1. Common Core State Standards for Mathematics NWO Inquiry Series September 22, 2011 Diane Burtchin dburtchin@rossfordschools.org Adapted from presentations shared by ODE.

2. Why are you here?? Share with your neighbor: The grade level/subject(s) you teach The grade level/subject(s) you teach Why you chose to come to this session Why you chose to come to this session What you are hoping to take away from this session What you are hoping to take away from this session

3. What we will do tonight: Watch a portion of a webinar on the CCSS for Mathematics Watch a portion of a webinar on the CCSS for Mathematics Discuss the Mathematical Practices Discuss the Mathematical Practices Explore the organization and content of the CCSS Explore the organization and content of the CCSS Explore the organization and components of the Model Curriculum Explore the organization and components of the Model Curriculum Explore the Learning Progressions and Critical Areas for K- 8 Mathematics Explore the Learning Progressions and Critical Areas for K- 8 Mathematics Discuss steps to take in order to ‘Start Smart’ Discuss steps to take in order to ‘Start Smart’ Wrap up and preview of the next session Wrap up and preview of the next session

4. Model Curricula: March 2011 Aligned System of Assessments: 2014-15 Common Core and State Revised Standards: June 2010 What?How? How Well?

5. Standards Adoption June 2010 5 English Language Arts Mathematics Science Social Studies Common Core Standards State Standards

6. CCSS Principles Focus Focus Identifies key ideas, understandings and skills for each grade or course Identifies key ideas, understandings and skills for each grade or course Stresses deep learning, which means applying concepts and skills within the same grade or course Stresses deep learning, which means applying concepts and skills within the same grade or course Coherence Coherence Articulates a progression of topics across grades and connects to other topics Articulates a progression of topics across grades and connects to other topics Vertical growth that reflects the nature of the discipline Vertical growth that reflects the nature of the discipline

7. CCSS Mathematical Practices 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

8. Common Core Webinar www.corestandards.org www.corestandards.org www.corestandards.org The overview for Math can be viewed from 27:50- 52:11 on the webinar and is presented by the lead writer for the Mathematics CCSS (Bill McCallum) The overview for Math can be viewed from 27:50- 52:11 on the webinar and is presented by the lead writer for the Mathematics CCSS (Bill McCallum)

9. Major units or areas of study Domain Main focus of the content statements Cluster What students should know Standards CCSS Framework 9

10. Format of K-8 Standards Grade Level Domain Standard Cluster

11. Standards for High School Math Domain Cluster Standard Advanced

12. CCSS for High School Mathematics Organized in “Conceptual Categories” Organized in “Conceptual Categories” Number and Quantity Number and Quantity Algebra Algebra Functions Functions Modeling Modeling Geometry Geometry Statistics and Probability Statistics and Probability Conceptual categories are not courses Conceptual categories are not courses Additional mathematics for advanced courses indicated by (+) Additional mathematics for advanced courses indicated by (+) Standards with connections to modeling indicated by ( ★ ) Standards with connections to modeling indicated by ( ★ )

13. Now you try You can find the CCSS by going to www.corestandards.org. You can find the CCSS by going to www.corestandards.org. Download and navigate through the documents to find the grade level/subject area that you currently teach Download and navigate through the documents to find the grade level/subject area that you currently teach Discuss: What are the differences between the 2002 standards and the newly revised standards? What is the same? Discuss: What are the differences between the 2002 standards and the newly revised standards? What is the same?

14. But wait…there is more.. Standards are the stopping point of the 2002 documents Standards are the stopping point of the 2002 documents HB1 mandated that a model curricula accompany the revised standards HB1 mandated that a model curricula accompany the revised standards

15. Model Curricula: March 2011 Aligned System of Assessments: 2014-15 Common Core and State Revised Standards: June 2010 What? How Well? MODEL CURRICULUM One piece of an integrated whole

16. What is the Model Curriculum? 16 A web-based tool, aligned to the standards, that: Presents information specific to the content area by grade level, grade band and course Presents information specific to the content area by grade level, grade band and course Provides curricular and instructional guidance Provides curricular and instructional guidance Informs assessment development Informs assessment development

