Gearing Up for Next Gen Math

1. Gearing Up for Next Gen Math

2. Learning Targets • Why do they keep changing the standards? • When do I have to implement the new standards? • What resources exist to support me and where can I find them?

3. Learning Targets • Why do they keep changing the standards? • When do I have to implement the new standards? • What resources exist to support me and where can I find them?

4. Implementation Timeline You are Here! 2019 2017 2018 2020 2022 2021

5. Where can I find that?

7. Learning Targets • Why do they keep changing the standards? • When do I have to implement the new standards? • What resources exist to support me and where can I find them?

8. Learning Targets • Why do they keep changing the standards? • When do I have to implement the new standards? • What resources exist to support me and where can I find them?

9. Turn & Talk In 2012, after NYS adopted the CCSS, but before we had implemented them, Bill McCallum gave a speech at UC Berkeley. He spoke about the worthwhile residue left behind when the CCSS-M collapses. In that speech, Bill was acknowledging that standards come and go, they are all imperfect, and his hopes for how those standards might move the field forward. As NYS moves forward from the CCSS, what do you hope we keep? Leave behind? Improve upon? (Turn-and-Talk)

10. CCSS → NYS NGMS Why do the standards keep changing? Politics. The masses did not understand or support the Common Core State Standards. Noble Aspirations. Regardless of current performance levels, everyone wants to improve student learning. And improving anything requires changing something. Economics. It is relatively inexpensive to change a standards document compared to changing anything else that may impact student learning (ex., teaching practices, culture, etc.). And it takes far less time.

11. Learning Targets • Why do they keep changing the standards? • When do I have to implement the new standards? • What resources exist to support me and where can I find them?

12. But before we move on… • Better standards alone, won’t help students much. • What work do we have to do in order to take advantage of the opportunity provided by the transition to our new standards in order to improve student learning? • If your goal is to improve learning for your students, what learning do you want to do? What changes do you want to make?

13. Learning Targets • Why do they keep changing the standards? • When do I have to implement the new standards? • What resources exist to support me and where can I find them?

14. Current Standards Document

15. Next Generation Standards Document

16. Standards Document – Treasure Hunt

17. Standards Document – Treasure Hunt Share & Discuss

18. Next Generation Standards Document

19. Next Generation Standards Document

20. Next Generation Standards Document

21. Next Generation Standards Document

22. Next Generation Standards Document • Note on Fluency with Facts: • Fluently adding and subtracting within 20 (NY-2.OA.2) means students can find sums and differences within 20 reasonably quickly, and say or write it. Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies.(10) Reaching fluency will take much of the year for many students. For more on how children develop fluency, see K–5 Progression on Counting and Cardinality and Operations and Algebraic Thinking, pp. 18-19 and Adding it Up, pp. 182-195. • Note on Fluency vs. Knowing from Memory: • The standards intentionally distinguish between asking for fluency with addition and subtraction (NY-2.OA.2a) and asking students to know from memory addition facts (NY-2.OA.2b). Fluency means students are fast, accurate, flexible, and have understanding. They use strategies efficiently.(12) By the end of the K–2 grade span, students have sufficient experience with these strategies to know from memory all single-digit sums.(10)

23. Next Generation Standards Document

24. Next Generation Standards Document

25. Next Generation Standards Document • Standards tagging is distinct from, but connected to CCSS • Embed support at point-of-use: • “Coherence Links” to show the vertical coherence of the standards and help teachers differentiate (especially for students with IEPs and ELLs). • Notes and illustrations to clarify individual standards, answer FAQs, or otherwise support implementation • “Within-Grade Connections” to show horizontal coherence • Notes highlighting connections between the Standards for Mathematical Practice and content standards • footnotes from the original standards • Linked navigation • HS standards organized by course (not by Conceptual Category) and tagged to make the course clear • Algebra I and Algebra II shared standards clearly marked

26. Where can I find that?

28. Enhanced Standards Document

29. Where can I find that?

31. Snapshot

32. Crosswalks

33. Crosswalk CardSort • Sort the cards into thefollowing categoriesbased on the types of changes: • Standard was added • Standard was removed or moved • Clarifications • standard was splitupintosub-standards • note was added • examples / illustrations were added Let’s Dig into the Crosswalk Documents Activity adapted from: Kim Louttit & Tricia Husul

34. Discussion Question How impactful is the change with respect to our current curriculum? adapted from: Kim Louttit & Tricia Husul

35. Where can I find that?

37. Unpacking Documents

38. Where can I find that?

40. Grades 3-8 Post-Test Standards

41. Where can I find that?

43. What should I do next? • Next steps depend very much on your grade level and district. Below are some things that you might consider. • Dig-Into each standard using some template that forces you to think in-depth about the standard. • Consider updates needed regarding what you teach. • Use this as an opportunity to refresh yourself on the Standards for Mathematical Practice and think about how you can best address them. • Consider updates needed regarding how you teach.

44. Gearing Up for Next Gen Math