1. 2012-2013 As you enter today please take a dot from your table and place it along the continuum on the wall. http://www.youtube.com/watch?v=143A1aUG-9I

2. ... are interested more in others' success than in their own. Their greatest achievements are the triumphs of those they serve. Knowing they have made a difference in others' lives is what motivates their own, giving leaders the strength to endure the hardships, struggles, and inevitable sacrifices required to achieve great things. Leaders who see their role as serving others leave the most lasting legacies. Kouzes & Posner, 2006 Excerpt from A Leader's Legacy Exemplary Leaders …

3.   Mathematics Leadership Team Purpose  Career and College Readiness  Common Core Shifts (How is this different?)  Common Core Standards for Mathematical Content  Learning Trajectories  Common Core Standards for Mathematical Practice  Lesson Design to Meet the Requirements of the CCSS-M  Work time to Enrich our Lessons  Technology  Moodle  Live Binders  Resources Agenda

4.   The Mathematics Leadership Team will focus on providing experiences for educators to:  Develop a sustainable system for transformation to meet the high demands of the CCSS-M  Sustain improved mathematics achievement  Assure that students are career and college ready  The meetings will provide:  A process for change in curriculum, instruction and assessment  Models for acquiring skills and strategies to use with students  Networking opportunities for members of the team who serve as representatives of their districts  Resources for replicating and sharing information in the respective buildings/districts Mathematics Leadership Team Purpose

5. Please state one thing that you are hoping to gain by attending this professional learning series

6.  Overview of Sessions Curriculum and Instruction  Session 1: Instructional Shifts  Session 2: Student Goal Setting  Session 3: Tiered Lesson Design Assessment  Session 4: SBAC Assessments  Session 5: Evidence Based Assessment Design  Session 6: Planning for Professional Development

8. Rigorous Standards and Assessments Pre-K to 12 Rigorous Standards and Assessments Pre-K to 12 MI Graduates are College and Career Ready MI Graduates are College and Career Ready MI HS Grads Have Skills to Enroll in and Pass Credit-bearing Courses in 1 st Semester and/or Embark on Careers MI HS Grads Have Skills to Enroll in and Pass Credit-bearing Courses in 1 st Semester and/or Embark on Careers Michigan Common Core Standards and Assessments 8

9. What does this mean to you? (3 min. write)

10. 10 The CCSS Requires Three Shifts in Mathematics 1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

11. 11 Shift #1: Focus Strongly where the Standards Focus Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

12. 12

13. 13 Focus Move away from "mile wide, inch deep" curricula identified in TIMSS. Learn from 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.” – Ginsburg et al., 2005

14. Mathematics topics intended at each grade by at least two- thirds of A+ countries Mathematics topics intended at each grade by at least two- thirds of 21 U.S. states The shape of math in A+ countries 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002). 14

15. 15 Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability

16. 16 Focusing Attention Within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra →→ Number and Operations— Base Ten → The Number System → Number and Operations— Fractions → K12345678High School

17. 17

18. 18 Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction - concepts, skills, and problem solving and place value 3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra Key Areas of Focus in Mathematics

19. 19 Group Discussion  Shift #1: Focus strongly where the Standards focus.  In your groups, discuss ways to respond to the following question, “Why focus? There’s so much math that students could be learning, why limit them to just a few things?”