17. Take a look… Model Curriculum at ODE website (and on your desktop) Model Curriculum at ODE website (and on your desktop) http://www.education.ohio.gov/GD/Templates/P ages/ODE/ODEDetail.aspx?page=3&TopicRelation ID=1704&ContentID=83475&Content=112058 http://www.education.ohio.gov/GD/Templates/P ages/ODE/ODEDetail.aspx?page=3&TopicRelation ID=1704&ContentID=83475&Content=112058 http://www.education.ohio.gov/GD/Templates/P ages/ODE/ODEDetail.aspx?page=3&TopicRelation ID=1704&ContentID=83475&Content=112058 http://www.education.ohio.gov/GD/Templates/P ages/ODE/ODEDetail.aspx?page=3&TopicRelation ID=1704&ContentID=83475&Content=112058

18. Model Curriculum Components Content Elaborations: In-depth information about “what” should be taught Expectations for Learning/Visions into Practice: Recommendations for how students may demonstrate their learning 18

19. Model Curriculum Components Instructional Strategies and Resources: Guidance and support for instructional and curricular design Content Specific Sections: Address elements specific to a subject area  Common Misconceptions 19

20. Now you try Use the Model Curriculum for your grade (or choose a grade) to list 3 things that the Model Curriculum provides for teachers. Use the Model Curriculum for your grade (or choose a grade) to list 3 things that the Model Curriculum provides for teachers. Discuss: What are the strengths of the Model Curriculum? What are the limitations? Discuss: What are the strengths of the Model Curriculum? What are the limitations?

21. Learning Progressions & Critical Areas Refer to your handouts on both the K-8 Learning Progressions and the K-8 Critical Areas Refer to your handouts on both the K-8 Learning Progressions and the K-8 Critical Areas We begin with the “big picture” We begin with the “big picture”

22. CCSS Domain Progression K12345678HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability

23. Flows Leading to Algebra

24. Standards Progression: Number and Operations in Base Ten

25. Say Something Look over the Learning Progressions (handout) and underline topics or sections that you find interesting Look over the Learning Progressions (handout) and underline topics or sections that you find interesting Turn to an elbow partner and Say Something about one of the phrases that you underlined…explain why you thought it was significant Turn to an elbow partner and Say Something about one of the phrases that you underlined…explain why you thought it was significant

26. Critical Areas Refer to your handout for the K-8 Critical Areas Refer to your handout for the K-8 Critical Areas Note that Critical Areas are discussed in the Introduction for each grade level/conceptual categories Note that Critical Areas are discussed in the Introduction for each grade level/conceptual categories Discuss in a small group how this information might guide your instructional decisions Discuss in a small group how this information might guide your instructional decisions

27. 2011 2014

28. 2002 Standards 2010 Standards TransitionTransition Start Smart

30. Too Slow, Too Fast, Too Little MistakeProblem Too Slow Ignore the standards…maybe they will go away! 2 nd grade—1 st to take 5 th grade test 5 th grade—1 st to take 8 th grade test 6 th and 7 th grade—1 st to take End of Course HS exams Too Fast Adopt new resources that are ‘aligned’ to the newly revised standards Really…how much has the new edition changed??? Too Little Checklist the standards, shuffle units from one grade level to another, and continue as is New Assessments will have Multiple Choice, SA/ER, Computer Enhanced, and Performance Items Not only new content, but new ways of assessing = new instructional requirements

31. What can be done Short Term? Become familiar with the CCSS and model curriculum Use the Comparative Analysis or Crosswalks to highlight areas to emphasize, de-emphasize, drop, or modify (when available) Try some of the model curriculum Instructional Strategies that align with what is currently being taught Teach math with a focus on the Mathematical Practices

