Little Rock School District 2011-12 Transitioning to the Common Core Standards

1. Little Rock School District2011-12 Transitioning to the Common Core Standards The Math Department

2. Levelized Problem-solving Groups of 3 • Two people work together to solve the LEVEL ONE problem while the third person observes and records the practice standards being used. • Solutions are represented on the provided paper using words, numbers and/or pictures. • Post the solution in the appropriate area. • Rotate positions. • Obtain the next level problem • Repeat the steps until time is called.

3. Common core standards for mathematicsAgenda • Welcome/Norms • The 8 Practice Standards • Setting Goals • What content are we expected to teach K-5? • The 8 Mathematical Practice Standards • Part 2 – The How • Creating a Classroom Culture for Learning • Connecting the Lesson to the Practice Standards • Professional Development Plan • What should the teacher be doing? the coach? the principal? central office (math department)?

4. ACTAAP DATAdigging deeper Compare gender/ethnic cohort groups What is going on in the data? (Focus only on making observations) What do you see that makes you say that? What more can you find in the data?

5. Activity 2 • Jigsaw the article • Half 1s • Half 2s • Read silently • Be able to give an overview of what you read • Determine 3 major points • 1s meet together to discuss • 2s meet together to discuss • Share out.

6. Activity 3 • Setting Goals For Yourself • Setting Goals With Your Teachers

7. Common Core Standards

8. Rolling out the common core k-5 mathematics

9. Partnership for the Assessment of Readiness for College and Careers (PARCC) • Twenty-four states and District of Columbia are included. • An award(Race to the Top) of $186 million has been granted to develop new assessments. • Arkansas is now a governing state. • Over 200 institutions of higher education are participating. • Work is being facilitated by ACHIEVE. Source: PARCC Summary

10. The Shift in mathematics instruction The composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement.— Ginsburg, Leinwand and Decker, 2009

11. Common Core State Standards • The mathematics in the earliest grades is not as wide but much deeper than last year’s standards (Arkansas Frameworks for Mathematics). The philosophy is to give the early childhood students a much more focused curriculum, allowing time for a thorough mastery not only of procedural fluency but also of conceptual understanding and application. • In contrast, the mathematics curriculum for the middle level grades is not only much deeper, but it is also wider as well. The philosophy is that students who have a thorough understanding of the early curriculum will be able to accelerate the pace of their learning in the middle years. • Let’s take a closer look…

12. Focus Areas: Grade K • Represent, relate, and operate on whole numbers, initially with sets of objects • Describe shapes and space **More learning time in Kindergarten should be devoted to number than to other topics** Common Core – 22 content standards AR Frameworks – 51 content standards Dropping – patterns, algebra, symmetry, probability, money, elapsed time, clock, calendar, graphs, perimeter, area

13. Focus Areas: Grade 1 • Develop understanding of addition and subtraction within 20 • Develop understanding of place value relationships • Develop understanding of linear measurement • Reason about attributes of geometric shapes Common Core – 21 content standards AR Frameworks – 63 content standards Dropping – patterns, algebra, symmetry, most of data, probability, money, calendar, perimeter, area

14. Focus Areas: Grade 2addition and subtraction standard algorithm not introduced until 4th grade! • Extend understanding of base 10 number system • Build fluency in addition and subtraction • Use standard units of linear measure • Describe and analyze shapes Common Core – 22 content standards AR Frameworks – 66 content standards Dropping – patterns, algebra, symmetry, perimeter, area, transformations, probability, calendar

15. Focus Areas: Grade 3NEED to enter 3rd grade with a deep understanding of addition and subtraction • Develop understanding of multiplication and division and the strategies used for those operations • Develop understanding of fractions • Develop understanding of rectangular arrays and area; perimeter • Describe and analyze two-dimensional shapes Common Core – 25 content standards AR Frameworks – 52 content standards Dropping – algebra, patterns, symmetry, transformations, probability

16. Focus Areas: Grade 4standard algorithm for addition and subtraction learned • Develop understanding of multi-digit multiplication and division • Develop an understanding of fraction equivalence; decimals • Understand that geometric figures can be analyzed and classified by their properties Common Core – 28 content standards AR Frameworks – 52 content standards Dropping –symmetry, probability, transformations, volume, graphs as a topic

17. Focus Areas: Grade 5must enter 5th grade with a deep conceptual understanding of multiplication and division with whole numbers and fractions! • Develop fluency with operations on fractions • Extend division to two digit divisors, and develop an understanding of operations with decimals • Develop an understanding of volume Common Core – 26 content standards AR Frameworks – 49 content standards Dropping – probability, symmetry, transformations, graphs, mean, median, mode

18. Focus Areas: Grade 6 • Connect ratio and rate to whole number multiplication and division and use ratio and rate to solve problems • Complete understanding of division of fractions and extend to the rational numbers (positive and negative)

19. Arkansas Algebra I Content at a Lower Grade in CCSS • Solve and graph simple absolute value equations and inequalities (Grade 6) • Compute simple probability with and without replacement (Grade 7) • DIP: Communicate real world problems graphically, algebraically, numerically and verbally (Grade 7)

20. Higher Level Arkansas Content Now in CCSS Algebra I • Find the inverse of a function • Construct functions using a graph • Fit a function to data including linear, quadratic, and exponential models • Compute the correlation coefficient of a linear fit

