Oakland County Common Core State Standards Initiative

Warm-UpDiscuss homework at your table:Building Students Understanding: The Equal Sign Resource Inventory (what do you use?)Growth MindsetFocal Student Update

1Sharon --- make 4 corners Julia & Jim jump in for Growth mindset connection if needed Growth mindset Julia find / correct typo/ print 30.

1Connecting to Common CoreMichigan Integrated Mathematics Initiative

MI 2 Day 38:00 a.m. - 3:00 p.m.2

2Jim . Connecting to common core & goals for the day

AgendaWarm-up & Address Homework Common Core State StandardsSmarter Balanced AssessmentsAtlas RubiconUnit Perspective8 mathematical practicesLessons 6 8 LunchAtlas, Progression, & Turn on mathTTLP ArticleLesson Planning Tool (with focal student in mind)

Jim:Materials needed for today:Utilize Lesson Planning tool to adjust a lesson to meet the needs of their focal student.

4 Corners : Growth mindset questions available. ScoreCCSS packets 6-8 (for all participants)Poster paper (closet) Markers (closet)Laptop login for guests (julia)Lesson planning template for homework (closet)Participant Binder (they bring)TTLP article (Jim)Copies of unit in Atlas 6-8 (Jim) (for all participants)TTLP Poster (Jim)Standards Poster (big one!)Video --- (find one all look for something to with practices)

Things to do this week:Jim check on food orderFind a video of practices in action (6-8)Login and passwords (julia)

3Common Core State Standards for Mathematics (CCSSM)These standards are not intended to be new names for old ways of doing business. They are a call to take the next step. 4

JimDescribe what is going on in the picture:Cross grade level teamsWritten student responsesUsing data analysis for student thinking versus right/wrong4GoalsDeepen understanding of CCSS ContentPracticeInstructionAssessment (day 5)Explore CCSS Units Atlas Turn on CCHighlight LessonsConsider strategies for increasing accessibility5Could these standards really be better?6How might my colleagues and I continue to make sense of these standards together?What is changing and what is staying the same?Why do the Standards for Mathematical Practice matter? What is the purpose of the MAISA CCSSI Units?Do the MAISA Units replace my textbook?6The standards are written the support for teaching the standards is what we are constantly working on. We dont expect the standards to change for a while. Frequently Asked QuestionsWill this curriculum replace my instructional materials?

Are the CCSS the current standards in Michigan?

No, these materials are designed to support teachers use of their instructional materials. They are intended to be tools to guide instruction and provide contexts for professional learning.

Yes, the CCSS are Michigans Standards. They were officially adopted by the SBE on June 15, 2010.

77Skip this slide Jim

8Working Together:Governors and Chief State School Officershttp://www.corestandards.org/Jim: Prepare students with knowledge and skills needed for success in college and workEnsure consistent expectations regardless of students zip codeProvide educators, parents and students with clear, focused guideposts (fewer, clearer)89Mathematics StandardsStandards for PracticesStandards for Concepts and ProceduresGreater balance of concept and skill developmentGreater access for all studentsMajor shifts include:Standards for Mathematical PracticesAttention toward content as it develops within and across grades levels (trajectories)Teaching with and assessing high demand tasks

99Jim; focus on trajectories and high demand tasks for ALL studentsDo we want to consider the cognitive demands during our May date? Does our instructional practice match our assessment pieces? Standards for Mathematical Practice 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)

1010Jim:Remind participants of the vital nature of the Standards for Mathematical Practice with respect to students developing a powerful set of core mathematical competencies. These practices do not stand alone and are not intended to be taught as stand alone lessons. They are an integral part of learning and doing mathematics and need to be taught with the same intention and attention as mathematical content.Standards for Mathematical Practice

11William McCallum

Standards for Mathematical PracticeTucson, April 2011

Reasoning and explainingModeling and Using toolsSeeing Structure and GeneralizingJim11Common Core State StandardsMathematicsStandards for PracticeStandards for Concepts and Procedures What implications do you foresee as you consider attending to both types of standards?

12The first thing to understand about the Common Core State Standards is that there are two types of mathematics standards: content standards and practice standards. Neither is intended to stand alone, both support and enhance the development of the other. Together they weave a new picture of what mathematics education might look like with implications for teaching, assessing and learning. Both types of standards are equally important. Both types need to be taught and both will be assessed.

