1. Mathematics in California Sheri Willebrand Kathlan Latimer CMC President CMC President Elect CaMSP April 4, 2011 WELCOME

2. C ommon C ore C alifornia S tandards Broad brush strokes: CaCCSSM

3. Before 1997… What do you remember? Before there were standards….

4. Rubrics Replacement Units O-E Problems Mathematical Power Writing in Math Justify Thinking Making Sense We had a VISION…. Math in Context

5. Programs were scripted, pacing guides drove instruction… because of testing, testing, testing. The 1997 CA standards gave teachers permission to teach skills and procedures. Then came the standards….

6. The right to ignore anything that doesn’t make sense is a crucial element of any child’s learning--and the first right children are likely to lose when they get to the controlled learning environment of school. Frank Smith Unintended outcome….

7. ° Research ° ° ° NAEP ° What number would you place in the box to make a true number sentence? What are possible student answers? National Assessment Educational Progress

8. ° Research ° ° ° From: Falkner, Levi & Carpenter, 1999 °

9. New California Standards

10. State Board of Education adopted new mathematics standards. August 2, 2010

11. California Common Core State Standards (CaCCSS) TIME TO CELEBRATE! August 2, 2010

12. Where did the new mathematics standards come from?

13. COMMON CORE STATE STANDARDS INITIATIVE A Collaboration With:

14. COMMON CORE STATE STANDARDS (CCSS) Final version released in June 2010. www.corestandards.org

15. Criteria for CCSS Fewer, clearer, and higher standards Aligned with college and work expectations Include rigorous content and application of knowledge through high-order skills

16. Criteria for CCSS Build upon strengths and lessons of current state standards Internationally benchmarked Based on evidence and research

17. COMMON CORE STATE STANDARDS (CCSS) Adoption of CCSS is required for Race to the Top funds. California applied for Race to the Top and adopted the CCSS.

18. COMMON CORE STATE STANDARDS (CCSS) States that choose to align their standards to the common core standards must accept 100% of the core. States may add additional standards. California added about 15%.

19. Common Core State Standards: Key ideas… Focused Coherent Rigorous Develops Concepts Internationally Benchmarked Prepare for College & Career

20. Common Core Standards for Mathematics Two Types of Standards Mathematical Practice recurring throughout the grades Mathematical Content different at each grade level

21. Example of an Overview Page

22. The Standards for Mathematical Practice Define habits of mind of a Mathematically expert student. A Place to Start

23. Adding it Up, 2001 Strands of Mathematical Proficiency

24. “ …describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high schools years.” CCSS pg. 2 Standards for Mathematical Practice

25. 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 Standards for Mathematical Practice

26. 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 Standards for Mathematical Practice

27. The Standards for Mathematical Content K - 5 ° 6 - 8 ° HS A Quick Overview

28. K – Grade 5 Domains DomainK12345 Counting and Cardinality (CC)  Operations and Algebraic Thinking (OA)  Number and Operations in Base Ten (NBT)  Measurement and Data (MD)  Geometry (G)  Number and Operations – Fractions (NF) 

29. Grades 6 – 8 Domains Domain 678 Ratios and Proportional Relationships (RP)  The Number System (NS)  Expressions and Equations (EE)  Geometry (G)  Statistics and Probability (SP)  Functions (F) 

31. Format of K-8 Standards Grade Level DomainDomain How the grade level standards are organized

32. Format of K-8 Standards ClusterCluster ClusterCluster StandardStandard StandardStandard

33. The added Standards from 1997 Standards (15%) are bold, underlined and the source indicated. CaCCSSM Added Standards

34. CC DomainsCA Strands  Operations and Algebraic Thinking  Number and Operations in Base Ten  Number and Operations – Fractions  Algebra and Functions  Number Sense  Measurement and Data  Measurement and Geometry  Geometry  Statistics, Data Analysis, and Probability Mathematical Practices  Mathematical Reasoning K – 5 CC Domains & CA Strands

35. Mathematics Grade 8 “The California State Board of Education acknowledges that the goal for 8th grade students is Algebra I. However, they also recognize that not all 8th grade students have the necessary prerequisite skills for Algebra I. Consequently, the State Board of Education adopted two sets of standards for 8th grade. “The first set describes standards for Algebra I.

36. Mathematics Grade 8 (continued) “The second set of standards is from the 8th grade Common Core document published June 2, 2010. These standards are for 8th grade students who do not have the necessary prerequisite skills for Algebra I. The goal of the 8th grade Common Core is to finalize the mathematics preparation for students in high school. “There is some duplication of standards between grades and courses that will be resolved in the frameworks/instructional materials development process.”

37. High School Mathematics The high school standards are listed in conceptual categories: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability These are not courses.

38. Conceptual Category Overview

39. Format of High School Standards Conceptual Category Standard Cluster Domain

40. Available at http://www.corestandards.org/the-standards

41. The new standards have a greater expectation for depth of understanding. * CaCCSSM

42. What is important to know right now? Fractions on a Number Line Primary number Next Steps Mathematical Modeling Transformational Geometry

43. Number line in Quantity and measurement Equal Partitioning Fractions Rational number Properties of Operations Rational Expressions K - 2 3 - 6 7 - 12 Unitizing in base 10 and in measurement Rates, proportional and linear relationships

44. Now What?

45. CaCCSSM: FIRST STEP Educators must be given resources, tools, and time to adjust classroom practice. Instructional materials needed that align to the standards. Assessments must be developed to measure student progress. Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement.

48. Two Assessment Consortia Awarded Funds

49. States Distribution

53. Next Steps Frameworks and instructional materials Assessments Professional development Teacher Credentialing Parent Education

55. Check out the CMC website: www.cmc-math.org To Learn More:

56. What Now? –Implement a truly balanced math program as this will support the mathematical practices –Continue to use quality assessments to inform and drive effective instruction –Provide opportunities for teachers to collaborate and plan Stay the Course…

57. People What will make the difference? Teachers That is US!!

58. Overall General Strategy

61. Thank You! Sheri Willebrand willebrand@sbceo.org willebrand@sbceo.org Kathlan Latimer Kathlan@aol.com Kathlan@aol.com