Discovery Education Common Core Academy:

1. Discovery Education Common Core Academy: Making Common Sense Out of the Math Common Core January 23-24, 2013 Karen M. Beerer, Ed.D. Karen_beerer@discovery.com

2. Karen M. Beerer, Ed.D. • 28 years in public education: - classroom teacher • - reading specialist • - building principal • - PD supervisor • - curriculum director • - assistant superintendent • Johnna Weller, Ed.D. • 20 years in education: • classroom teacher, general and special ed. • reading specialist • literacy coach • curriculum supervisor • graduate-level instructor • Consultant • assistant to the superintendent • AmaalAdawalla • 9 years as a middle school science teacher in both urban and suburban schools • Assistant Director of Curriculum at IU 20

3. Caiden

4. The Good News…

5. Children’s books sales are up across the board, with increases ranging from 12% to 37% for paper books and 250% for children’s ebooks.” Source: US eBook Sales Were Up in the First Half of 2012, October 15th, 2012 by Nate Hoffelderthe New Leader,” Leadership for 2030 “U.S. Math, Science Achievement Exceeds World Average” Source: Ed Week, Published Online: December 11, 2012

6. And Some More… “According to a study released by the Pew Research Center, 60 percent of Americans survey surveyed in the age group 16 to 29 said they still visited the library. They use libraries to conduct research, borrow print, audio and electronic books and, in some cases, read magazines and newspapers.” Source: Haughney, C., “Young People Frequent Libraries, Study Finds,” New York Times, October, 2012. “U.S. fourth graders are definitely looking better. From 2006 to 2011, their math performance on TIMSS bumped up twelve points and now trails that of their counterparts in just seven other lands (in East Asia and Northern Ireland). Even more remarkable results come from PIRLS: Of the fifty-three systems participating, only four from abroad bested the U.S.’s score (Hong Kong, Russia, Finland, and Singapore). Further, Singapore is the only foreign system to surpass us at the “advanced” level, where an impressive 17 percent of American fourth graders can be found.” Source: Robelson, E., “U.S. Math, Science Achievement Exceeds World Average,” Education Week, December, 2012

7. You Knew It Was Coming:

8. Take A Look at What Students Are Reading… What do you notice?

10. Jobs That Will Boom In 2020 • Data Crunching • Counseling and Therapy • Scientific Research • Computer Engineering • Veterinarians • Environmental and Conservation Science • Healthcare fields • Management • Finance • Entrepreneurship Source: Newman, R. “10 Businesses that Will Boom in 2020,” U.S. News, September 2012

11. What Does Workplace Readiness Really Mean? • Mr. Tony Iannelli • President/CEO Lehigh Valley Chamber of Commerce • Under Tony’s leadership, the Chamber has now grown to nearly 5,000 members and is currently the largest in Pennsylvania and New Jersey, and the 9th largest Chamber in the United States. • Recognized with the Latino Leadership Alliance Distinguished Service Award, The William Allen Distinguished Alumni Award, The Kids Peace Community Leader Award, the Muhlenberg College Entrepreneur Award, and the Lehigh Valley Human Relations Award. • Received the Regional Entrepreneur of the Year Award. • Host of Business Matters, the region’s premier local business TV show, a fast paced, hot topics interview show which is broadcast by 69 WFMZ-TV .

12. Discovery Education’s ELA and Math Academy Learning Targets  I CAN identify the content, format and structure of the ELA or Math CCSS.  I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS.  I CAN explain curriculum and assessment strategies to implement CCSS in my classroom, school or district.  I CAN determine my next steps to implement CCSS successfully in my classroom, school, district and select useful resources to support me.

