KYAE Common Core Standards Professional Development FY 2011-2012

1. KYAE Common Core Standards Professional Development FY 2011-2012 Understanding the Standards We Teach -- Mathematics

2. Entering Activity 1. Using a Post-it note and marker, write your response to the following question:  “What does the word ‘standard’ suggest to you?” Think of an example outside of education. 2. Post your notes on flip charts that best fit your responses.

3. Understanding the Standards We Teach Developed by KYAE Source -- Standards in Action: Innovations for Standards-Based Education. (November 2009). Produced by U.S. Department of Education Office of Adult and Vocational Education, MPR Associates, Inc, and Susan Pimentel, Inc. Presented by -- Pat Marshall, Executive Director of the Kentucky Association for Supervision & Curriculum Development, & Connie Spencer-Ackerman, Director, Adult Education Academy at Morehead State University

4. AGENDA • Goals & Objectives • Overview of KYAE Common Core Standards for Mathematics • Process for Unpacking the Components of Standards • Process for Building Sample Activities • Unpacking Practice • Closing Activity

5. How the Four PD Units Fit Together • UNIT 2 • Translating Standards into Curriculum • UNIT 3 • Focus on Assignments • UNIT 1 • Understanding the Standards We Teach • UNIT 4 • Observing Effective Teaching and Learning Practices Then revisit units to respond to indentified professional development needs of staff. Start here and work your way through the units.

6. Anticipated Outcomes Participants will... • Become active members ofalearning community concerned with the implementation of standards. • Gain a common understanding of the challenges involved in implementing the standards. • Learn toaligncurriculum, texts, and other resources to the standards. • Createstandards-based instructional resourcesdesigned to engageinstructors and students with the most important ideas and skills related to the standards.

7. Handout 1 Course Objectives Program Directors and Instructors will be able to... Activity Format Course Goals View introduction and read articles. ANGEL Discussion Board Understand the purpose for the Kentucky Adult Education Mathematics Common Core Standards • 1. Identify the purpose for using the standards with adult education and literacy students. Reflect on readings by answering discussion board questions. • 1. Review the purpose of understanding the standards and using them with students. • 2. Develop a consensus with learning community team • a. To unpack the components of standards and • b. To construct real-world activitiesthat align to assigned standards. • 3. Apply a process for unpacking the standards by completing an unpacking chart. • 4. Reflect on the unpacking process. Discuss with learning community the skills, concepts, and level of thinking for a set of standards; complete unpacking charts. Part 1A- Face-to-Face Information, modeling, and group work 6 hours Develop a learning community as a result of engaging in a process to unpack the KYAE Common Core Standards With learning community team, develop student activities and record on the unpacking chart. With learning community team, complete unpacking charts for 53 standards. Part 1A- Interim Practice with teams at the workplace w/ coaching 15 hours • Apply a process for unpacking the standards. • Develop a consensus with learning community team on the skills, concepts, context, and cognitive level of thinking by unpacking ≈ 50 standards. • Develop a consensus with learning community team on student activities for each of the 50 standards. • Reflect on the unpacking process. Answer discussion questions in ANGEL reflecting on the process and outcomes of unpacking standards. Discuss with learning community, the process and extent of alignment program resources to standards. Complete alignment charts aligning program resources to standards. Develop a learning community by implementing a process to align program resources with the KYAE Common Core Standards Part 1B- Interim Practice with teams at the workplace w/ coaching 15 hours With learning community, complete an alignment resource chart, aligning program resources to standards. • Apply a process for aligning 53 standards with program resources. • Develop a consensus with learning community on the alignment of program resources to standards and complete the alignment chart. • Reflect on the resource alignment process. • Complete materials for instructional use. Answer discussion questions in ANGEL reflecting on the process and outcomes of aligning program resources to standards.

8. Common Core State StandardsMission Statement “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” http://www.corestandards.org

9. About the Standards These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. http://www.corestandards.org/about-the-standards

10. The Standards ... • Are aligned with college and work expectations; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and are evidence-based.” http://www.corestandards.org/about-the-standards

11. About the Standards • The KYAE Common Core Standards and the Kentucky Core Academic Standards (K-12) are the Common Core State Standards. http://kyae.ky.gov/educators/contentstandards.htm • Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects • Standards for Mathematics

12. Understanding Mathematics • ...standards define what students should understand and be able to do in their study of mathematics. • What does mathematical understanding look like? • One hallmark – the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where the rule comes from

13. For example.... Please excuse my dear Aunt Sally. • OR Knowing the order of operations. • terms inside parentheses or brackets • exponents and roots • multiplication and division as they appear left to right • addition and subtraction as they appear left to right

14. Standards for Mathematical Practice • Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students • Rest on “processes and proficiencies” with longstanding importance • Sources – • NCTM process standards • National Research Council’s report, Adding It Up

15. Handout 3 Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

16. Connecting Standards for Practice AND for Content • Practice – describes ways in which developing students increasingly ought to engage with the subject matter • Content – a balanced combination of procedure and understanding

17. Introducing the Document • How to read...p. 5 • Standards for Mathematical Practices, • pp. 6-8 • Each grade level, for example -- • Introduction, p. 21 • Overview/Practices, p.22 • Standards, pp.23 – 26 • Glossary, pp. 85 - 87 • Tables, pp. 88 - 90

18. Quick Reference Guide A How to read the grade level standards.... • Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. • Clusters are groups of related standards. Cluster titles are in bold font. Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. • Standards define what students should understand and be able to do. • Supports for the standard are sometimes listed under the standard.

