National Council of Supervisors of Mathematics

1. National Council of Supervisors of Mathematics Michigan Mathematics Coordinators and Consultants NCSM Update October, 2011 Ingham ISD Valerie.Mills@oakland.k12.mi.us

2. CCSS Resources From NCSMwww.mathedleadership.org • Illustrating the Standards for Mathematical Practices • CCSS Curriculum Analysis Toolkit

3. CCSS Resources From NCSMwww.mathedleadership.org • Illustrating the Standards for Mathematical Practices • CCSS Curriculum Analysis Toolkit

4. Illustrating the Standards for Mathematical Practice

5. NCSM Resources: PD Session titles refer to ready to use professional development module. The modules support the exploration of two or more of the CCSS Mathematical Practices. The sessions are: • designed to help teachers deepen their understanding of the practices and implement them in their classrooms • situated in classroom practice, • anchored by a high demand mathematics task, • presented in power point format with slide annotations on the Notes pages to support facilitation • 1.5 to 3 hours in length, • designed to be used individually or in combination Slide 5

6. Professional Development Design Each module/session: • Focuses on two or more of the practices • Provides an exploration to guide deeper understanding of the practices • Includes opportunities to support the transfer of new ideas into classroom practice Slide 6

7. www.InsideMathematics.org • Inside mathematics has resources for: • Classroom Teachers • Mathematics Coaches • School Principals • Including: • Mathematics Tasks & Lessons • Classroom Video • Sample Student Work • Rubrics • Teacher Reflections and • More….

8. Currently Available from NCSMwww.mathedleadership.org Illustrating the Standards for Mathematical Practice Modules • An Introduction and Overview • Reasoning about Problems and Unpacking Others’ Reasoning • Mathematical Modeling and Constructing Viable Arguments Slide 8

9. CCSS Resources From NCSMwww.mathedleadership.org • Illustrating the Standards for Mathematical Practices • CCSS Curriculum Analysis Toolkit

10. Textbook Section Question: How do you pick a textbook when everything … including the latest version of McGuffey’s Reader (1836), promises to be aligned to the Common Core? Answer: Ignore the stickers and use the CCSSO Mathematics Curriculum Analysis Toolkit!

11. CCSSO Mathematics Curriculum Analysis Toolkit The toolkit includes: • A professional development powerpoint designed to ensure that reviewers are familiar with the three tools to be used in analyzing mathematics curriculum materials • Tool 1—Mathematics Content Alignment • Tool 2—Use of Mathematical Practices • Tool 3—General Overarching Issues

12. Financial Support for theCurriculum Analysis Toolkit • Brookhill Foundation (Kathy Stumpf) • Texas Instrument (through CCSSO) In addition to the three alignment tools, the Toolkit includes: • Introduction and Overview to the Toolkit • Users Guide • Suggested Professional Development Agendas

13. Development Team • William S. Bush (chair), Mathematics Educator, University of Louisville, Kentucky • Diane Briars, President, National Council of Supervisors of Mathematics, Penn • JereConfrey, Mathematics Educator, North Carolina State University • Kathleen Cramer, Mathematics Educator, University of Minnesota • Carl Lee, Mathematician, University of Kentucky • W. Gary Martin, Mathematics Educator, Auburn University, Alabama • Michael Mays, Mathematician, West Virginia University • Valerie L. Mills, Supervisor, Mathematics Education, Oakland Schools, MI • Fabio Milner, Mathematician, Arizona State University • Suzanne Mitchell, Mathematics Educator/Administrator, Executive Director of the Arkansas STEM Coalition • Thomas Post, Mathematics Educator, University of Minnesota • Robert Ronau, Mathematics Educator, University of Louisville, Kentucky • Donna Simpson Leak, Superintendent, Rich Township High School District 227, IL • Marilyn Strutchens, Mathematics Educator, Auburn University, Alabama

14. Development Team • William S. Bush (chair), Mathematics Educator, University of Louisville, Kentucky • Diane Briars, President, National Council of Supervisors of Mathematics, Penn • JereConfrey, Mathematics Educator, North Carolina State University • Kathleen Cramer, Mathematics Educator, University of Minnesota • Carl Lee, Mathematician, University of Kentucky • W. Gary Martin, Mathematics Educator, Auburn University, Alabama • Michael Mays, Mathematician, West Virginia University • Valerie L. Mills, Supervisor, Mathematics Education, Oakland Schools, MI • Fabio Milner, Mathematician, Arizona State University • Suzanne Mitchell, Mathematics Educator/Administrator, Executive Director of the Arkansas STEM Coalition • Thomas Post, Mathematics Educator, University of Minnesota • Robert Ronau, Mathematics Educator, University of Louisville, Kentucky • Donna Simpson Leak, Superintendent, Rich Township High School District 227, IL • Marilyn Strutchens, Mathematics Educator, Auburn University, Alabama

