AZ Counts – Level 1 Common Core State Standards Mathematics K-2

1. AZ Counts – Level 1Common Core State Standards MathematicsK-2 Alicia Holtzclaw June 20, 2012

2. Welcome to K-2 Math! • Please be sure you have signed in • Write your name on your name card • Write 2-3 expectations or goals you have for today or this week on an index card

3. Agenda Welcome! Introductions Overview of Common Core Project 2010 Mathematics Standards Treasure Hunt Unwrapping the Standards Cognitive Demand Mathematical Practices 3-2-1 Summary Sheet

4. Goals for Today Purpose: • Examine and understand structure of new standards and supporting documents • Explore elements of effective instruction and Model Content Frameworks • Consider implications for implementation of the new standards and impact on instruction

5. Where did the Common Core Standards Originate? • In 2009, initial work began… • Council of Chief State School Officers (CCSSO) • National Governor’s Associate for Best Practice • In partnership with: • ACT • College Boards • Achieve, Inc.

6. What are the Common Core State Standards? • A national set of standards - written by experts, teachers, and administrators that are: • Designed for college and career readiness • Mastery focused vs. exposure • Optional for state-adoption • Evidence/Research-based • Internationally benchmarked

7. Why is Arizona adopting the CCSS? • Emphasis on both concepts and skills • (learning progressions): • Fewer standards • Clear, focused outcomes • Higher–order thinking skills

8. Why is Arizona adopting the CCSS? • Consistency among states promotes: • common high-quality assessments • sensible instructional materials • clear, focused professional development

9. Why is Arizona adopting the CCSS? • Common Core Consortium considered: • teacher input (NEA, AFT, NCTM, NCTE) • built from strengths and lessons learned • by current state standards • the avoidance of duplicity or repetition • the end goal for student mastery of • concepts and skills

10. An inevitable constant is CHANGE

11. *Minnesota adopted the CCSS in ELA/literacy only 46 States + DC Have Adopted the Common Core State Standards

12. Key Advances of the Common Core ANCHORED IN COLLEGE AND CAREER READINESS

13. This is NOT Businessas Usual . . . • More demanding standards and new topics • New assessments measuring more complex reasoning • Urgency to address performance gaps • Need to reform professional development

14. What’s Next?Common Assessments • Common Core State Standards are critical, but they are just the first step • Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

16. The PARCC Goals • Create high-quality assessments • Build a pathway to college and career readiness for all students • Support educators in the classroom • Develop 21st century, technology-based assessments • Advance accountability at all levels

17. The PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Flexible • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD Speaking And Listening Summative, Required assessment Non-summative, optional assessment

18. PARCC Timeline Sept. 2012 First year field testing and related research and data collection begins Sept. 2013 Second year field testing begins and related research and data collection continues Sept. 2014 Full administration of PARCC assessments begins Summer 2015 Set achievement levels, including college-ready performance levels Oct. 2010 Launch and design phase begins Sept. 2011 Development phase begins For more information see, www.PARCCConsortium.org/Timeline

19. Support Educators in the Classroom • INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION • Content frameworks (released) • Additional sample assessment tasks • Model instructional units • PROFESSIONAL DEVELOPMENT MODULES • Common Assessment 101-103: PD focused on implementation of the new assessments • Common Assessment 201-204: PDfocused on how to interpret and use the assessment results K-12 Educator • EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING • Training for cadres of K-12 educators around the instructional tools AND around training their peers to use the instructional tools • TIMELY STUDENT ACHIEVEMENT DATA • Aligned performance-based assessments given throughout year • Data reports will be available, designed with teacher use in mind

21. Coding for Mathematics Standards 2.MD.1 Standard 1 Grade 2 Domain: Measurement and Data

22. Domain Cluster Standard

23. Explanations & Examples Mathematical Practices Standard Connections

25. Flamingo Dialogue A flamingo dialogue is a short, interactive conversation lasting approximately as long as the speaker can stand on one foot.

