Overview: Introduction to the Common Core State Standards

1. Overview: Introduction to the Common Core State Standards Heather Dorsey Cheryl Vance

2. Learning Targets • Review the goals of adopting the Common Core State Standards • Become acquainted with the organization of the CCSS –Mathematics, the Mathematical Practices, and the resources to support the implementation • Learn about the ELA/CCSS initiative, standards and available   resources • Discuss Key messages • Consider implications to their work

3. CCSS Understandings • What do you know about CCSS? • What new learnings did you discover? • What wonderings do you still have?

4. July 20, 2011 Washington confirmed its commitment to student success with the adoption of Common Core State Standards (CCSS)

5. Who else has adopted?

6. CCSS : A nation-wide answer to the questions • What should kids learn? • What should teachers teach? • What can parents, colleges, and workplaces expect kids to know?

7. What Did we Get? • Two sets of standards K-12 • English – Language Arts & Literacy includes integrated reading and writing standards for History/Social Studies, Science, and Technical Subjects • Mathematics • Created by nationally recognized experts in each field • An evolution of our current standards – not a replacement

8. Where did they come From? • State-led Effort coordinated by • National Governors' Association (NGA) • Council of Chief State School Officers (CCSSO) • A national set of standards but not a federal government product or directive • Written by a consortium of content experts, teachers, and administrators • Why now and not before? • Race To the Top educational reform being funded by the U.S. Department of Education

9. What does This mean? • Economy of scale for “stuff” • Assessments • Materials • Resources • Extensions • Enrichments • Software • Etc.

10. Common Core State Standardsfor Mathematics: The Key Shifts

11. Overall Shifts for Instruction in Mathematics • 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, and application with equal intensity

12. Domains, not strands

13. Where the Standards Focus Handout – where the standards focus

14. What does This mean?

16. Moving to Common Core Standards-Mathematics: More than a new set of standards mapped to your old curriculum It is about: • New ways of thinking about mathematics • Instilling higher order thinking skills • Students ready for college and career

17. Structural Comparison: WA Standards versus CCSS Mathematics

18. Organization of the CCSS-M document • Critical areas of focus for each grade level • Domains are large sections of related clusters. • Clusters are groups of related standards. • Standards define what students should understand and be able to do.

19. Example from 2nd Grade

20. Example from 3rd Grade

21. How to read the Notation K.CC.1 • Grade Level – K for Kindergarten • Domain – CC for Counting and Cardinality • Cluster Heading– not included in notation • Standard - 1. for the (first standard in this domain) Count to 100 by ones and tens

22. Example from HS Standards Domain Cluster Standard

23. Overall Shifts for Instruction in Mathematics • Focusstrongly 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, and application with equal intensity

24. Progressions

25. Coherence Phil Daro Mathematics Common Core State Standards NCSM - April 2011

26. The Structure is the Standards You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards. ~Excerpt from The Structure is the Standards Phil Daro, Bill McCallum, Jason Zimba Gear Up - CCSS 6-27-12

27. High School Pathways • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses • The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates

28. High School Pathways • Four years of mathematics: • One course in each of the first three years • Followed by options of courses for year four • Course descriptions • Define what is covered in a course • Are not prescriptions for the curriculum or pedagogy

29. High School Pathways • Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional) • Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.

30. Overall Shifts for Instruction • Mathematics • 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, and application with equal intensity

31. Rigor Mathematical ideas are represented intuitively, then with language, then metacognitively… • the child possess an understanding of the topic • can access and operate on those understandings • do useful and appropriate mathematical work

32. Meaningful Tasks and Connections

33. The Class of 2024 Jayden from Baltimore, Maryland Malachi from Tracy, California Gracie from Pasco, Washington

34. Turn and Talk with a partner For the Class of 2025 – What will be the hot jobs? What skills will they need?

35. NO idea – except it will be different from those for the class of 2013 Goal of Common Core College and Career Ready = a thinking reasoning adaptive individual

36. Standards for Mathematical practices • Describes “habits of mind” that mathematics students at all levels should develop • Describes varieties of expertise that mathematics educators at all levels should seek to develop in their students. • Rest on important processes and proficiencies with longstanding important in mathematics education.

37. Standards for Mathematical Practice Graphic

38. Exploring the Practices • Your table group will be assigned a Standard for Mathematical Practice • In your group, discusshow you currently use this Standard for Mathematical Practice in your classroom. Feel free to also share how you might use it in the future. • Highlightthe words that illustrate the student actions for this practice

39. Exploring the Practices • Find a friend find someone in the room, who investigated a different standard than you. • Discuss the sections that you highlighted in your assigned practice • Identify where the practices that you investigated overlap and can work together • Share what these practices would look like at K, 4, 7, and 11 grade

40. Standards for Mathematical practices • Similar but not the same as what we used to call the “process” standards • In the CCSS, they are located in the front of the standards, not the back • Reminder on each grade overview page

41. Where the Change Lives You could totally realign your curriculum to the CCSS-M standards and if you ignore the Standards For Mathematical Practices you will miss the intent of the change. Please don’t do that…..

42. Phil Daro One of the writers of the CCSS-M • http://www.youtube.com/watch?v=B6UQcwzyE1U&feature=results_main&playnext=1&list=PL5CDF98F961F9527D

43. Impact of the Mathematical Practices In your groups discuss: • How will you emphasize the mathematical practices with your colleagues? • What role will they play in your school’s/district’s transition to the Common Core Standards?

44. Thoughts from Phil • Differences among students • In the classroom, make different “ways of thinking” that students’ bring to the lesson visible to all • Use 3 or 4 different ways of thinking that students bring as starting points for paths to grade level mathematics target • All students understand another person's way of thinking: robust, clarifying

45. What does good instruction look like? • The 8 standards for Mathematical Practice describe student practices. Good instruction bears fruit in what you see students doing. Teachers have different ways of making this happen.

46. Implementation Timeline Gear Up - CCSS 6-27-12

47. This Year’s Suggestions – at a minimum • You should become familiar with the “Mathematical Practices” and reflect on where they are present in your current work and where they could be added.

48. This year’s Suggestions…. • Any alignment work should factor in CCSS • Any evaluation of curriculum should factor in CCSS • You should become familiar with the CCSS and reflect on how closely your current work aligns • What do you keep? • What do you drop? • What needs additional depth?

49. Resources to help • Transition documents have been designed – by grade level, to help you make the changes • Three year Transition Plan • Deeper grade level plans – Current PEs will fall into three categories : Continue, Move to, No longer a grade level responsibility • Helps interpret the nuances of the change

50. Transition Plan • Review Three-Year Transition Plan and decide what is doable for your district