 3.Procedures to implement feedback cycles with State Leadership Teams and State Networks of Educators during the development process for all Digital Library resources, including continuous improvement after resources are uploaded. “Toward a balanced assessment…”

13. The Digital Library: Formative Assessment Resources Professional Learning, Formative Assessment Practices, and Curriculum Resources with Technology Development for the Digital Library 4.Professional learning materials on Assessment Literacy with supplemental assessment resources recommended by State Networks of Educators. 5.Smarter Balanced Exemplar Instructional Modules in ELA/literacy and mathematics across grades K–12 with supplemental instructional resources recommended by State Networks of Educators. 6.Training materials for all users on interpreting Smarter Balanced interim and summative assessment reports, searching Smarter Balanced resources, and using collaboration tools in the Digital Library. “Toward a balanced assessment…”

14. Overall Claims for Mathematics Summative Assessment “Students can demonstrate progress toward college and career readiness in mathematics.” Overall Claim for Grades 3-8 “Students can demonstrate college and career readiness in mathematics.” Overall Claim for Grade 11 “Each claim is a summary statement about the knowledge and skill students will be expected to demonstrate on the assessment related to a particular aspect of the CCSS for mathematics.” Student-level score with scaling properties that allow for the valid determination of student growth over time. It will be a weighted composite of the four claims.

15. Claims for Mathematics Summative Assessment “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim 1: Concepts and Procedures, ≈ 40% “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim 2: Problem Solving ≈ 20% “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim 3: Communicating Reasoning ≈ 20% “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim 4: Data Analysis and Modeling ≈ 20%

16. Depth of Knowledge Assessment Targets, derived from Cluster Headings, are assigned Depth of Knowledge level(s) that students will need to bring to the items or tasks (p. 92).

17. Item Types I.Short Items: Used primarily for Claim 1 and administered via computer adaptive testing (CAT) Multiple Choice Sorting Tasks Short Constructed Response II.(a) Computer Implemented Constructed Response Task Sequences: Used primarily for Claims 2-4 and administered via CAT Complex tasks that are structured as a sequence of short constructed response items Tasks require longer chains of reasoning II.(b)Constructed Response Tasks: Used primarily for Claims 2-4 and administered in the classroom (not necessarily exclusive of all technology) Tasks require longer chains of reasoning and call for extended written answers Scoring rubric provided III.Extended Performance Tasks: Used primarily for Claim 4 and administered in the classroom (not necessarily exclusive of all technology) May require more than one instructional period May incorporate pre-work in small groups Scoring rubric provided

18. Smarter Balanced Assessment

19. Smarter Balanced Practice Test Portal http://sbac.portal.airast.org/Practice_Test/default.html

20. Balanced Practice Tests To log into the Practice Test, simply select “sign in” or “okay” to move through the pre- filled login screens. Important Limitations: The Practice Tests provide a preview of the Smarter Balanced assessments, but they do not encompass the full range of content that students will encounter on the spring 2014 Field Test or on the operational assessments, and should not be used to guide instructional decisions. In addition, students and teachers will not receive reports or scores from the Practice Tests. The Practice Tests follow a fixed-form model. By fall 2013, the Practice Tests will be augmented with additional features, including: Performance tasks for mathematics (including classroom-based activities); Classroom-based activities for ELA/literacy performance tasks in selected grades; Scoring rubrics; and American Sign Language translation and other accommodation and accessibility tools. Development of the Smarter Balanced Assessment System will continue after the release of the Practice Tests and through summer 2014 in collaboration with member states and educators.

21. Balanced Practice Tests Accessible for All Students A variety of accessibility tools and accommodations are being developed to ensure that the assessments meet the needs of all students. The Practice Tests include an initial set of accessibility features that will be available to all students in the final assessment system, such as highlighting text, zooming in and out, marking items for review, notepad, and scratch paper. Several accommodations are available in the Practice Tests for selected grades and subjects. By fall 2013, these accommodations will become available for all grades. In addition, the Practice Tests will feature videos of human signers using American Sign Language (for ELA/literacy listening items and mathematics only) for all grades by fall 2013. Additional accessibility and accommodation features are planned for the Field Test in 2014 and operational test in 2015. English Language ArtsMathematics Text to SpeechGrades 4, 7, 11Grades 3, 7, 11 BrailleGrades 4, 7, 11Grades 3, 7, 11 Pop-up Spanish glossaryGrades 3, 7, 11

