Springfield Public Schools - A Culture of Equity and Proficiency

1. Understanding the Math Common Core Standards for Secondary Teachers 2012-2013 Springfield Public Schools - A Culture of Equity and Proficiency

2. Leadership Message “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” Albert Einstein Springfield Public Schools - A Culture of Equity and Proficiency

3. Today’s Meeting Goals • Participants in this workshop will be more aware of and will develop a deeper understanding of: • The goals of the Common Core State Standards and the major shifts teachers must make in planning and instruction to effectively teach ELA and Mathematics at the secondary level; • The guidance documents for planning and implementing effective instructional practices that will be provided by the district; • The importance of increasing rigor and planning with the end in mind to improve student achievement; • The strong link between teacher performance (SEEDS) and student performance (assessments including DBA/ANet/MCAS and others). Springfield Public Schools - A Culture of Equity and Proficiency

4. Do Now Springfield Public Schools - A Culture of Equity and Proficiency

5. How it fits together: The essential pieces to raising student achievement The work Implement a consistent, rigorous curriculum built on common standards with common unit assessments SIF #1,3,4,7 Coach, develop and evaluate educators based on a clear vision of strong instruction SIF #1,2,3,4 • Effective instruction in every class, every day • Shared, high expectations for all students • Students achieve grade level proficiency • Students graduate ready for college and career Strengthen social, emotional and academic safety nets and supports for all students SIF #6 Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district SIF #5,7 Springfield Public Schools - A Culture of Equity and Proficiency

6. Building a common vision of college and career readiness Springfield Public Schools - A Culture of Equity and Proficiency

7. The Goals of the Common Core State Standards • We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. • Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. • Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students. Springfield Public Schools - A Culture of Equity and Proficiency

8. What are the Common Core State Standards? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • State led – coordinated by National Governor’s Association and the Council of Chief State School Officers Springfield Public Schools - A Culture of Equity and Proficiency

9. Why are the CCSS important? • Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world Springfield Public Schools - A Culture of Equity and Proficiency

10. The 6 ELA/Literacy Shifts Balancing Informational and Literary Text - Students read a true balance of informational and literary texts. Building Knowledge in the Disciplines - Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. Staircase of Complexity - Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Text-based Answers - Students engage in rich and rigorous evidence based conversations about text. Writing from Sources - Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary - Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. Springfield Public Schools - A Culture of Equity and Proficiency

11. How many of the 6 Math Shifts can you name/describe? Working with a partner, list the 6 shifts in ELA outlined in the Common Core State Standards. 1. 2. 3. 4. 5. 6. Springfield Public Schools - A Culture of Equity and Proficiency

12. The 6 Math Shifts • Focus – Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. • Coherence – Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. • Fluency - Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. • Deep Understanding - Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. • Applications - Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. • Dual Intensity - Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Springfield Public Schools - A Culture of Equity and Proficiency

13. Mathematical Practices • Makes 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. Springfield Public Schools - A Culture of Equity and Proficiency

14. Major Changes at Grade 1 Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations. Springfield Public Schools - A Culture of Equity and Proficiency

15. Major Changes – Fractions, Grades 3–6 • Grade 3: Develop an understanding of fractions as numbers. • Grade 4: Extend understanding of fraction equivalence and ordering. • Grade 4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. • Grade 4: Understand decimal notation for fractions, and compare decimal fractions. • Grade 5: Use equivalent fractions as a strategy to add and subtract fractions. • Grade 5: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. • Grade 6: Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Springfield Public Schools - A Culture of Equity and Proficiency

16. Major Changes - Statistics and Probability, Grade 6 Develop understanding of statistical variability Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Springfield Public Schools - A Culture of Equity and Proficiency

17. Major Changes - Algebra, Grade 8 Graded ramp up to Algebra in Grade 8 • Properties of operations, similarity, ratio and proportional relationships, rational number system. Focus on linear equations and functions in Grade 8 • Expressions and Equations • Work with radicals and integer exponents. • Understand the connections between proportional relationships, lines, and linear equations. • Analyze and solve linear equations and pairs of simultaneous linear equations. • Functions • Define, evaluate, and compare functions. • Use functions to model relationships between quantities. Springfield Public Schools - A Culture of Equity and Proficiency

18. Major Changes – High School Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students. Springfield Public Schools - A Culture of Equity and Proficiency

19. MCAS Transition Plans for Math 2012-2013: Near full implementation of 2011 MA Framework in schools and districts2013-2014: Full implementation of 2011 MA Framework in schools and districts Springfield Public Schools - A Culture of Equity and Proficiency

20. MCAS Transition Plans for Math In order to maintain consistency, the “proficiency bar” for the Grade 10 MCAS Mathematics tests given in 2013 and 2014 must be equivalent to the “proficiency bar” of years past. The content on the Grade 10 MCAS Mathematics tests in 2013 and 2014 will remain comparable to the content found in past years. Springfield Public Schools - A Culture of Equity and Proficiency

21. The 2011 High School Framework • Within the high school framework, there are standards with a (+) before them. These standards will not be assessed on the MCAS. • Within high school framework, there are standards • with a( ) after them. Some of these standards can be assessed on the MCAS. Springfield Public Schools - A Culture of Equity and Proficiency

22. The Transition Plan Grade 10 Assessment Transition from 2000 MA Mathematics CurriculumFramework to 2011 MA Mathematics Curriculum Framework Note: The November 2012 retest and the March 2013 retest will assess standards from the MA 2000 Mathematics Curriculum Framework. Springfield Public Schools - A Culture of Equity and Proficiency

