2. Prepared for 21st Century Instructional Leadership June 17, 2013 Common Core Mathematics

3. Mission Statement East Central University's mission is to foster a learning environment in which students, faculty, staff and community interact to educate students for life in a rapidly changing and culturally diverse society. Within its service area, East Central University provides leadership for economic development and cultural enhancement.

4. Administrator AND Curriculum Leader The same only different

5. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

6. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Providing Timely and Targeted Feedback Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

7. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

8. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Providing Timely and Targeted Feedback Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

9. http://www.ok.gov/sde/sites/ok.gov.sde/files/OC3%20Math%20Standards%20Overview.pdf

10. Common Core State Standards: Mathematics Shifts Focus strongly where the Standards focus Coherence think across grades, and link to major topics within grades Rigor in major topics pursue: Conceptual understanding Procedural skill and fluency Application with equal intensity http://www.achievethecore.org/files/6213/6880/2802/2-pager_update_05.16.13.pdf

12. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

13. Articulating Curriculum Focus, Coherence, Rigor

14. The role of leadership Get every mathematics teacher teaching the intended curriculum every day (coherence/curriculum alignment) Break the dominant technique Lecture Demonstration Independent Practice Emphasize focus

16. Think How do you engage teachers about mathematics curriculum? How do you address all personalities? How do you address the spectrum of mathematics proficiency and/or fluency proficiency?

17. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

18. Implementing Curriculum A volume problem from textbook to Common Core application.

19. Math Problem Find the volume

20. Real World Application Calculate the amount of water needed to fill the fountain.

21. Problem Based Calculate the amount of water needed to fill the pool and prepare a budget for the necessary upkeep (chemicals, cleaning, etc.).

22. Common Core The administration will host a forum to consider the continued maintenance of the fountain or recommendations for replacing the fountain. Plan a proposal and presentation to either support or replace the fountain. Include budget, aesthetic and social considerations.

24. Exemplary Lessons Mathematical Practice http://insidemathematics.org/index.php/exemplary-lessons-integrating-practice-standards CCSS Prototypes http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

25. The role of leadership Ensure curriculum implementation through Student/Parent communication Visibility of learning objectives Review of curriculum documents Classroom visits and observations WILLING ABLE

26. Think Why does this category (implementing) fall under engagement instead of empowerment? How do you address all personalities? How do you address the spectrum of mathematics proficiency and/or fluency proficiency? How do you get them to open the door?

27. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

28. Incorporating Effective Strategies Student collaboration, strategies for all students, alignment

29. Sample Lessons http://www.ccsstoolbox.com/parcc/PARCCPrototype_ma in.html http://www.ccsstoolbox.com/parcc/PARCCPrototype_ma in.html http://www.parcconline.org/samples/item-task-prototypes

30. Teaching Channel https://www.teachingchannel.org/videos/class-warm-up- routine?fd=1 https://www.teachingchannel.org/videos/class-warm-up- routine?fd=1 https://www.teachingchannel.org/videos/carousel-activity- math-lesson?fd=1 https://www.teachingchannel.org/videos/carousel-activity- math-lesson?fd=1 https://www.teachingchannel.org/videos/real-world- geometry-lesson?fd=1 https://www.teachingchannel.org/videos/real-world- geometry-lesson?fd=1 https://www.teachingchannel.org/videos/surface-area- lesson https://www.teachingchannel.org/videos/surface-area- lesson

31. Handy PARCCing

33. Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks. Task TypeDescription of Task Type I. Tasks assessing concepts, skills and procedures Balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards Machine scorable including innovative, computer-based formats Will appear on the End of Year and Performance Based Assessment components II. Tasks assessing expressing mathematical reasoning Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6). Can involve other mathematical practice standards May include a mix of machine scored and hand scored responses Included on the Performance Based Assessment component III. Tasks assessing modeling / applications Each task calls for modeling/application in a real-world context or scenario (MP.4) Can involve other mathematical practice standards. May include a mix of machine scored and hand scored responses Included on the Performance Based Assessment component For more information see PARCC Item Development ITN Appendix D.

34. Grade 7 Illustrative Sample Item

35. Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item: Speed Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s) 7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. In addition, see 7.RP.2d: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (The “explain” portion is not required in the task, but the task involves some of the concepts detailed here.) Alignment: Most Relevant Mathematical Practice(s) MP.2 enters (Reason abstractly and quantitatively), as students must relate the graphs and tables to each other via the unit rate and then to the context at hand.

36. Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item Key Features and Assessment Advances The PARCC assessment will seek to preserve the focus of the Standards by thoroughly exploring the major work of the grade. In this case, a multi-point problem is devoted to a single standard about proportional relationships, which are a major focus in grades 6 and 7. Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy. Variants of the task could probe understanding of unit rates and representations of proportional relationships by showing different scales on the two graphs, and/or by presenting the data in tables C and D with the ordered pairs not equally spaced in time.

37. High School Illustrative Sample Item Seeing Structure in a Quadratic Equation

38. Aligns to the Standards and Reflects Good Practice High School Sample Illustrative Item: Seeing Structure in a Quadratic Equation Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s) A-REI.4. Solve quadratic equations in one variable. a) Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p) 2 = q that has the same solutions. Derive the quadratic formula from this form. b) Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a  bi for real numbers a and b. Alignment: Most Relevant Mathematical Practice(s) Students taking a brute-force approach to this task will need considerable symbolic fluency to obtain the solutions. In this sense, the task rewards looking for and making use of structure (MP.7).

39. Aligns to the Standards and Reflects Good Practice

40. http://www.achievethecore.org/files/3013/6863/6129/C CSS_Evidence_Guide_Over_the_Year_Math_K- 8_v051313.pdf http://www.achievethecore.org/files/3013/6863/6129/C CSS_Evidence_Guide_Over_the_Year_Math_K- 8_v051313.pdf

41. Student Learning Articulating Curriculum Implementing Curriculum Incorporating Effective Strategies Providing Timely and Targeted Feedback Establishing PLCs Fostering PD EMPOWERINGEMPOWERING ENGAGINGENGAGING

42. References One-Page Overview of OC 3 -M http://www.ok.gov/sde/sites/ok.gov.sde/files/OC3%20Math%20Standards%20Overview.pdf The Common Core Shifts At a Glance http://www.achievethecore.org/files/6213/6880/2802/2-pager_update_05.16.13.pdf Publisher’s Criteria for the CCSS in Mathematics http://www.achievethecore.org/files/6913/6545/6063/Math_Publishers_Criteria_K-8_Spring_2013_FINAL.pdf Elementary Math Specialist & Teacher Leader Project https://sites.google.com/site/emstlonline/ Inside Mathematics http://insidemathematics.org/index.php/exemplary-lessons-integrating-practice-standards