WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE

1. WELCOME TO THE MAISACOMMON CORE STATE STANDARDS INITIATIVE MATHEMATICS CURRICULUM MATERIALS SESSION August 8, 2013 Presented by: Denise Brady brady@sresd.org Shiawassee RESD/Clinton County RESA Mathematics Consultant

2. AGENDA • Session Overview, Development and Current Status of the Project • CCSSI Mathematics Curriculum Materials/Resources and Professional Learning Models • Exploring a Complete Unit of Study • Teaching and Learning Trajectories Across Grades • Curriculum Alignment Model • Modified Lesson Study Model • Planning for Transition

3. MAISA CCSSI Collaborative • Allegan Area ESA • Berrien RESA • Clinton County RESA • Genesee ISD • Kalamazoo RESA • Kent ISD • Macomb ISD • Manistee ISD • Muskegon ISD • Oakland ISD • Ottawa ISD • Shiawassee RESD • Traverse Bay Area ISD • Wayne RESA • Wexford-Missaukee ISD

4. Collaborations WITHIN MICHIGAN • Glenda Lappan and Betty Phillips, MSU, Middle School Mathematics Content • Edward Silver, UM, Algebra Teaching and Learning 7 – 11 • Jack Smith, MSU, Elementary Measurement BEYOND MICHIGAN • Hugh Burkhardt, Shell Centre, Secondary Assessment • National Council of Supervisors of Mathematics

5. Phase 1 Common Unit & Lesson Templates Common Focus Area for Unit Content Materials written and revised based on reviews from the field 6 – 8 Units on Ratio K - 5 Units on Place Value 9 - 11 Units on Transformations app.gosoapbox.com Event Code: 769-052-273

6. Phase 2 4 additional units per grade provided in 2012-2013 3 additional units per grade provided 2013-2014 TOTAL of 6 to 8 units per grade level from the project Leadership from ISDs determine content for future units Units, Lessons, and Assessments written Pilot and Review Teams from ISD provide feedback for Reviews

7. PHASE 3 Three Year Implementation Year 2 Four additional units of study per grade (K-11) fro both ELA and Math Year 1 One unit of study per grade (K-11) for both ELA and Math Year 3 Full K-11 curriculum model for both ELA and Math aligned to CCSS Proposed process for development of K-11 curriculum aligned to Common Core State Standards for both ELA and Mathematics

8. GRADE LEVEL STRUCTURE

9. Standards for Content Standards for Practice CCSS Mathematics Standards • Greater balance of concept and skill development • Greater access for all students • New focus on • Mathematical Modeling • Problem Solving • Reasoning

10. To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning…” Darling-Hammond and Richardson, 2009 “To help young people learn themore complex and analyticalskills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.

11. What discussions need to happen locally to implement the CCSS units? Implementation . . . What do teachers or administrators need to consider as they implement the CCSS units ? FOCUS QUESTIONS • How might the MAISA CCSSI Curriculum Materials be a tool to support CCSS implementation?

12. Common Core State Standards MAISA Initiative The 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. Highlight Lesson Formative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.)

13. Key Features of CCSS addressed in CCSSI materials Emphasis on the use of student thinking within instruction and assessment Attention to both content and practice standards to support a balance of conceptual understanding and procedural fluency Incorporation of mathematical explanations by students Use of multiple representations (technology) Integration of accessibility strategies including attention to Title One support strategies Learning opportunities and assessments that include inquiry and exploration Embedded research-based tools to support implementation

14. Oral Language Verbal (written and oral) Real-World Situations Pictures Geometric/ Graphical Contextual Written Symbols Manipulative Models Symbolic Tabular Connecting Representations Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier, (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp. 33-40). Hillsdale, NJ: Lawrence Erlbaum.

15. Frequently Asked Questions • Will this curriculum replace my instructional materials? • 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 as teachers reorganize their instruction and work to implement the CCSS • Not self-enacting

16. Professional Learning Models Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study

17. MAISA Common Core State Standards Initiative (CCSSI) Model 1: Exploring a Complete Unit of Study

18. Key Characteristics of Mathematics Standards • Focus on key topics at each grade level so that students gain strong foundations • Coherence: Connections across grades AND link major topics within grades • Rigor: An increase in conceptual understanding, procedural skill and fluency, and application with equal intensity • Mathematical practices: Foster reasoning and sense-making in mathematics

19. UNIT TITLES

20. Grade Level Unit Components • Unit Themes • Graphic • Focus Questions • Intellectual Processes • Key Concepts • Content Standards • Abstract • CCSS Standards • Instructional Resources • Illuminations • Children’s Literature • Texas Instruments • References • Applets • Professional Resources • NCTM Articles • Books

21. Orientation to the Unit Refer to the unit overview: • Where do you see opportunities for teachers to grow their understanding of mathematics content and develop standards for practice? • How might a single unit support teachers in making both content related and pedagogical shifts in practice?

22. Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon http://gomaisa-public.rubiconatlas.org/Atlas/Public

23. Units of Study • Lesson resources • Assessment resources • Professional resources • Video • Sample student work • And more

24. Highlight Lesson Components • Highlight Lesson Themes • Graphic • Focus Questions • Intellectual Processes • Key Concepts • Highlight Lesson Content Standards • Abstract • CCSS Standards • Lesson Instructional Resources • Sequence of Lesson Activities • Selecting and Setting up a Mathematical Task • Launch • Supporting Students’ Exploration of the Task • Sharing and Discussing the Task

25. Thinking Through a Lesson Protocol 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.

26. TEACHERS & TASKS MATTER Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) Tasks as enacted by teachers and students Tasks as they appear in curricular materials Tasks as set up by teachers Student learning The Mathematical Tasks Framework

27. ReengagementA Formative Assessment Strategy Reengagement: • 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 onenhancing students’ current understandings; • is grounded in the effective and intentional use of student thinking to forward learning; and • requires interactions between and among teachers, students, and the content to be learned.

28. Give the assessment task Collect and analyze student thinking Reengagestudents with an evolution of the original task Summarize Provide independent practice Formative Assessment Reengagement Framework

29. CCSSI Curriculum Resources In groups: Individually consider either the Unit, Highlight Lesson, or Formative Assessment: Where do you see opportunities for students and teachers to grow in their: • understanding of mathematics content AND practices • use of technology for instruction? How might your teachers use these resources? • Be prepared to share your thinking with your group!

30. Professional Learning Models Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study

31. MAISA Common Core State Standards Initiative (CCSSI) Model 3: Learning Trajectories across Grades

32. Learning Trajectories and the Common Core State Standards “A 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). How might understanding the CCSS learning trajectories improve student learning?

33. UNIT TITLES

34. Learning Trajectories Across Grades Professional Learning Model 3 Activity – Working with your table group, discuss the development of the mathematical ideas across the grade levels. • What do you notice about the development of the mathematics across the grades? • How might understanding this mathematical trajectory impact instruction, particularly issues of accessibility and formative assessment? Give one or two specific examples of how this might impact some aspect of teaching.

35. Learning Trajectories and the Common Core State Standards RESOURCES: www.turnonccmath.net http://ime.math.arizona.edu/progressions

36. Building Connections & Coherence at Two Levels Work at the systems level: • Course curriculum design within and across grades/courses • Course offerings (tracking, acceleration, integrated content) • Instructional tasks • Collegial conversations within and across grades/courses (District Dialogues) Work at the classroom level: • Task selection • Assessment for learning • Identifying misconceptions • Connecting to prior knowledge and future lessons (mathematical language, tasks, strategies)

37. LUNCH 12:00-12:45

38. Professional Learning Models Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study

39. MAISA Common Core State Standards Initiative (CCSSI) Model 2: Mathematics Curriculum Alignment: Using the MAISA CCSS Mathematics Curriculum Materials to Guide Instruction

40. A Challenging Opportunity! “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.” — CCSS (2010, p.5)

41. Planning for CCSS Implementation What do we need to do to implement both the pedagogy and content of the CCSSI units? How can our textbooks be a resource for us?

42. Curriculum AlignmentProfessional Learning Model 2 Preliminary Analysis - Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. Concepts and Skills - Focused Analysis: Review the concepts and skills in your instructional materials using a particular CCSSI Unit as a curriculum guide. Make notes regarding your instructional material’s inclusion/exclusion of the CCSS for mathematical concepts and skills. Practice-Focused Analysis: Repeat Step 2 with a focus on the CCSS for Mathematical Practice.

43. Curriculum AlignmentProfessional Learning Model 2 • Preliminary Analysis (about 20 minutes) Compare the list of CCSSI Curriculum Unit Titlesto the unit titles in your instructional materials and begin to map corresponding units.

44. Topic 1: Numeration Topic 2: Number Sense: Addition and Subtraction Topic 3: Using Place Value to Add and Subtract Topic 4: Meaning of Multiplication Topic 5: Multiplication Facts: Use Patterns Topic 6: Multiplication Fact: Use Known Facts Topic 7: Meanings of Division Topic 8: Division Facts Topic 9: Understanding Fractions Topic 10: Fraction Comparison and Equivalence Topic 11: Two-Dimensional Shapes and Their Attributes Topic 12: Time Topic 13: Perimeter Topic 14: Area Topic 15: Liquid, Volume, and Mass Topic 16: Data

45. Curriculum AlignmentProfessional Learning Model 2 • Concepts and Skills-Focused Analysis (about 50 min) Review the concepts and skills in your instructional materials using a particular CCSSI Unit as a curriculum guide. Make notes regarding your instructional material’s inclusion/exclusion of the CCSS-M concepts and skills.

46. Textbook Enactment Guide – Annotated Template

47. SAMPLe only

48. Sample only

49. Textbook Enactment Guide – Blank Template

50. Curriculum AlignmentProfessional Learning Model 2 • Practice-Focused Analysis (about 30 minutes) Repeat Step 2 with a focus on the CCSS for Mathematical Practice.