1. Grade Level Overview Critical Area of Focus Cross-cutting themes

2. Format of K-8 Standards Grade Level DomainDomain StandardStandard ClusterCluster

3. Assessment and Instructional Priorities http://www.parcconline.org/classroom CCSS-IAS Alignment Documents www.doe.in.gov/commoncore PARCC Content Frameworks http://www.parcconline.org/parcc-content-frameworks Arizona’s Content and Practice Alignment www.ade.az.gov/standards/math/2010mathstandards www.InsideMathematics.org

4. District Preparation for CCSS 2010-2011 Introduce new standards Familiarize teachers with new standards Prepare for online testing 2011-2012 Fully implement CCSS in K Incorporate mathematical practices K-12 Incorporate selected CCSS into curriculum, alongside IAS Prepare for online testing 2012-2013 Fully implement CCSS in K-1 Incorporate mathematical practices K-12 Incorporate selected CCSS into curriculum, alongside IAS Use Acuity for formative assessment items related to CCSS Prepare for online testing 2013-2014 Fully implement CCSS in K-2 Incorporate mathematical practices K-12 Incorporate selected CCSS into curriculum, alongside IAS Use Acuity for formative assessment items related to CCSS Prepare for online testing

5. 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

6. Phase 1 (2011-2012): Standards for Mathematical Practice Essential Standards (IAS & CCSS) Phase 2 (2012-2013 Standards for Mathematical Content Full Implementation (2014-15) Transition in Two Phases

7. “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.” (CCSS, 2010) Phase 1: Mathematical Practices

8. 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

9. Integration of Standards for Mathematical Practices (SMPs) Not “Problem Solving Fridays” Not “enrichment” for advanced students Most lie in the process of arriving at an answer, not necessarily in the answer itself Every lesson should seek to build student expertise in Content and Practice standards

10. Standards for Mathematical Practice in a Classroom Traditional U.S. Problem Which fraction is closer to 1: or ? Same Problem with SMP integration is closer to 1 than is. Using a number line, explain why this is so. (Daro, Feb 2011) 4545 5454 5454 4545

11. It’s About Instruction We don’t have an achievement gap We have an instruction gap –Matt Larson So how can we reduce the discrepancies in instructional quality within and among schools? –Increase the mean and reduce the variance How can harness the expertise of our best teachers?

12. Maintain Focus and Coherence Focus and coherence are not in the CCSS document Focus and coherence are in interpretations of the document The goal is coherence in the heads of teachers and students –Think in chapters, not lessons (Daro) –Standards are taken as atoms, but the power is in the bonds (Zimba)

13. Crosswalk documents may encourage rearrangements of low-quality curricular materials and frameworks –Aim for focused, forward-thinking crosswalk documents at the level of clusters or big ideas Unpacking standards may perpetuate the atomized check-list mentality –Unpack clusters of standards via descriptive paragraphs Challenges

14. Response to Instruction may be misused to sort students into groups that receive fundamentally different instruction –Standards are the minimum level, our daily instruction must go beyond with high-quality Tier 1 instruction for all Data-driven decision making may remain only about numbers –Use data to provoke targeted discussions about instruction Challenges

15. Formative assessment may be misconstrued as a task bank –Formative assessment must provide insight into student thinking Professional development may be largely generic and unfocused –Develop strategies for content-based professional learning communities Challenges

16. Publishers may add chapters to existing materials –Insist on materials with focus and coherence Local control and limited resources may create excuses –Share and borrow materials –Leverage resources –Take advantage of the assessment consortia Challenges

17. What Should Districts Do Now? Get to know the CCSSM through Professional Learning Communities –Use the “critical areas” –Take a “progressions view” Begin developing the Mathematical Practices Develop support structures for struggling students –Use previous mathematics in service of new ideas –All students need access to the regular curriculum, a la Response to Instruction Be skeptical of easy alignment and quick fixes