22. 3 rd Grade SBAC Practice Test

23. 5 th Grade SBAC Practice Test

24. 3 rd Grade SBAC Practice Test With a partner, discuss how you would go about solving this task. Short Item

25. 4 th Grade SBAC Practice Test

27. 5 th Grade SBAC Practice Test

28. Smarter Balanced Assessment With a partner, explore a grade level, look for interesting items to share with your table. http://sbac.portal.airast.org/Practice_Test/default.html

29. Implications for Assessment Practices What features of the test/items might better measure what students know and are able to do? What features of the test/items might interfere with getting an accurate measure of students knowledge? What implications might this kind of assessment have on current instructional and assessment practice?

30. A Challenging Opportunity! “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.” — CCSS (2010, p.5)

31. Planning for CCSS Implementation What do my colleagues and I need to do to help our teachers implement both the pedagogy and content of the CCSSI units?

32. 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

33. 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

34. Exploring a New Unit of Study: Accessibility Professional Learning Model 1 Read through the Unit and consider the following questions: 1.Think carefully about the connecting lines in the concept maps. Why might helping students make the mathematical connections suggested in the map be important? 2.Discuss components of the Unit that offer insights into opportunities to support struggling students as you teach this unit (focus questions, practices, concepts, resources). Be prepared to share your thinking with your colleagues.

35. Highlight Lesson

36. Exploring a Highlight Lesson: Accessibility Professional Learning Model 1 Read through the Lesson and consider the following questions: 1.Identify aspects of the mathematics in this lesson that are likely to be challenging for your students. 2.List features of the lesson template and lesson that could help you support greater achievement for a broader range of students. Be prepared to share your thinking with your colleagues.

37. Formative Assessment

38. Exploring a Formative Assessment Lesson – Accessibility Professional Learning Model 1 Read through the Formative Assessment and consider the following questions: 1.Why might the mathematics identified for reengagement be important for your students to address? 2.How might this reengagement activity support differentiated learning for a broad range of students? Be prepared to share your thinking with your colleagues.

39. Exploring a New Unit of Study Professional Learning Model 1 Preparing to support CCSSI implementation within your district: 1.In what ways might this model be a useful design for you to use with colleagues who are new to a particular unit of study? 2.When might you use this model with colleagues and what would you need in order to do this? Be prepared to share your thinking.

40. Lunch Time! We will reconvene at 12:15 p.m. to begin work on the curriculum alignment.

41. 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

42. Curriculum Alignment Professional Learning Model 2 1.Preliminary Analysis - Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. 2.Content-Focused Analysis: Review the skills and concepts in your instructional materials using CCSSI Unit A as a curriculum guide. Make notes regarding your instructional material’s inclusion/exclusion of the CCSS for Mathematical Content. 3.Practice-Focused Analysis: Repeat Step 2 with a focus on the CCSS for Mathematical Practice. As you are working, keep track of what is challenging and productive about this process that might help you in preparing to do this with your colleagues.

43. 1.Preliminary Analysis (about 20 minutes) Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. Curriculum Alignment Professional Learning Model 2

44. 2.Content-Focused Analysis (about 50 min) Review the skills and concepts in your instructional materials using CCSSI Unit A as a curriculum guide. Make notes regarding your instructional material’s inclusion/exclusion of the CCSS for Mathematical Content. Curriculum Alignment Professional Learning Model 2

45. 3.Practice-Focused Analysis (about 30 minutes) Repeat Step 2 with a focus on the CCSS for Mathematical Practice. Curriculum Alignment Professional Learning Model 2

46. Preparing to support CCSSI implementation within 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? Be prepared to share your thinking.

47. 1.Exploring a Complete Unit of Study 2.Curriculum Alignment 3.Teaching & Learning Trajectories across Grades 4.Modified Lesson Study Professional Learning Models

48. Learning Trajectories and the Common Core State Standards “A teacher or test designer seeing exclusively within the grade level will miss the point [of the number line]. Multi-grade progression views of standards can avoid many misuses of standards” (p.43). Homework: Review Unit A across at least three grades. Make some notes about how you see a mathematical idea evolving across those grades.

49. End of Day Reflections 1. Pick an idea that came up today that you found particularly interesting. What is your current thinking about this idea? What questions do you still have? 2.What is your reaction to the work we did today? What seems promising and/or challenging at this point?