MISIC Institute Sue Z. Beers

1. Leading the Change to the Common Core State Standards: Essential Tools for School and District Leaders MATH MISIC Institute Sue Z. Beers

2. Common Core State Standards New Generation State Assessments

3. Common Core: A Fast Timeline Implementation is NOW! 2014 - 2015 Participating States Administer New CCSS Assessments Dec. 2011 46 States Have Adopted CCSS

6. Initiative Fatigue in Action Recognize this Person? http://www.youtube.com/watch?v=NMkHtwnYVOg

9. Implementing the CCSS What Now? Now What? What Should?

10. Vision / Understanding

11. Implementation

12. Monitoring Progress

14. College and Career Standards ANCHOR the learning we want students to achieve…

15. Green Flags & Red Flags for Implementation The Common Core State Standards for Mathematics

16. Green Flags, Red Flags: Mathematics • Focus • Coherence • Rigor • Fluency • Deep Understanding • Application • Integration

17. Green Flags / Red Flags ELA / Literacy Mathematics

18. Shifts…

19. Mathematics: 3 shifts Focus: Focus strongly where the standards focus. Coherence: Think across grades, and link to major topics Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

20. Use the “Delete” Button! CCSS give us the chance to delete – to get rid of content and activities that don’t lead students to be college and career ready.

21. Focus • Unrelated topics or activities to the standards • Non-grade level standards taught to “get students ready” for the next level. SEE Instruction focuses on the identified standards for the grade level, with emphasis on priority standards. Text and resources based on standards to be taught and assessed. Students challenged to learn content at the level defined by the CCSS NOT SEE

22. Traditional U.S. Approach to Math

23. The Shape of Math in A+ Countries At least ½ of A+ Countries United States 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002)

24. Content Emphaseswithin Number and Operations

25. Content Emphases by Cluster

26. Math Shifts and Major Work of Grade

27. Taking Stock: FOCUS + √ 0 Fully prepared/We are ready to go! We have started but have more work to do. We have yet to tackle this/We have more to learn.

28. Coherence • “Crosswalks” to old standards • Replicating table of contents of textbook • Standards broken apart • Independent topics SEE Taught and assessed in connection with clusters/ domains. Learning progressions to monitor progress, provide scaffolding and extend learning. Concepts / skills deepen over time within and across grades. Transfer of knowledge and skills across concepts and within domains Major topics linked within grades. NOT SEE

29. Math Progressions

30. PreK – 5 Year-Long Curriculum Map

31. PARCC Model Content Frameworks www.parcconline.org/

32. PARCC Model Content Frameworks • Examples of key advances from the previous grade; • Fluency expectations or examples of culminating standards; • Examples of major within-grade dependencies; • Examples of opportunities for connections among standards, clusters or domains; • Examples of opportunities for in-depth focus; • Examples of opportunities for connecting mathematical content and mathematical practices; • Content emphases by cluster.

33. Taking Stock: COHERENCE + √ 0 Fully prepared/We are ready to go! We have started but have more work to do. We have yet to tackle this/We have more to learn.

34. Rigor • Little or no formative assessment • Tricks & mneumonic devices • Strategies without fluency & conceptual understanding SEE Equal intensity of concept, procedure, fluency, application Authentic, real-life practice & extended application Deep conceptual understanding & assessment of that understanding Feedback & next steps tied to standards NOT SEE

35. NY State Test Item 5th Grade Math (2005) www.engageny.org

36. Example Common Core Performance Task 5th Grade Math www.engageny.org

37. Example Annotated Student Work www.engageny.org

38. Taking Stock: RIGOR + √ 0 Fully prepared/We are ready to go! We have started but have more work to do. We have yet to tackle this/We have more to learn.

39. Implications: Scope and Sequence Discuss with your team: Considering the Green Flags and Red Flags for Focus, Coherence, and Rigor, what implications do you see for your school’s/district’s scope and sequence/curriculum map documents for mathematics?

40. Fluency • Regular or repeated use of tables & aids • Memorization without deep understanding of the algorithm SEE Efficiency & accuracy without aids Judicious use of technology that does not impede fluency Study algorithms for insights into structure of mathematics (organization, patterns, predictability) Flexible application of procedures to solve problems NOT SEE

41. Required Fluencies in K-6

42. 4 Phases for Instruction of Math Facts Phase 1: Conceptual Phase 2: Strategic Phase 3: Mastery Phase 4: Maintenance (Kennedy, Tips, and Johnson, 2008)

43. Thinking About Math Fluency Text books don’t give enough practice for students. You build mastery throughout the year… not overnight! Are kids not getting the math facts because we are not teaching them the right way?  It is not about what we teach… it is how we teach.

44. Taking Stock: FLUENCY + √ 0 Fully prepared/We are ready to go! We have started but have more work to do. We have yet to tackle this/We have more to learn.

45. Deep Understanding • Little or no scaffolding or practice • Memorizing without deep understanding SEE Enough time to “make sense” Justification of math statements or rule Precise and accurate mathematics, academic language, terminology, & concrete or abstract representations Writing and speaking with teacher and other students about understanding NOT SEE

46. Goals Explicit learning progressions can provide the clarity that teachers need to achieve short- and long-term learning goals: -- assessing student strengths and needs -- creating supports and scaffolds -- providing feedback

47. Example Think of a math lesson you have recently observed or one you remember. Write a description of a task the teacher used to build deep understanding of a math concept.

48. Cognitive Rigor Matrix • Depth of Thinking (Webb) • Type of Thinking (Revised Bloom)

49. Cognitive Rigor Matrix with Blooms’ and DOK

50. Taking Stock: DEEP UNDERSTANDING + √ 0 Fully prepared/We are ready to go! We have started but have more work to do. We have yet to tackle this/We have more to learn.