1. Welcome! PLC Day October 7, 2011

2. Summer Work CCLS Power Standards Readiness Leverage Endurance Grade Level Expectations (GLEs) Assessments ICSD Common Core Drafts Wiki http://icsdk5ccss.wikispaces.com/

3. The Everyday Math Question Use EDM as your “framework” for teaching mathematics. Use whatever other materials support student learning around our CCLS. Use your professional judgement about what makes sense.

4. Today: Process Parking Lot for ongoing questions/concerns

5. Our Process: Review Shifts in Mathematics Assessments and Priorities Add to/edit/totally change Assessments Scoring rubrics Administration guidelines Determine next steps

6. States That Have Adopted the Common Core Standards

7. Shifts in Mathematics Focus Coherence Fluency Deep Understanding Application Dual Intensity

8. Focus is necessary… To have sufficient time to think, practice, and integrate new ideas. To allow time for rich classroom discussion and activities To ensure that students learn the most important content completely

9. Coherence Arises from mathematical connections. Is critical to ensure that students see mathematics as a logically progressing discipline. Ensures that each standard is an extension of previous learning.

10. Fluency Lens KAdd/subtract within 5 1Add/subtract within 10 2Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3Multiply/divide within 100 Add/subtract within 1,000 4Add/subtract within 1,000,000 5Multidigit multiplication 6Multidigit division Multidigit decimal operations

11. Deep

12. Application Students will use math in “real world” situations. Students will use math to access content in areas outside of math.

13. Dual Intensity Practice and understanding are occuring with intensity. Drills Extended Application

14. The New Common Core Standards includes The Standards for Mathematical Practice & the Standards for Mathematical Content. “Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction” (CCSSM, p. 8).

15. Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

17. EngageNY http://engageny.org/teachers/ NYS has prioritized the standards based on the PARCC Draft Model Content Frameworks for Mathematics.

18. Time Line... K – 2 implementation must begin this year. This year, grades 3-5 are still responsible for the 2005 State Standards on the NYS Math & ELA tests. Next year, NYS will test grades 3 – 5 with a transitional assessment based on the new Common Core State Standards.

19. Comparing Two Mathematical Tasks Martha's Carpeting Task The Fencing

26. Assessing Higher-Order Thinking Skills The handouts are offered as “exemplars of assessments that require students to engage in, and apply, higher order/critical thinking processes” (Connie Evelyn).

27. Editing/Writing Assessments Divide into groups based on the priorities What to assess when – Partial assessment? – Appropriate for the time of year? – It's up to you! Assess what kids know mathematically