22. Common Core Mathematical Practice Standards • Goal: • Gain more understanding of: • the 8 mathematical practice standards and their meaning • what each practice standard should look like and sound like in an effective classroom

23. The Task • In your team: • Read the given practice standard silently • Summarize with your team what you think the practice standard means in your own words • Brainstorm what you think the practice standard would look like and sound like in a classroom. What would you look for? • Create a poster to present to the whole group

24. The How!What are we going to do differently?

25. Brain-based researchDid you know? Cells and chemicals throughout the body are stimulated when the body moves. The increased blood flow and oxygen to the brain, along with the release of neurotransmitters, help students to learn concepts and procedures better and to retain them longer. When the body is helping the brain to learn, the brain is less likely to forget what’s been learned. Strategies for Teaching Boys and Girls, Elementary Level, by Gurian, Stevens, and King, 2008

26. How do we know what to do differently? PAY ATTENTION TO THE Brain-based RESEARCH!!!! • Create a culture that values learning and respect • Build relationships with and between our students TAKE THE TIME! IT WILL PAY OFF • Student-created norms visited often! • Team Building Games • Class Meeting – eventually student-led • Strong rituals and routines

27. Creating Classroom Norms Felicia Hayes 2011 Math Journeys Summer School Day 1

28. Student-led discussion of Norms Day 11 For complete videos, lessons, resources go to www.mathjourneys.org

29. What does the research say about strategies for boys? See handout.

30. Enrichment – music, art, drama, writing scripts or commercials and performing them, Odyssey of the Mind, M-athletes, cooking, science experiment club, dance, engineering design tasks, gardening, computer club, karate, chess, book club, etc………. Visualization – dot cards, quick images, ten frames, number lines, models, acting out, etc. Differentiation of Instruction Levelized problem-solving, Math work stations Effective closures, Journals Interactive Technology Teach Science to understand measurement

31. WARM-UP /LEVEL ONE Lisa has a book to read for homework. She has already read of the book. She has seven days to read the rest of the book. If she reads the same amount each day, what fraction of the book does she need to read each day?

32. LEVEL TWO Lisa has a book to finish for homework. She has already read of the book. She has 6 days to read the rest of the book. If she reads the same amount each day, what fraction of the book does she need to read each day?

33. LEVEL THREE Lisa has a book to read for homework. She read of the book on Monday. She read of the remainder of the book on Tuesday. What fraction of the book does she have left to read?

34. LEVEL FOUR Lisa read 30 pages of a book on Monday and of a book on Tuesday. She completed the remaining of the book on Wednesday. How many pages are there in the book?

35. Gallery Walk Read the solutions. Do you see any similar strategies? What practices were used to solve these problems? Closure EXTREMELY IMPORTANT weakest area • gallery walks • strategically select solutions to share • evaluate other’s work

37. K-2 Focus for 2011-12 – the WHAT • Implementing the new common core standards; • Letting go of 30+ standards including calendar math in the math block • Understanding the practice standards • Understanding the rubrics and how to score and use

38. K-2 Focus for 2011-12 – the HOW • effectively using the new maps to plan instruction • classroom structure and nurturing culture for effective learning– routines and rituals – • Problem-solving as a staple • Work stations and games for prescription and practice • Effective and varied closures • Effective, organized, DOABLE anecdotal note-taking • Effective and increased use of technology

39. 3-5 Focus for 2011-12 – the WHAT • Implementation of the Mathematical Practice Standards • Performance Assessments

40. 3-5 Focus for 2011-12 – the HOW • Culture and climate of the classroom – must become more autonomous- more brain-based • Levelized problem-solving as a staple • Math Workstations for prescription and practice • Effective Closures – a variety • Effective and increased use of technology

41. Effective professional development • How do you know PD is effective? • What are the characteristics of effective PD? • What does effective PD look like and sound like?

42. AREAS OF FOCUS – K-5 • Climate in the classroom/Brain-based • Active with students talking and sharing ideas, moving as needed • Promotes respect of all through on-going relationship building (class meetings, peace table, think letters, team building, agenda book) • Promotes autonomous behavior – strong rituals and routines • Promotes reflection and critical thinking • Promotes creative thinking • Promotes pleasure for learning and thinking with others • Levelized Problem-solving/CGI • Math Work Stations • Closure

46. How Will We Ensure that Teachers Will Know What and How to Teach? • Continue to grow professionally by reading latest research, maintaining memberships in professional organizations, and attending workshops; • Provide well-aligned curriculum maps (CCSS and AR Frameworks); • Provide vertical alignment (previous year and following year); • Provide resources and strategies on the curriculum maps;

47. (Cont.) • Provide professional development • Content training for identified grade/subject levels • Lesson Study Clinics • Backwards design sessions • Horizontal workshops • Vertical Team workshops • Coach training sessions/Technical assistance • CGI Training • New teacher training • Common Formative Assessments

48. Pop Quiz • Compare the following numbers using >, <, or = • 2 ____ 3 • 5 ____ 5 • 3 ____ 1 • 4 ____ 1

49. Pop Quiz • Compare the following numbers using >, <, or = • 2 gallons ____ 3 quarts • 5 inches ____ 5 feet • 3 feet ____ 1 yard • 4 quarters ____ 1 dollar

50. Suggested Readings Boys and Girls Learn Differently By Michael Gurian Drive The Surprising Truth About What Motivates Us By Daniel H. Pink Teaching with Poverty in Mind By Eric Jensen Math Work Stations By Debbie Diller