1. Math Foundational Services SHIFT 1: Focus October 9, 2014 Cindy Dollman & Joe Delinski The PROE Center

2. Group Norms Be present. Communicate with colleagues when appropriate. Respect time frames. Focus on the learning at hand. Turn all cell phones to vibrate.

3. Multi-Tiered System of Support (MTSS/RtI) Statewide System of Support Priority Focus Foundational Focus Areas: -Continuous Improvement Process (Rising Star) -Common Core ELA -Common Core Math -Teacher Evaluation -Balanced Assessment

4. Focus Coherence Rigor

5. Focus Consider what is not said Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Math “needs to lose a few pounds” (p.3) “Teach less, learn more” “Cannot add “just one more thing” Grade-level work begins during the first two to four weeks of instruction Differentiation Extensions

6. Coherence Practice-content coherence Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Math should make sense A progression of learning Use supporting material to teach major work Coherence supports focus

7. Rigor Balance with equal intensity – Conceptual understanding – Procedural skill and fluency – Application Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

8. NEEDS ASSESSMENTS

9. Grade- level High school – Traditional – Integrated Standards for Mathematical Practice

10. CCSSM Vocabulary 10 Organizatio n Practice Standards Content Standards DomainClusterStandards Domain: Groups of related Standards and Clusters Cluster: groups of related standards under a bolded heading Standards: specific information students should know

11. www.achievethecore.org Structure of the Standards Domains are large groups of related standards. Domains change from grade to grade to reflect the changing focus of each grade. Standards from different domains may sometimes be closely related. Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related. Standards define what students should understand and be able to do. Domain Cluster Standard 11

12. As teachers, our plates are very full:  Select 1 grade level  On your plate, list specific math content, skills, and concepts you teach across the course of a year

13. Focus Consider what is not said Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Math “needs to lose a few pounds” (p.3) “Teach less, learn more” “Cannot add “just one more thing” Grade-level work begins during the first two to four weeks of instruction Differentiation Extensions

14. The PARCC assessments will focus strongly where the Standards focus “Teach less, learn more” 70% or more on major work in 3-8 Focus allows for a variety of problem types to get at concept in multiple ways Students will have more time to master concepts at a deeper level

15. 15 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

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19. Content Emphases by Cluster Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

23. LET’S EXPLORE Take time to look over the Content Emphasis for your grade level, in addition to your grade cluster.

24. Maybe it’s time to take something off our plates:  Review your plate  Cross out content, skills, concepts that are not a part of your grade level (major, supporting, additional)  Add content, skills, concepts that should be included in your grade level

25. Math Common Core Standards What to Teach = Content Standards How to Teach = Practice Standards Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

26. HOW TO TEACH STANDARDS FOR MATHEMATICAL PRACTICE

27. 1.Make Sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

28. STANDARDS FOR MATHEMATICAL PRACTICE Each team will be assigned a mathematical practice standard. Read and highlight 12 keywords. (Looks like) Determine an action the teacher could take to include the standard for mathematical practice. (Feels like) Create a question that encourages use of the standard for mathematical practice (Sounds like)

29. ISBE Mathematics 29 ISBE Model Curriculum

30. Philosophy Basis - Shifts FocusCoherenceRigor Focus Unit Map – Opening narrative provides focus of the unit Lesson Plan – Carries out the purpose of the lesson Segments of Lesson– Align with overall focus Coherence Scope and Sequence Unit Map – Connections to Previous/Subsequent Learning Assessment Plan - Pre-assessments for Prior Grade Standards) Rigor Unit Map – Transfer/Application through essential questions; define conceptual understandings, and address procedural skills Assessment Plan Lesson Plan – Explanation of Rigor

31. Philosophy Basis Structure Understanding By Design Standards Assessment Instruction PARCC Scope and Sequences Item Formats Evidence Tables Sample Items

32. Components of the Unit Maps Opener: – Connections to Previous Learning – Focus of the Unit – Connections to Subsequent Learning – Progression Citation Standards: – Color-coded based on Content Emphases by Cluster Grade Level Expectations – Knowledge Targets – Skill Targets Highlighted Mathematical Practices – Described in the context of each unit – Practices to be emphasized in each unit indicated with * – Tied to Assessments and Instruction Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

33. Additional Elements for Planning Vocabulary Critical Terms to be mastered at this grade level Supplemental Terms to be reinforced from previous grades/courses or introduced to prepare students for future grades/courses Assessments Pre-Assessments (Prior content knowledge) Formative Assessments Summative Assessments (of the Unit) Self-Assessments Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

34. Differentiation Elements Student Growth for All Prerequisite Skills/Concepts Advanced Skills/Concepts English Language Learners Based on WIDA Standards Tips for instruction and assessment Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

35. Lesson Components Multi-Day Content and Practice Standards Supporting Content Standards Student-friendly learning targets Purpose (focus) Explanation of Rigor Vocabulary Evidence of Learning Time frame Resources Modalities Represented Math Practice Look Fors Differentiation Potential Pitfalls Independent Practice Instructional Steps

36. Your Turn Select a unit map for your grade or course to read. Consider: – What confirms what you already knew? – What is new for you? – What questions occur to you as you read?

37. Additional Resources for Focus Illustrative Math Achieve the Core

38. Next Steps… Planning Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

39. Training Considerations Grade level groupings Appropriate tasks Timing of Trainings Educator experience in the new standards (Content and Practice)

40. Planning for Training Take some time to plan the structure of the training for your area. – How will participants be grouped? (Grade bands? Courses?) – How will time frames be organized?

41. Generating Questions How will I facilitate conversations around the scope and sequences? How will I facilitate conversations around the Unit Maps? How will I facilitate conversations around Assessment and Lesson resources?

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43. Cindy Dollman – cdollman@peoriaroe48.netcdollman@peoriaroe48.net Joe Delinski – jdelinski@peoriaroe48.netjdelinski@peoriaroe48.net