We will begin this session with a quick look at some of the history of the CCSS and a few facts that describe the current situation here in the United States. The session will then move on to look more closely at the 8 standards for mathematical practice and their antecedents.

Learning Trajectories and the Common Core State StandardsA teacher or test designer seeing exclusively within the grade level will miss the point [of the number line]. Multi-grade progression views of standards can avoid many misuses of standards (p.43).

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14CCSS States and the Balanced Assessment Consortiumhttp://www.smarterbalanced.org

http://www.corestandards.org/Prepare students with knowledge and skills needed for success in college and workEnsure consistent expectations regardless of students zip codeProvide educators, parents and students with clear, focused guideposts (fewer, clearer)14Claims for Mathematics Summative Assessment15 Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.Claim 1: Concepts and Procedures, 40% Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim 2: Problem Solving 20%

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 3: Communicating Reasoning 20%

Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Claim 4:Data Analysis and Modeling 20%

5 reporting categories-overall (composite of the 4 claims) and one for each of the 4 claims

Data reports may combine results for claim 2 and claim 4

15A Balanced Assessment System

These new assessment are scheduled to begin in the spring of 2015! Jim: 10 min Break change seating arrangement (mixed grade level groups---- Sharon and Julia work out during Jims update RE: CCSS and Smarter Balanced Assessment Consortium details )16Released Assessment ItemsWhat do the tasks in each color category have in common?

17What do tasks like these potentially reveal about student understanding?

What do the tasks like these potentially mislead about student understanding?

Julia: 2 or more representations greyExample / non-example blueCorrect / incorrect green Non-routine story problem pinkSorting / equivalence yellow

Why we did this activity is to give us an opportunity to become immersed in the assessment. Now we want to transition to our instruction and build in such a way that it compliments our instruction.

(30 minutes)17Common Core State Standards Oakland InitiativeThe goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators as they move toward full implementation:

CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly designed to highlight needed shifts in content related and pedagogical practices.

Unit TemplateHighlight LessonFormative AssessmentResources (video, sample student work, rubrics, instructional websites, etc.)

1818CCSS Mathematics Initiative Oakland19NATIONALState Curriculum Consultants,AMTE, NCTM, NCSM andSmarter Balanced ConsortiumJoseph Martineau MDE, SBACRuth Anne Hodges, OSIMCTMMathematics and Science Center NetworkOSValerie Mills, OS, NCSM Avondale Berkley Birmingham Bloomfield Hills Brandon Clarenceville Clarkston Clawson Farmington Ferndale Hazel Park Holly Holly Academy Huron Valley Lake Orion Lamphere Madison

Novi Oak Park Oakland Schools Oxford Pontiac Rochester Royal Oak South Lyon Southfield Walled Lake Waterford West Bloomfield

COUNTYSTATE

MAISA19CCSS Initiative Oakland20National ProjectsCCSSCurriculumMathematicsWriting TeamOS MathematicsPilot and Review TeamsCurriculum Leadership TeamandMathematics Leadership TeamDRAFT

Unit of StudyHighlight LessonFormative AssessmentRevise Units, Lessons,& AssessmentsTrial LessonsCollect & select sample student workClassroom VideoOrganize and facilitate project activities

Facilitate communication among teachers & administrators 20Train the trainers?Three Year Implementation ProcessYear 32013-14 Full K-12 curriculum for both ELA and Math aligned to CCSSYear 1 2011-12 One unit of study per grade (K-12) for both ELA and Math Year 22012-13 Four additional units of study per grade (K-12) for both ELA and MathProposed process for development of K-12 curriculum aligned to Common Core State Standards for both ELA and Mathematics21 2010 - 2013 Unit Developmentby Mathematical Trajectory22K1st2nd11thUnit 1Unit 1Unit 1Unit 1Unit 2Unit 2Unit 2Unit 2Unit 3...Unit 3...Unit 3...Unit 3...

22The first set of units was available in August 2011 for implementation during the 2011-12 school year (one unit per grade level).

The second set of units is available now for implementation during the 2012-13 school year (up to four units per grade level) .

The third and final set of units will be released for implementation during the 2013-14 school year (up to three units per grade level) .