32. Content that is no longer a focus at Grade 3Content continued with modifications at Grade 3New content at Grade 3  Decimals – The initial study of decimals begins in grade four.  Measurement: Temperature/degrees, and other specific units of measure are a focus in grade four.  Three-dimensional geometry is not a focus in grade three.  Transformations, and especially symmetry, are introduced in fourth grade.  Volume is studied in grade five.  Data Analysis is a tool used to organize and analyze information from other domains (geometry, measurement) and that utilizes the numbers and operations that are being studied. The initial formal statistical process and statistical analysis is moved to sixth grade.  Probability – The study of probability is a focus in grade seven. Multiplication/division: fluency of facts 9 x 9 Place value of numbers (through 1000) Continued at this grade with modifications to the level of knowledge or expectation  Fractions: the content is the same with a focus on justifying equivalence, comparisons and other solutions using area models, number lines or knowledge about equal numerators or equal denominators.  Measurement: the focus is on standard units, developing a sense of measuring, estimating and problem solving using standard units of measure not on specific metric or US units.  Two-dimensional shapes, especially quadrilaterals, are explored and categorized by their attributes beginning a sense of a classification. Learning specific terminology is not the goal, the awareness of the different kinds of shapes and their attributes is.  Algebra topics are embedded within the study of numbers and their operations. Patterns are found in place value and arithmetic. Equations are written to model problems, including using unknowns but not necessarily with variables.  Strategies, properties of operations and the relationship of operations are fundamental understandings to be demonstrated prior to fluency with algorithms when solving arithmetic problems. The expectation is that the properties of operations are used as a means of flexibly working with numbers, not necessarily identified by name. Algorithms for addition and subtraction are encountered naturally in third grade, but fluency with their use is not expected until fourth grade.  Multiplication is developed through the understanding of equal sized groups, arrays and area models. Connections are made to finding area in geometric measurement and to equal areas in fractions. Division is an outgrowth of multiplication based upon its inverse relationship. So finding a solution to a division problem is looking for the missing factor. Place value understandings are the foundation for multiplying by multiples of 10. Comparative Analysis Grade 3

33. CCSS Support Materials Mathematics Common Core State Standards and Model Curriculum Mathematics Common Core State Standards and Model Curriculum Crosswalks: Cluster to Benchmark comparison Crosswalks: Cluster to Benchmark comparison Learning Progressions View Learning Progressions View K-8 Critical Areas of Focus K-8 Critical Areas of Focus What should districts be doing? What should districts be doing? FAQ FAQ Model Curriculum Model Curriculum

34. 2010-2011 Introduce revised standards Participate in creating model curricula 2011-2012 Build awareness of revised standards Introduce model curricula Conduct crosswalk activities Initiate formative instruction PD Begin integrating standards and curricula into district curricula and teachers’ course planning 2012-2013 Introduce performance tasks and scoring rubrics Continue formative instruction PD Practice online formative assessments Introduce instructional improvement system Continue integrating standards and curricula into district curricula and teachers’ course planning 2013-2014 Fully integrate standards and curricula into district curricula and teachers’ course planning Integrate performance tasks in course activities Prepare for online testing Complete formative instruction PD Tasks for Districts Preparation for Revised Standards 34

35. Long Term Suggestions Implementation matters-- Adoption of standards, programs, or textbooks merely opens the door Adoption of standards, programs, or textbooks merely opens the door Time to consider, construct, collaborate, etc. Time to consider, construct, collaborate, etc. High-quality professional development should-- Focus on the content the teachers are teaching Focus on the content the teachers are teaching Focus on the ways students are being instructed Focus on the ways students are being instructed Draw on curricular materials teachers are using Draw on curricular materials teachers are using Involve constructing formative assessments and analyzing student work Involve constructing formative assessments and analyzing student work Take the necessary time…Pay it Forward Take the necessary time…Pay it Forward

36. Preview of Next Month Assessment of the Common Core State Standards What can we learn from the Model Curriculum to uncover how students will be assessed within the new system? What can we learn from the Model Curriculum to uncover how students will be assessed within the new system? What types of questions will the students encounter within the new system? What types of questions will the students encounter within the new system? How can we prepare students for the increased expectations of the new assessments? How can we prepare students for the increased expectations of the new assessments?

37. Model Curricula: March 2011 Aligned System of Assessments: 2014-15 Common Core and State Revised Standards: June 2010 What? Aligned System of Assessment Aligned System of Assessment

38. Assessment Timeline 20112012201520132014 State Board Adopts Model Curriculum March, 2011 State Board Adopts Standards June, 2010 First Assessment Administration2014-2015 Transition: Test development Field Testing Standards Setting 2012 - 2014 2012 - 2014