23. The Grade 10 Transition Consistency • These components will stay the same: • Types of Items • Number of Items • Number of Points • Reference Sheet Springfield Public Schools - A Culture of Equity and Proficiency

24. Assessable Standards for the 2013 and 2014 MCAS Tests Springfield Public Schools - A Culture of Equity and Proficiency

25. How will we get there? • Attention to the Content Standards; • An attention to the shifts in teaching practices; • Thoughtful planning beginning with the end in mind; • Attention to the selection of evidence based instructional strategies; • Increased Rigor Springfield Public Schools - A Culture of Equity and Proficiency

26. What is Rigor? Lower Order Thinking Skills vs. Higher Order Thinking Skills Springfield Public Schools - A Culture of Excellence

27. Why might the median be a better measure of central tendency to use to describe a data set that the mean for some sets of data? [Remember] [Understand] [Apply] [Analyze] [Evaluate] [Create] Springfield Public Schools - A Culture of Excellence

28. 16+24 = ; Jack solved the problem by counting. Daniel solved it by partitioning. Which method do you think is better and why? [Remember] [Understand] [Apply] [Analyze] [Evaluate] [Create] Springfield Public Schools - A Culture of Excellence

29. Recite the multiplication tables for 10’s. [Remember] [Understand] [Apply] [Analyze] [Evaluate] [Create] Springfield Public Schools - A Culture of Excellence

30. Create a graph that shows the relationship between the age and height of a person. [Remember] [Understand] [Apply] [Analyze] [Evaluate] [Create] Springfield Public Schools - A Culture of Excellence

31. What Guidance will the District Provide? The district will provide high-quality unit assessments and unit plans to teachers, who can tailor the daily instruction based on student need. Springfield Public Schools - A Culture of Equity and Proficiency

32. Investigation the Unit Planning Guide Template Springfield Public Schools - A Culture of Equity and Proficiency

33. Changes in Types and Rigor of Questions on Benchmark Assessments . 2008 Spring Release, Mathematics - Grade 10Question 23: Multiple-ChoiceReporting Category: GeometryStandard: 10.G.3 - Recognize and solve problems involving angles formed by transversals of coplanar lines. Identify and determine the measure of central and inscribed angles and their associated minor and major arcs. Recognize and solve problems associated with radii, chords, and arcs within or on the same circle. In the diagram below, line l is parallel to line m, and line k intersects both lines. Based on the angle measure in the diagram, what is the value of x? A. 37 B. 53 C. 127 D. 143 • 2012 Spring Release, Mathematics - Grade 10Question 39: Multiple-ChoiceReporting Category: GeometryStandard: 10.G.3 - Recognize and solve problems involving angles formed by transversals of coplanar lines. Identify and determine the measure of central and inscribed angles and their associated minor and major arcs. Recognize and solve problems associated with radii, chords, and arcs within or on the same circle. In the diagram below, and Based on the angle measure in the diagram, which of the following angles does not have a measure of 62°? • A. B. C. D. Springfield Public Schools - A Culture of Equity and Proficiency

34. Let’s Take A Closer Look at Math! • Activity II: • Carefully read the Math PARCC Prototype Assessment Item(s). • Answer the following questions: • What do you see as the fundamental differences between this type of question and the types of questions your students are most often asked to answer (old ANet/DBA/MCAS and more current assessments)? • What types of additional professional development do you anticipate needing to prepare students for these types of changes? • What support might you need to meet the challenge of changing instruction to enable your students to answer this type of question? • 3. Share your thinking with a partner/small group. Springfield Public Schools - A Culture of Equity and Proficiency

35. PARCC Prototype – Grade 7 Math Springfield Public Schools - A Culture of Equity and Proficiency

36. PARCC Prototype – High School Math To be Added Springfield Public Schools - A Culture of Equity and Proficiency

37. Effective Lesson Planning to Meet the Rigor of the Common Core State Standards Activity: We will work in small groups to review the Unit Planning Guide Template and look for links between the major shifts and how we should plan for them across the unit and within daily lesson plans. Springfield Public Schools - A Culture of Equity and Proficiency

38. Link Between SEEDS & CC Efforts Springfield Public Schools - A Culture of Equity and Proficiency

39. Group Activity – Brainstorm What can we do right now to align our work to the Common Core State Standards? Springfield Public Schools - A Culture of Equity and Proficiency

40. Keeping it simple – All math classes 3-12 should include: • Utilizing the math block: Every teacher should be implementing the components of Math Instructional Block so there is a balance of teacher guided, student guided/involvement, discussion/summary, and formative assessment. • Engagement: Mathematics is learned best when students are engaged in doing mathematics. • Questioning: Within the instructional block, the questions the teacher should be asking are directly connected to the Common Core Math Practices. Springfield Public Schools - A Culture of Equity and Proficiency

41. Action Plan Steps I commit to take immediately to continue aligning my teaching to the 2011 MA Curriculum Frameworks incorporating the Common Core State Standards: Springfield Public Schools - A Culture of Equity and Proficiency

42. More information • The 2011 Frameworks and resources: http://www.doe.mass.edu/candi/commoncore • Updates on assessment: http://www.doe.mass.edu/mcas/transition/ http://www.parcconline.org • Literacy resources: www.doe.mass.edu/literacy • MCAS: www.doe.mass.edu/mcas • NAEP: www.nagb.org/naep/naep-index.htm • WIDA standards: www.wida.us/standards/elp.aspx Springfield Public Schools - A Culture of Excellence

43. Please record your thinking as related to the following questions … Springfield Public Schools - A Culture of Equity and Proficiency