Key Features of CCSS CurriculumEmphasis on the use of student thinking within instruction and assessmentContent and practice standards that call for a balance of conceptual understanding and procedural fluencyIncorporation of mathematical explanationsUse of multiple representations (Technology)Integration of accessibility strategies (Universal Design for Learning, UDL) Learning opportunities and assessments that include inquiry and exploration

Tools to support implementation

23Grade Level Unit Components (Atlas)Unit ThemesGraphicFocus QuestionsIntellectual ProcessesKey Concepts

Content StandardsAbstractCCSS Standards

Instructional ResourcesIlluminationsChildrens LiteratureTexas InstrumentsReferencesApplets

Professional ResourcesNCTM ArticlesBooks24

24IN GRADE LEVEL GROUPS.Orientation to the Unit (Atlas)Refer to one unit of study for examples that articulate the components of the unit template.

What opportunities for helping teachers understand the standards as a set of related ideas and teach the mathematics in a way that emphasizes connections between and among mathematical ideas?How might a single unit support teachers in making both content related and pedagogical shifts in practice?

25In what ways might teachers use the resource section to support student learning or their own professional growth? (we hope to see the resource section as part of the response for question 2)

25Atlas Unit Similarity & DifferencesRead UnitsRecord your findings1 person report26Mixed grade level groups. Lesson planning materials needed, record sheetLook for similarities and differences found in the resource materials you utilize in your setting with the expectations described in the Atlas Units. Read the Atlas Units (10 minutes) Think about your resources or look in the books or resources online Record the similarities and differences for each grade level.Choose a person to bring your ideas up to the Elmo and explain thinking

Jims Follow up Question: Explain the relationship of ideas progressing from 6 to 7 to 8th grade:26LunchWe will reconvene at 12:45 p.m. to begin work on the formative assessment.27

27Highlight Lesson Components Model Lesson ThemesGraphicFocus QuestionsIntellectual ProcessesKey Concepts

Model Lesson Content StandardsAbstractCCSS StandardsLesson Instructional Resources

Sequence of Lesson ActivitiesSelecting and Setting up a Mathematical TaskLaunchSupporting Students Exploration of the TaskSharing and Discussing the Task

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28In whole groupHighlight Lesson

29Lets Do The Math!We have no more than 45-50 minutes for this lesson! Everyone will complete the jersey lesson. Sharon introduces. Everyone facilitates group interaction around the lesson to increase engagement.29Baseball LessonDo the MathDiscuss the Teacher Resource Materials AvailableBrowse AtlasLesson Planning Groups

30Sharon will do the lessonJulia cruise director for ATLAS

30Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon

31http://tinyurl.com/MAISAunit

31Replace with tiny url from Kristin.Online CCSS Curriculum Resources32

Units of StudyLesson resourcesAssessment resourcesProfessional resources VideoSample student workAnd more

32Teachers and Tasks Matter Stein, Grover & Henningsen (1996)Smith & Stein (1998)Stein, Smith, Henningsen & Silver (2000)33The Mathematical Tasks Framework Tasks as set up by teachersTasks as they appear in curricular materialsTasks as enacted byteachers andstudentsStudentlearning33Having good tasks is only part of the story, how a teacher uses the task can significantly impact students learning opportunity Tasks are important, but teachers also matter! Teacher actions and reactions, that is their instructional decisions in the classroom, influence the nature and extent of student engagement with challenging tasks, and effect students opportunities to learn from and through task engagement. In particular, the way teachers choose to use tasks can significantly influence the opportunities students have to develop skills associated with the mathematical practices.Thinking Through a Lesson ProtocolSmith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14, 132-138.

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Lesson Planning & Article Insert 5 minute timer here35Jim: Lesson Planning Template and Article intersect.35Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving.Geometric/Graphical Verbal (written and oral)TabularContextualSymbolic PicturesOral LanguageManipulativeModelsReal-World SituationsWrittenSymbolsRepresentation Stars36CCSS Move Toward Greater Connections & CoherenceWhen students can connect mathematical ideas, their understanding is deeper and more lasting. (NCTM, 2000 p.64)

When students understand the interrelatedness of mathematics, they often have many more strategies available to them when solving problems and insights into mathematical relationships. (Hiebert, 1997)

Through instruction that emphasizes the interrelatedness of mathematical ideas, students not only learn mathematics they also learn about the utility of mathematics. (NCTM, 2000, p.64)

Toward greater focus and coherence (CCSS, 2010, p.3) 3737Calls greater coherence with respect to education have been around for years. Last night Dr. Lambert at the opening of the research pre-session described the 1992 calls for a coherent educational system from education policy experts . In part motivated by the publication of what was the first set of national standards, from NCTM. The CCSS could be one important element of such a coherent education system.