13. Today’s Agenda • A Deeper Dive Into the Standards • Looking at the Math Learning Progressions • Break [10:15] • Breaking Down the Instructional Shifts • Lunch [12:00] - Provided • It’s All About Instruction: The Standards of Mathematical Practice

14. Tomorrow’s Agenda • Examining the Next Generation Assessments • An Instructional Model • Break [10:15] • Continuing the Instructional Model • Lunch [12:00] – On Your Own • Aligning Your Curriculum • Developing Your CCSS Toolbox

15. Show Dan Meyer’s video: http://www.youtube.com/watch?v=NWUFjb8w9Ps

16. Key Word Sort: • Review the terms from the Standards. • Sort them into categories. • Within the terms, decide on those that are the labels for the categories. • One group of terms does not have a label… you determine what it is.

17. A Quick Trip Through the Math CCSS • Find a partner. • On the wiki, open your tour “map” to the Common Core Standards. • With your partner, take a trip through the Math Standards and Appendices. • When you finish, complete the “ticket” together on your table.

18. Lessons Learned…

19. Re-Sort? Now that you’ve been through the Standards…would you change anything in your sort? And the missing label?

20. The CCSS Shifts – What Do They Mean for Us… • Activity: Text Rendering: • Find A New Partner. • Read the Instructional Shifts for Math. • Highlight a sentence, phrase and word that are meaningful to your understanding of the shifts. • Share the meaningful sentences, phrases and words with your partner. • Together, decide on one sentence, one phrase and one word that is the best way to highlight the shifts.

21. Shifts in Mathematical Practice Show Hunt Institute: http://www.youtube.com/watch?v=dnjbwJdcPjE&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=5

22. Focus and Coherence:Learning Progressions

23. Focus and Coherence:Learning Progressions/Trajectories What is a learning progression/trajectory? How would you explain “learning progression” to a colleague?

24. Focus and Coherence:Learning Progressions

25. Focus and Coherence:Learning Progressions • Exploring the CCSS Main Domains: • Use the activity record sheet to examine the domains for your grade level or a grade level of choice. • Note for each domain at your grade level whether it is a beginning point, building point, or end point • Record any insights you have about the big ideas for your grade level, based on the domains.

26. Standards for Mathematical Practice These eight standards describe a variety of expertise that mathematics teachers at all levels need to develop in their students. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Moelwith mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Read the first three words of each of the practices to yourself… what do you notice?

27. Unpacking the Standards for Mathematical Practice

28. Standards in Practice In Action What important mathematical concepts would a student need to understand in order to be successful with this task? When engaged in this task, what would it look like for a student to demonstrate proficiency in the mathematical practice standards? Watch video: Collect evidence and respond with your Evidence/Interpretation Chart

29. Standards in Practice In Action • What mathematical concepts are being addressed in this lesson? • To what extent are individual students demonstrating proficiency with the Standards in Practice? What is your evidence? • How do the instructional decisions support student learning? Watch video: Collect evidence and respond with your Evidence/Interpretation Chart

30. Debrief: Standards in Practice • How will you use the standards for mathematical practice to inform your instruction and lesson planning? • What do you anticipate to be challenges in supporting students in developing proficiency in these practice standards? What actions will you take to address and overcome these challenges? • What questions remain for you about the mathematical practice standards?

31. Reflection…In the Classroom? Instruction, Instruction, Instruction! Tool: Instructional Practice Evidence Guide ★ I/We are ready to go and have this strongly in place! ✔I/We have some aspects of this in place but we have more work to do. ✖I/We haven’t started this yet and need to know more about it.

32. Confirmed vs. MythBuster VS..

33. Confirmed vs. MythBuster 1. The math CCSS only focus on skills, not content knowledge. Key math topics are missing or appear in the wrong grade levels. 3. The math CCSS prescribe to teachers how to teach. 4. The Common Core State Standards require a lot of funding to implement. 5. The rigor and complexity of the math CCSS begins in Kindergarten and continues to accelerate through high school using an integrated approach.

34. Starting with Clear Targets

35. Reflection

36. Wrap-Up  I CAN identify the content, format and structure of the Math CCSS.  I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS.  I CAN explain curriculum and assessment strategies to implement CCSS in my classroom, school or district.  I CAN determine my next steps to implement CCSS successfully in my classroom, school, district and select useful resources to support me.