15. Tool Development Process • Development Team formed in October 2010 • First version of tools developed in November 2010 • Initial drafts of tools piloted with groups of elementary middle, and high school teachers in December 2010 • Tools revised based on these pilots • Tools reviewed by postsecondary mathematics educators, mathematicians, and public school administrators nationally in January 2011 • Tools revised based on input from these reviewers to obtain final versions in April 2011

16. Strategic Decisions • Complete the analysis in grade band groups: K-2, 3-5, 6-8, and 9-12 • Focus on the structure of the CCSS, in particular direct attention toward content “trajectories” of related topics across grade bands (e.g., addition/subtraction, fractions, solving equations, quadrilaterals) • Recommend analyzing the alignment for only a subset of content standards • Allow ONLY the use of the primary student textbook and the Teachers edition when reviewing the materials

17. Tool 1: Content Analysis The purpose of Tool 1 is to: • Determine the extent to which the content standards are included in the mathematics textbook materials (Balance of Skills and Concepts) • Determine the extent to which content standards are sequenced appropriately across grade levels in the mathematics textbook materials

18. Tool 1: K-5 Mathematics Content • Two-Dimensional Geometry for Grades K-2 • Two-Dimensional Geometry for Grades 3-5 • Place Value and Base 10 Concepts for Grades K-2 • Place Value Concepts for Grades 3-5 • Addition and Subtraction for Grades K-2 • Multiplication and Division for Grades K-5

19. Tool 1: 6-8 Mathematics Content • Ratios and Proportional Relations • Expressions and Equations • Geometry • Statistics and Probability

20. Tool 1: 9-12 Mathematics Content • Reasoning with Equations • Interpreting Functions • Similarity and Trigonometry • Interpreting Categorical and Quantitative Data

21. Tool 2: Mathematical Practices The purpose of tool 2 is to determine the extent to which the mathematics textbook materials reflect and involve students in the Mathematical Practices

22. Tool 2: Mathematical Practices Look for multiple ways in which the Practices are seen within the textbook materials: • To what extent do the materials demand that students engage in the Standards for Mathematical Practice as the primary vehicle for learning the Content Standards? (Mathematical Practices  Content) • To what extent do the materials provide opportunities for students to develop the Standards for Mathematical Practice as “habits of mind” (ways of thinking about mathematics that are rich, challenging, and useful) throughout the development of the Content Standards? (Content  Mathematical Practices)

23. Tool 2: Mathematical Practices Look for multiple ways in which the Practices are seen within the textbook materials: • To what extent do accompanying assessments of student learning (such as homework, observation checklists, portfolio recommendations, extended tasks, tests, and quizzes) provide evidence regarding students’ proficiency with respect to the Standards for Mathematical Practice? • What is the quality of the instructional support for students’ development of the Standards for Mathematical Practice as habits of mind?

24. Tool 3: Overarching Considerations The purpose of tool three is to consider the ways in which instructional materials treat the overarching issues of • Equity/Diversity/Access, • Formative Assessment,and • Technology The reviewer is encouraged to consider the extent to which these variables support the teaching of Mathematics Core Content and Practices.

25. Mathematics Assessment Project (MAP)http://map.mathshell.org.uk/materials/ • 20 ready-to-use Lesson Units for Formative Assessment for high school. cross referenced to CCSS content and practices standards. (Ultimately 20 per grade 7-12) • Draft summative assessments, aimed at “College- and Career-Readiness,” presented in two forms: (1) a Task Collection with each task cross-referenced to the CCSS, and (2) a set of Prototype Test Forms showing how the tasks might be assembled into balanced assessments. • Professional development modules are under development

26. Supporting Mathematics Coaches • Coaches Corner Resources • on the NCSM website, and • in the Newsletter and Journal • Elementary Mathematics Specialists and Teacher Leader Project (Skip Fennell) : • http://www.mathspecialists.org/ • This Worked!