MATH

1. Extreme Makeover: Math Edition Focus on the Common Core State Standards MATH

2. Common Core sTandards Welcome

3. http://www.youtube.com/watch?v=ciYk-UwqFKA

4. Imagine… • Today’s all about remodeling, so think about the one room in your house that you really want to remodel. If you had unlimited time and money, what would that perfect room look like? • Close your eyes and remodel.

5. Remodel Math Curriculum If you didn’t have MEAP, GLCEs, HSCEs, CCSS, or budget cuts to worry about… What would being the best math teacher look like? What would the best math curriculum look like?

6. Jot your math dream on a sticky note • Share at your table • Each table shares out three math dreams

7. CORNERSTONES • Deepen understanding of CCSS and transition plan • Top 2-3 PD needs per grade level • Agree on transition plan • Begin action plans

9. Moodle http://moodle.mloisd.org If you have not used Moodle: Username = school email address Password = welcome

10. Process Standards Two Types of Expectations in CCSS:The Studs and The Foundation Content Standards Found at each grade level for K-8 and as a “High School” set Michigan creating course credit requirements for Algebra I, Geometry, Algebra II Describes the “WHAT TO TEACH” of the curriculum 8 Mathematical Practices that go across ALL grade levels Describes “HOW TO THINK” about mathematics

11. Mathematical Practices

12. Construct Viable Arguments and Critique the Reasoning of OthersUse Appropriate tools Tools StrategicallyLook for and Express Regularity in Repeated Reasoning

13. Common Core State Standards: K-8 Math

14. Common Core State Standards: HS Math

15. Timeline for Transitioning 2010-2011 Getting to know the CCSS/Alignment work 2010 MEAP/2011MME remain the same State focus will be on technical assistance 2011-2012 Implementation of CCSS in classrooms 2011 MEAP/2012 MME remain the same State focus will be on instruction/professional development 2012-2013 2012 MEAP minimally modified as necessary to reflect the CCSS 2013 MME remains the same State focus will be on student learning 2013-2014 2013 MEAP based on 2012 model 2014 MME remains the same State focus will be on preparing for new assessments from SMARTER Consortium 2014-2015 Full implementation: Instruction and assessment based on CCSS

16. Multi-State Assessment for 2014-2015

17. SBAC Specific Priorities Use technology to efficiently deliver training, resources, reports and data; social networks for teachers to develop and disseminate effective CCSS curriculum and instructional tools Create innovative item types that utilize technology and represent real-world contexts

18. SBAC Specific Priorities Use Computer Adaptive Testing engine to maximize accuracy for individual students across the CCSS Standardized accommodations policy and administration practices across states to ensure comparability

19. SBAC Assessment Design Proposal Formative Assessment Repository of tools available to teachers to support quick adjustment and differentiated instruction Help define student performance along the CCSS learning progressions Concrete strategies for immediate feedback loops

20. Technology Enhanced Item Prototype items courtesy of the Minnesota and Utah Departments of Education

23. SBAC Assessment Design Proposal Assessment window vs. single day administration Multiple opportunities to assess Quick results available to support instruction Emphasis on problem-solving and critical thinking

24. Common Math Assessments • Window open from April 18 – June 24 • Process for delivering the math assessments • Data reports available • Processing with a partner: • How can your district use this information? • When will process this information as a grade level or department team?

25. Time for a Commercial Break

26. CCSS Transition Plans • Why? • CCSS Assessment Timeline (Stairstep) • Through the Assessment Lens • Through the Learning Lens • Walk Through Kindergarten • Walk Through 8th Grade • Walk Through 9th Grade

27. CCSS Transition Plans • Walk Through 4th Grade • How will this look for students through the Assessment Lens? • How will this look for student learning if the transition to the CCSS is made in the fall of 2011? • How will this look for student learning if the transition to the CCSS is made in the 2013-2014 school year?

28. CCSS Transition Plans • CCSS Curriculum Implementation Timelines • Head-First • More time to “tweak” curriculum before CCSS assessments • Difficult to accommodate CCSS and GLCE simultaneously for MEAP • Phase In • More time for CCSS to “sink in” before implementing • Less structured; more prone to learning gaps • Some Other Plan?