Fast forward 15 - 20 years, and the call for greater coherence can still be heard, but the focus has moved closer to schools and classrooms. Consider this series of quotations summarizing research that suggests why working for greater curricular and instructional coherence might be productive.

Content goalsProcess goalsTools for learning mathematics goals (productive disposition)To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.

Darling-Hammond and Richardson, 2009 To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning

Thinking Through a Lesson ProtocolSmith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14, 132-138.

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Orientation to the LessonOrient yourself with the format of a Highlight Lesson.

Compare a Unit and the corresponding Highlight Lesson, how are they related and how are they unique? What about this lesson format might support teachers in making both content related and pedagogical shifts in practice.

40For question 2, dont forget accessibility and practices.

In what ways might teachers use the resource section to support student learning or their own professional growth? (we hope to see the resource section as part of the response for question 2)

Highlight the TTLP here! Refer to Peg S article.

40Formative Assessment: A Difference that Can Make a Difference!Black and Wiliam (1998) report, based on their extensive review of research, typical effect sizes of formative assessment experiments are between 0.4 and 0.7. These results are larger than most instructional innovation strategies.

the evidence is that ways of managing formative assessment that work with the assumptions of "untapped potential" do help all pupils to learn and can give particular help to those who have previously struggled (Black and Wiliam, p. 11).While FA yields some of the greatest effect sizes in education, it also yields some of the greatest variance (Wiliam via Burkhardt).

41Reengagement A Formative Assessment StrategyReengagement:is a formative assessment strategy by which teachers use information from student work to design a learning opportunity that is an evolution of the original task and is focused on enhancing students current understandings;is grounded in the effective and intentional use of student thinking to forward learning; andrequires interactions between and among teachers, students, and the content to be learned.

4242Formative Assessment Components Formative Assessment Task

Sequence of Assessment ActivitiesGive the Assessment TaskRe-engage: Select and Share Representative Solutions SummarizeIndependent Practice

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43Formative Assessment Task

44Lets Do The Math!This is the marble task. Figure 1 Bag of marbles task- page 133 of Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14, 132-138.

10 mins. Max.44Formative Assessment ReflectionOrient yourself with the format of this component and then consider:

How do the task and design of the activity compare to your current practice? How might the use of formative assessment tasks such as this support learning for students and for teachers?45

Curriculum ReflectionConsider each of the components in a Unit:Unit OverviewHighlight LessonFormative Assessment

In what ways might the MAISA Units, Lessons and Assessments support amore coherent curriculum? What implications for change did todays activities and discussions prompt for you as you consider your setting?

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Exploring a Complete Unit of StudyCurriculum AlignmentTeaching & Learning Trajectories across GradesModified Lesson Study

Professional Learning Models

The CCSS Resources arenot self-enactingraw materials to support teachers as they reorganize their instruction and work to implement the CCSS48

48End of Day Reflections1.Pick an idea that came up today and that you found particularly interesting. What is your current thinking about this idea? What questions do you still have?

2.What is your reaction to the work we did today? What seems promising and/or challenging at this point?

4949Contact InformationGeraldine Devinegeraldine.devine@oakland.k12.mi.usDana Gosendana.gosen@oakland.k12.mi.usValerie Millsvalerie.mills@oakland.k12.mi.usJim Randalljames.s.randall@gmail.comCarrie Zielinskicarrie.zielinski@oakland.k12.mi.us

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50NCSM Position Paper No.1/Fall 2007Ten minutes to read articleAfter teachers have read the position paper, have them share answers to the focus questions at table groups. Connections Across Grade Levels:Exploring a TrajectoryReview the three units in your grade band and consider how the mathematics progresses over time.

What do you notice about the development of the mathematics?How might understanding this mathematical trajectory impact instruction?51

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