20. 20 Engaging with the shift: What do you think belongs in the major work of each grade? Grade Which two of the following represent areas of major focus for the indicated grade? K Compare numbersUse tally marksUnderstand meaning of addition and subtraction 1 Add and subtract within 20 Measure lengths indirectly and by iterating length units Create and extend patterns and sequences 2 Work with equal groups of objects to gain foundations for multiplication Understand place value Identify line of symmetry in two dimensional figures 3 Multiply and divide within 100 Identify the measures of central tendency and distribution Develop understanding of fractions as numbers 4 Examine transformations on the coordinate plane Generalize place value understanding for multi-digit whole numbers Extend understanding of fraction equivalence and ordering 5 Understand and calculate probability of single events Understand the place value system Apply and extend previous understandings of multiplication and division to multiply and divide fractions 6 Understand ratio concepts and use ratio reasoning to solve problems Identify and utilize rules of divisibility Apply and extend previous understandings of arithmetic to algebraic expressions 7 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers Use properties of operations to generate equivalent expressions Generate the prime factorization of numbers to solve problems 8 Standard form of a linear equation Define, evaluate, and compare functions Understand and apply the Pythagorean Theorem Alg.1 Quadratic inequalitiesLinear and quadratic functionsCreating equations to model situations Alg.2 Exponential and logarithmic functionsPolar coordinatesUsing functions to model situations

21. 15 minutes

22. 22 Shift #2: 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 on 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.

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24. 24 Coherence: Think Across Grades  Example: Fractions  “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.”  Final Report of the National Mathematics Advisory Panel (2008, p. 18)

25. 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Grade 4 Grade 5 Grade 6 CCSS 25 Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned from High-Performing Hong Kong, Singapore, and Korea? American Institutes for Research (2009, p. 13)

26.  One of several staircases to algebra designed in the OA domain. Alignment in Context: Neighboring Grades and Progressions 26

27. 27 Coherence: Link to Major Topics Within Grades Example: Data Representation Standard 3.MD.3

28. 28 Example: Geometric Measurement 3.MD, third cluster Coherence: Link to Major Topics Within Grades

29. 29 Group Discussion  Shift #2: Coherence: Think across grades, link to major topics within grades  In your groups, discuss what coherence in the math curriculum means to you. Be sure to address both elements—coherence within the grade and coherence across grades. Cite specific examples.

30. 30 Engaging with the Shift: Investigate Coherence in the Standards with Respect to Fractions  In your notebooks:  copy all of the standards related to multiplication and division of fractions and note how coherence is evident in these standards. Note also standards that are outside of the Number and Operations—Fractions domain but are related to, or in support of, fractions.

31. 31 Rigor The CCSSM require a balance of:  Solid conceptual understanding  Procedural skill and fluency  Application of skills in problem solving situations Pursuit of all threes requires equal intensity in time, activities, and resources.

32. 32 Solid 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 the other aspects of rigor (fluency and application)

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36. 36 Fluency The standards require speed and accuracy in calculation. 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

37. 37 Required Fluencies in K-6 GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 44.NBT.4Add/subtract within 1,000,000 55.NBT.5Multi-digit multiplication 66.NS.2,3 Multi-digit division Multi-digit decimal operations

38. 38 Fluency in High School

39. 39 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 of math, particularly science, ensure that students are using grade-level- appropriate math to make meaning of and access science content.

40.  Cross-Curricular Information ELA and Next Generation Science Standards Common Core Standards for Mathematical Practice

41. 41 It Starts with Focus The current U.S. curriculum is "a mile wide and an inch deep." Focus is necessary in order to achieve the rigor set forth in the standards. Remember A+ schools example: more in-depth mastery of a smaller set of things pays off.

42. 42 The Coming CCSS Assessments Will Focus Strongly on the Major Work of Each Grade

43. 43 Cautions: Implementing the CCSS is... Not about “gap analysis” Not about buying a text series Not a march through the standards Not about breaking apart each standard

44.  End of morning thoughts?

45.  Regroup at 12:15 Lunch

46. 6/13/2016 Areas of focus... Assessment & Technology Practice Standards Content Standards (Trajectories) IMPLEMENTATIONIMPLEMENTATION

47. STANDARDS Practice Standards  Consistent K-12 Standards  Address how students will learn the standards elementary through high school 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 6/13/2016

48.  Common Core Standards for Mathematical Practice

49. 6/13/2016 PRACTICE STANDARDS 1) Make sense of problems and persevere insolving them 2) Reason abstractly and quantitatively 3) Construct viable arguments and critiquethe reasoning of others 4) Model with mathematics 5) Use appropriate tools strategically 6) Attend to precisions 7) Look for and make use of structure 8) Look for and express regularity inrepeated reasoning. PRACTICE STANDARDS PRACTICE STANDARDS

