Warm-Up

1. Warm-Up Discuss homework at your table: • Building Students’ Understanding: The Equal Sign • Resource Inventory (what do you use?) • Growth Mindset • Focal Student Update

2. Connecting to Common Core Michigan Integrated Mathematics Initiative MI 2 – Day 3 8:00 a.m. - 3:00 p.m.

3. Agenda • Warm-up & Address Homework • Common Core State Standards • Smarter Balanced Assessments • Atlas Rubicon • Unit Perspective • 8 mathematical practices • Lessons 6 – 8 • Lunch • Atlas, Progression, & Turn on math • TTLP Article • Lesson Planning Tool (with focal student in mind)

4. Common 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.”

5. Goals • Deepen understanding of CCSS • Content • Practice • Instruction • Assessment (day 5) • Explore CCSS Units • Atlas • Turn on CC • Highlight Lessons • Consider strategies for increasing accessibility

6. How might my colleagues and I continue to make sense of these standards together? Could these standards really be better? Why do the Standards for Mathematical Practice matter? What is the purpose of the MAISA CCSSI Units? Do the MAISA Units replace my textbook? What is changing and what is staying the same?

7. Working Together: Governors and Chief State School Officers http://www.corestandards.org/

8. Mathematics Standards Standards for Practices Standards for Concepts and Procedures • Greater balance of concept and skill development • Greater access for all students • Major shifts include: • Standards for Mathematical Practices • Attention toward content as it develops within and across grades levels (trajectories) • Teaching with and assessing high demand tasks

9. 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)

10. Standards for Mathematical Practice Reasoning and explaining William McCallum Standards for Mathematical Practice Tucson, April 2011 Modeling and Using tools Seeing Structure and Generalizing

11. Common Core State Standards Mathematics • Standards for Practice • Standards for Concepts and Procedures What implications do you foresee as you consider attending to both types of standards?

12. 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).

13. CCSS States and the Balanced Assessment Consortium http://www.corestandards.org/ http://www.smarterbalanced.org

14. Claim 1: Concepts and Procedures, ≈ 40% • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claims for Mathematics Summative Assessment • “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% Claim 4: Data Analysis and Modeling ≈ 20% • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

15. A Balanced Assessment System These new assessment are scheduled to begin in the spring of 2015!

16. Released Assessment Items • What do the tasks in each color category have in common? • What do tasks like these potentially reveal about student understanding? • What do the tasks like these potentially mislead about student understanding?

17. Common Core State Standards Oakland 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. Unit Template Highlight Lesson Formative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.)

18. Key Features of CCSS Curriculum • Emphasis on the use of student thinking within instruction and assessment • Content and practice standards that call for a balance of conceptual understanding and procedural fluency • Incorporation of mathematical explanations • Use 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 …

19. Grade Level Unit Components(Atlas) • 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

20. 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?

21. Atlas Unit Similarity & Differences • Read Units • Record your findings • 1 person report

22. Lunch We will reconvene at 12:45 p.m. to begin work on the formative assessment.

23. Highlight Lesson Components • Model Lesson Themes • Graphic • Focus Questions • Intellectual Processes • Key Concepts • Model 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

24. Highlight Lesson Let’s Do The Math!

25. Baseball Lesson • Do the Math • Discuss the Teacher Resource Materials Available • Browse Atlas • Lesson Planning Groups

26. Atlas Curriculum Mapping Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon • http://tinyurl.com/MAISAunit

27. Online CCSS Curriculum Resources • Units of Study • Lesson resources • Assessment resources • Professional resources • Video • Sample student work • And more

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

29. 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.

30. Lesson Planning & Article • Insert 5 minute timer here

31. Orientation to the Lesson Orient 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.

32. Formative 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).”

33. 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.

34. End of Day Reflections 1. 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?

35. Contact Information Geraldine Devine geraldine.devine@oakland.k12.mi.us Dana Gosen dana.gosen@oakland.k12.mi.us Valerie Mills valerie.mills@oakland.k12.mi.us Jim Randall james.s.randall@gmail.com Carrie Zielinski carrie.zielinski@oakland.k12.mi.us

36. Connections Across Grade Levels:Exploring a Trajectory Review 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?