29. Processing the Experience “Adults do not learn from experience. They learn from processing experiences.” www.adaptiveschools.com

30. Your Role as a Leader • Grade level team • Classroom teacher • Building leader • Curriculum voice • Decision maker

31. Dialogue Discussion 2 Ways of Talking Deliberation Monitoring Self Process Whole Monitoring Self Process Details Seven Norms of Collaboration Outcome Understanding Outcome Decision Professional Community www.adaptiveschools.com

32. Intro to Inquiry High functioning groups and group members infuse their work with a spirit of inquiry Learning at its root is a questioning process, and successful collaboration embraces the patterns and practices of inquiry

33. The intention is to explore the perceptions, assumptions and interpretations of others before presenting or advocating one’s own ideas.

34. Inquiry… Invitational questions form connections between people and ideas as well as between ideas and other ideas

35. Inquiry and Advocacy Stems • Support people in disagreeing gracefully • Promote cognitive conflict instead of affective conflict

36. Inquiry Stems • Describe the focus of your advocacy.“What are some of your assumptions about this issue? • Describe your reasoning.“Given your concern and knowledge of this issue, what are some of the observations and data that are influencing you?” • Describe your feelings. “What are some of your feelings about this issue?” • Distinguish data from interpretation. “Help us to understand some of your interpretation of the data?” • Reveal your perspective. “What are some of the perspectives you are considering as you reflect on this issue?” • Frame the wider context that surrounds this issue.“As you consider the bigger picture, what are some of the factors and possible ripple effects that might be involved?” • Give concrete examples. “What are some examples that occur to you about how this might play out?

37. Inquiry to Advocacy Stems • “Here is a related thought…” • “I hold it another way…” • “Hmmm, from another perspective…” • “An additional idea might be…” • “An assumption I’m exploring is…” • “Taking that one step further…” • “And, I see it differently…” • “And, a bias I hold is…”

38. Table Reflection • Turn to an elbow partner and answer this question. “How might I use these stems today?”

39. Cognitive conflict is about sharing differing perspectives gracefully

40. Intro to Cognitive Conflict • Meetings must be safe but not necessarily comfortable • Cognitive conflict among group members about important content tends to improve team effectiveness, lead to better decisions, and increase commitment

41. Reflect with a Partner New thinking about cognitive conflict

42. Card Sort • Purpose: To determine how closely you feel the CCSS match your current curriculum • NOT the Purpose: Walk away with the “right answers” for how to change the curriculum from GLCE/HSCE to CCSS

43. Card Sort • Move to your grade level table • Cut up one set of GLCE/HSCE and one set of CCSS for every 3-4 people at a grade level • Keep another set of GLCE/HSCE and CCSS handy, but not cut up • When you are done, put your scissors down so we know you are ready

44. Card Sort (Pre Assessment)What does each code represent? • 3. MD.8 • 3rd Grade • Measurement and Data (Domain) • 8th Standard • F.TF.5* • Functions (Conceptual Category) • Trig Functions (Domain) • 5th Standard • Done with Modeling • 5. Use appropriate tools strategically • 5th Mathematical Practice

45. Card Sort • Match the GLCE/HSCE with the CCSS for your grade level • You may have to think about groups of standards • Some standards may “match” to different CCSS, so use your spare set and underline the parts as needed • Pile together the “like” expectations • Keep “unlike” expectations separate • Suggestions from middle school teachers who did this before?

46. High School Pointers • + is a STEM Item (may or may not be part of Algebra I, Geometry, Algebra II) • * needs to be done with modeling • Units named in the CCSS document is a good starting point, but not directly related to Michigan’s course requirements.

47. High School Pointers • Standards are still “draft” but not expected to change much. • Elevator speech: • Algebra I: Functions focus on linear, quadratic, and exponential • Algebra II: Functions focus on polynomial, trig, ratio, and log. Include probs and stats. Include quadratic that are complex/imaginary. • Geometry: Probs and stats included

48. Processing As a leader for your building, what might be some ideas you have about sharing this information with your colleagues?

49. Lunch! www.adaptiveschools.com

50. Carousel Activity • Anyone have an extra screw? • Let’s share • To your right • To your left Can you find an orphan a home?