50. 6/13/2016 PRACTICE STANDARDS Examine the 8 Mathematical Practice Standards:  What verbs do you see? What implications will thesepractice standards have oninstruction and assessment ? PRACTICE STANDARDS PRACTICE STANDARDS

51. 6/13/2016 PRACTICE STANDARDS PRACTICE STANDARDS Reasoning and explaining Modeling and Using tools Seeing structure and generalizing William McCallum, Standards for Mathematical Practice Tucson, April 2011

52.  Putting It All Together Powerful Practices: Generalizing About the Sum of Arithmetic Series (Grade 3) Which of the eight mathematical practices did you observe in the video clip?

53.  PRACTICE STANDARDS How are the students engaging in the mathematical practices? How is this the same/different than typical classroom interactions? 6/13/2016

54. The Border Problem 1.Without talking, counting 1-by-1 and without writing anything down, calculate the number of shaded squares in the 10 by 10 grid shown. 2.Determine a general rule for finding the number of shaded squares in any similar n by n grid.

55.   Did you use the same strategy?  How did you demonstrate understanding?  Which Mathematical Practices apply in this lesson?  What are the potential misconceptions? Talk with a Partner

56. How to we build focus, coherence, procedural and conceptual fluency and application?

57.  Teachers and Tasks Matter Tasks as they appear in curricular materials Student learning 576/13/2016

58.  Teachers and Tasks Matter Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) The Mathematical Tasks Framework Tasks as set up by teachers Tasks as they appear in curricular materials Tasks as enacted by teachers and students Student learning 586/13/2016

59.  Adapted from Van de Walle, J.A. (2004) Elementary and Middle Schools Mathematics: Teaching Developmentally. Geometric/ Graphical Verbal (written and oral) Tabular Contextual Symbolic Pictures Oral Language Manipulative Models Real-World Situations Written Symbols Representation Stars 596/13/2016

60.  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, 132-138. 60

61.  Thinking Through a Lesson Protocol  Jigsaw this article  Tables 1, 2, 3 and 4  Pgs 132-133  Tables 5, 6, 7 and 8  Pg 134  Tables 9, 10, 11 and 12  Pgs 135-137 6/13/201661

62. Both Practice and Content

63.   Using the CCSS-M and the TTLP:  How will you enrich the lesson you will teach before Dec 10? WORK TIME (Until 2:30) Lesson(s)

64. What should a classroom look like at your level in order for students to be career and college ready? (3 min. write)

65. 65

66.   Moodle: www.sresd.orgwww.sresd.org  Online Resources Technology

67.   www.livebinders.com www.livebinders.com  CASM  GISD  www.insidemathematics.org www.insidemathematics.org  http://commoncoretools.me/tools/ http://commoncoretools.me/tools/  http://www.protopage.com/lchambless http://www.protopage.com/lchambless  http://gomaisa- public.rubiconatlas.org/Atlas/Browse/View/Default http://gomaisa- public.rubiconatlas.org/Atlas/Browse/View/Default Resources

68. 68 Resources  www.achievethecore.org www.achievethecore.org  www.illustrativemathematics.org www.illustrativemathematics.org  www.pta.org/4446.htm www.pta.org/4446.htm  www.corestandards.org www.corestandards.org

69. Teach the lesson you enriched today implementing both mathematical practice and content standards before session 2 Teach the lesson you enriched today implementing both mathematical practice and content standards before session 2 Bring student work from the lesson to examine for session 2 Bring student work from the lesson to examine for session 2

70. See you in December! Have a great Thanksgiving Holiday!

71.  December 10 @ SRESD January 8 @ CCRESA February 13 @ SRESD March 20 @ CCRESA April 23 @ SRESD Upcoming Meeting Dates