1. C OMMON C ORE S TATE S TANDARDS Opportunity for Focus and Coherence 1

2. W HOLE G ROUP T IME S IGNAL

3. RCAS D ISTRICT D IRECTION Four critical questions will drive our work in order to ensure that all students learn at high levels: What do we want students to learn? How will we know if our students are learning? How will we respond when students do not learn? How will we enrich and extend the learning for students who are proficient?

4. CCSS FOR M ATHEMATICAL PRACTICE AND CONTENT 4 * 8 MATHEMATICS PRACTICES DOMAIN

5. K-8 CCSS S TRUCTURE AND CONTENT Critical Areas Two, three, or four critical areas of study for each grade level Grade level overview Clusters for each domain Fewer, higher, and clearer Standards organized by domain and cluster Higher and clearer Specific Clustered together for attainment of the cluster 5 DOMAIN

6. K-8 CCSS C ONTENT S TANDARDS Critical Areas Two, three, or four critical areas of study for each grade level K-8 The first paragraph lists the critical areas The following paragraphs explain each critical area further 6

7. K-8 CCSS C ONTENT S TANDARDS Critical Areas Two, three, or four critical areas of study for each grade level K-8 The first paragraph lists the critical areas The following paragraphs explain each critical area further 7 Select a grade level. Locate and read about the critical areas for that grade level. (read to self) Turn and talk to a neighbor. Talk about the important mathematics for this grade level. (2 minutes talking, 2 minutes listening) Select a grade level. Locate and read about the critical areas for that grade level. (read to self) Turn and talk to a neighbor. Talk about the important mathematics for this grade level. (2 minutes talking, 2 minutes listening)

8. K-8 CCSS S TRUCTURE AND CONTENT Grade level overview Fewer, higher, and clearer These are bigger learning targets than standards 8 DOMAIN CLUSTER

9. K-8 CCSS S TRUCTURE AND CONTENT Grade level overview Fewer, higher, and clearer These are bigger learning targets than standards 9 DOMAIN CLUSTER Locate and read a grade overview. Label the domains and clusters Locate and read a grade overview. Label the domains and clusters

10. S TANDARDS FOR M ATHEMATICAL C ONTENT DOMAIN CLUSTER STANDARDS Turn to page 23 in the CCSS document.

11. T OOLS FOR UNPACKING STANDARDS Depth of Knowledge descriptions (DOK) Progression for this domain Overview and 3 rd grade sections for NBT Full text of current progressions available at http://ime.math.arizona.edu/progressions/ CCSS document

12. W EBB ’ S D EPTH OF K NOWLEDGE L EVELS DOK Level 1 (Recall) Level 2 (Skill/Concept) Level 3 (Strategic Thinking) Some standards are written at mostly level 1 while other are written more at levels 2 or 3.

13. P ROGRESSIONS

14. P ROGRESSION N UMBER AND O PERATIONS B ASE T EN Progressions are available to help us understand the mathematics of the standards. Not all progressions are currently available They are all in draft form at this time.

15. P ROGRESSION N UMBER AND O PERATIONS B ASE T EN Progressions are available to help us understand the mathematics of the standards. Not all progressions are currently available They are all in draft form at this time. Locate introduction and grade 3 progression page for Number and Operations Base Ten.

16. U NPACKING S TANDARDS TO U NDERSTAND A C LUSTER Locate the 4 th grade example of the disaggregation template.

17. U NPACKING S TANDARDS TO U NDERSTAND A C LUSTER

25. U NDERSTANDING A C LUSTER OF S TANDARDS Third Grade Domain: Number and Operations in Base Ten Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. 3.NBT.1 3.NBT.3 3.NBT.2

26. U SE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO PERFORM MULTI - DIGIT ARITHMETIC. In teams of 2 or 3, begin to disaggregate a standard within this cluster using the CCSS document, progression pages, and the DOK information. 3.NBT.1 3.NBT.2 3.NBT.3

27. 3.NBT.2 U SE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO PERFORM MULTI - DIGIT ARITHMETIC. Work with another team working on the same standard. Compare ideas and talk about the mathematics. 3.NBT.1 3.NBT.3 3.NBT.1 3.NBT.3

28. U SE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO PERFORM MULTI - DIGIT ARITHMETIC. After each standard has been shared, all participants discuss the connections between the three standards of this cluster. 3.NBT.1 3.NBT.2 3.NBT.3 We’ll be next We’ll be first We’ll share last

29. 3.NBT.1 3.NBT.2 3.NBT.3

30. 3.NBT.1 3.NBT.3 3.NBT.2 3.NBT.1 3.NBT.3 3.NBT.2

31. 3.NBT.1 3.NBT.2 3.NBT.3 We’ll be next We’ll be first We’ll share last Then we will all discuss the connections between the standards in this cluster.

33. C OMMON C ORE S TATE S TANDARDS Professional Development Support 33

34. CCSS P ROFESSIONAL D EVELOPMENT : D EFINING I NITIAL R ESPONSIBILITIES : T HE D ISTRICT District Responsibilities: The district is responsible for providing leadership and professional development to design templates, tools/resources, and processes for staff to develop shared knowledge of the CCSS and to disaggregate/unpack the CCSS. This CCSS work will be integrated within the structure of the Learning-Assessment Process. This work begins to answer the first critical question of What do we want students to learn?

35. CCSS P ROFESSIONAL D EVELOPMENT : D EFINING I NITIAL R ESPONSIBILITIES : T HE B UILDING Building Responsibilities: The building is responsible for providing leadership and professional development to regularly meet (a minimum of once each month) and implement processes that build shared knowledge and disaggregate/unpack the CCSS. This CCSS work will be integrated within the structure of the Learning- Assessment Process. This work begins to answer the first critical question of What do we want students to learn? 35

36. B ENEFITS OF I MPLEMENTING THE CCSS 1. A Greater Pool of Resources “When yesterday you might have shared your lesson across the hall, under the CCSS you’ll be able to share lessons with teachers across the country” (Kendall, 2011). 2. Increased Collegiality “A shared language is the essential first step for communication” (DuFour & Eaker, 1998; Kohm & Nance, 2009). The Common Core will provide great opportunity for an unprecedented level of discourse. 3. Increased Professionalism One hallmark of a profession is mastery of a body of knowledge. In education, the greater the challenge is for students, the more crucial it is that teachers have both a mastery of content and an understanding of teaching and learning.