26. Let’s Unwrap! • Nouns • Verbs • Major Idea in 5-7 words Photo by graur razan ionut

27. Why Unwrap? • Teachers understand • Cognitive demand • Necessary knowledge and skills • Teachers are more prepared to design assessment & instruction that is aligned with the standards • Prerequisite skills • Vocabulary • Enrichment and intervention • Assessment

28. The BIG Change: Rigorous Content • Standards • What we want students to know and be able to do (knowledge and skills) • Nouns: define the WHAT • Verbs: define the ACTION • Rigor is defined by both • Level of complexity of the content • Cognitive Demand

29. Sophistication of Knowledge Students use the same basic skills but in a more sophisticated way. Same rules, higher level game….

30. Turn and Talk How might you best determine the rigor of a standard?

31. Cognitive Demand (Expectations for Student Performance) Use Extend Acquire Recall Skill/Concept Strategic Thinking Extended Thinking Memorize Perform Procedures Demonstrate Understanding Conjecture, Generalize Prove Solve non- routine/ make connections

32. A Memorize Facts, Definitions, Formulas B Perform Procedures E Solve Non-Routine Problems, Make Connections C Demonstrate Understanding of Mathematical Ideas D Conjecture, Analyze, Generalize, Prove Cognitive Demand Categories

33. Exploring Cognitive Demand Engage:CgD Immersion Activity • Each Group w/ CgD Pie • Each Person w/ 1 set of the Cgd Descriptors Step 1: Read each card silently and place CgD cards on Pie Slices face down Step 2: Once everyone’s card are down, turn cards over: ID agreements e.g. 2 cards w/ same descriptor in same slice if Group Agrees ... discuss key words if not … Discuss …

34. SEC Math Expectations for Students

35. How might you determine the rigor of this standard? 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

36. How have grade levels changed? • Crosswalk from 2010 to 2008 • Summary of Changes • Removed • Moved to a different grade level (New term: Redistributed) • Moved from another grade level to this one • New to the standards

39. Grade 3 Example: Cluster Emphases

40. Guidance for Teachers • Key advances in the standards between grade levels • Fluency expectations and major within-grade dependencies • Connections among standards, clusters, or domains • Opportunities for In-Depth Focus • Opportunities for Connecting Mathematical Content and Mathematical Practices

41. Guidance for Curriculum Developers • Using the content frameworks with the standards to sketch out potential model instructional unit plans • Use the frameworks to support increased focus and coherence in instructional programs • Recognizing the shifts in the standards from grade to grade and using these shifts as grade level curricula are developed and as materials are purchased to align with the curricula

42. Releasing the Content Frameworks • Frameworks are available on www.parcconline.org/parcc-content-frameworks • Frameworks are intended to be dynamic and responsive to evidence and on-going input • In Summer 2012, once educators have used the frameworks, PARCC will collect feedback and refine frameworks as necessary • PARCC will develop additional model instructional tools and supports that build on the frameworks • Model Instructional Units • Educator Leader Cadres • Item specifications • Item and task prototypes

43. Reflect and Discuss Big Ah-Has and Oh-Nos With Your Table

44. Implementation & Next Steps

45. How can we ensure that instruction supports the 2010 Mathematics Standards? What should effective instruction look like?

46. How might you describe effective instruction in mathematics? Looks Like Sounds Like Feels Like

47. Engage in Mathematical Practices • Number off 1-8 • Read assigned Mathematical Practice (MP) • View video - Bungee Jump • Record evidence of assigned MP (what you see teachers/students doing and what you hear teachers/students saying) on your graphic organizer • Meet at numbered posters with Expert Group to discuss evidence

48. Video Clip

49. Reflect on video regarding assigned Mathematical Practice By Mathematical Practice Group Share

50. Engage in Mathematical Practices • Return to original group • Share (round robin) evidence of your assigned Mathematical Practice