19. Quick Reference Guide - A How to read the standards.... Domain Grade level Number and Operations – Fractions 4.NF Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a >1 as a sum of fractions 1/b. 4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. Cluster title Cluster Standards Support for the standard

20. Domain & Grade Level -- Numbers & Operations – Fractions 4.NF

21. Quick Reference Guide B

22. Mathematics Standards for High School • Specify the mathematics that all students should study to be college and career ready • (+) Mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics • Without (+), should be in common mathematics curriculum for all college & career ready students

23. Handout 4 Mathematics Standards for High School Organized in conceptual categories rather than domains across grade levels • Number & quantity – p.58 • Algebra – p.62 • Functions – p.67 • Modeling – p.72 • Geometry –p. 74 • Statistics & probability – p.79

24. Handout 5 Unpacking Components of the Standards Chart -- resource that unpacks each standard into its component parts • Skills • Concepts/Content • Context • Cognitive Demands or Level of Thinking

25. Handout 6

26. Handout 7 Bloom’s Taxonomy

27. Handout 8

28. Handout 8 Confirming Unpacking • Cover the standards or supports in column 1. Do the phrases listed in subsequent columns describe the standard? • Do the unpacked content, skills, and context contain only words actually appearing in the standards? • Is each unpacked skill linked to the appropriate unpacked content or concept? • As you read the content and skills, do they represent what you would really expect of a student in meeting this level?

29. Why Unpack the Standards? Helps staff address how to: • Maintainfocuson teaching the right content and skills • Teach to the appropriate level of complexity • Plan aligned curriculum/assessments • Support shared professional learning • Supportcommon expectations for students FTPSS

30. Entering Activity

31. Building Sample Activities Real-world activity that matches the cognitive and conceptual demands of the standard

32. Why Build Sample Activities? To show how a particular standard can be addressed in the classroom and to… • Target instruction to the right level of complexity. • Help instructors design lessons for students. • Articulate the demands across levels andclarifyexpectations. • Supportshared professional learningand common expectations for students.

33. Handouts 8 Building Sample Activities Criteria Build sample activities tied to specific standards that -- • Describe a relevant real-life activity. • Attract and hold student interest. • Reflect the right level of complexity given the cognitive demand of the standard. • Result in an end-product that is meaningful to students. • Make connections to other standards, as appropriate. • Match the unpacked standard in terms in cognitive demand. All in a few sentences..........… (SIA Guide Unit 1-12)

34. Sample Activities -- Examples 3.MD.3 – Draw a scaled picture graph & a scaled bar graph to represent a data set with several categories…. 5.NBT.4 – Use place value understanding to round decimals to any place. 5.MD.3 .3 – Recognize volume as an attribute of solid figures & understand concepts of volume measurement. Have students create scaled graphs (picture & bar) by polling their classmates (favorite color, number of pets, etc.) Then discuss questions such as, “Who has the greatest # of pets? How many more like red than blue?” Given a list of grocery items in dollars & cents, estimate cost to the nearest dollar. Design a cereal box w/3 different sizes: super, regular, & mini. Calculate volume & label dimensions. Which box do you think would be the best seller in your local market? Why?

35. Sample Activities -- Examples 5.G.1 – Use a pair of perpendicular number lines, axes, to define a coordinate system, with the intersection of the lines arranged to coincide w/0 on each line & a given point in the plane located by using an ordered pair of numbers, called coordinates. 6.G.1 – Find the area of right triangles, other triangles, special quadrilaterals, & polygons by composing into rectangles or decomposing into triangles & other shapes; apply these techniques in the content of solving real-world & mathematical problems. Use a map with a grid to determine best location for a new school building. Determine coordinates within the map. Justify your reasoning for the school location. Locate proximity of other buildings using coordinate values. Using a floor plan, with shapes included in the concepts, using composing & decomposing to determine amounts of floors, ceiling material, etc.

36. Handout 8 Independent PracticeUsing Your Assigned Standards • Review team guidelines. • Review unpacking process. • Complete skills, content, context, & cognitive demand. • Confirm unpacking. • Develop sample activities. • Check against criteria.

37. Reflections • What was beneficial about the unpacking exercise? • Challenging? • What was beneficial about the building sample activities exercise? • Challenging?

38. Next Steps • Implement plan. • Meet as a team to unpack. • Complete charts electronically. • Post on ANGEL or send to coach on a weekly basis. • Coach will review and provide feedback. • Consult with coach. • Complete final posting 2 days prior to next face-to-face session.

39. Reminders • Goal – Students who are college and career ready • Resources – • KYAE’s commitment • Leadership from director • Coaches • Your team • Tools