CCSS

Lets Get Ready to Rumble..Common Core State Standards VS. YOU

Please Sign In!1Agenda PART 1 (Make-up)Thursday, December 15, 2011Change is coming!What I Think I know about CCSSTeach Less Learn MoreWith David ColemanCCSS BackgroundWhat are CCSS and Why are they important?SC Dept. of Ed. Video Implementing the CCSSWrap UP

2Stages of Change

Not ReadyIt is important to attend to the emotional and social needs of educators as they face the changes required by the revised standards and new assessments.

Using the work of Shirley Hord, Realizing School Improvement Through Understanding the Change Process, we can be aware of their needs and what we can do to alleviate their anxieties.

Precontemplation is the stage at which there is no intention to change behavior in the foreseeable future. Many individuals in this stage are unaware or underaware of their problems.

3Stages of Change

Getting ReadyContemplation is the stage in which people are aware that a problem exists and are seriously thinking about overcoming it but have not yet made a commitment to take action.4Why this is importantEvery state had 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

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6Stages of change

ReadyPreparation is a stage that combines intention and behavioral criteria. Individuals in this stage are intending to take action in the next month and have unsuccessfully taken action in the past year.

Next stages:Implementation (Action) Uses materials and wants more informationConfirmation (Maintanence) Finalizes decision to adopt change fullyRelapse - Relapse can occur at any of the stages. Individuals may need to cycle through some stages a couple of times. This also provides opportunities to learn about the barriers to implementation

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8Stages of change - resourcesHord, Shirley (1990), Realizing School Improvement Through Understanding the Change Process, Issues about Change, Volume 1 Number 1, http://www.sedl.org/change/issues/isssues11.html, April 7, 2011.

Also see Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon, p. 61, 63.

9CCSS What I KnowUsing chart paper 2 minutesList all that you think you know about CCSS

Share 1 minute

10CCSS Knowledge Sheet As we go through this introduction, use this sheet to record new findings about CCSS

11What do you think of when you hear.CommonCollaborative (multi-states)CoreFocus (spending more time on fewer things)12What is the difference?

2007 Math StandardsCCSSMile wide/inch deep vs. less, but heavy13Teach Less Learn MoreWhat does this mean?Do less more effectively (fewer things done well) This is the CORE of the Common CoreDavid Colemans Math Intro14Just a little backgroundCollege and career readiness standards developed in summer 2009What this actually meansBased on the college and career readiness standards, K-12 learning progressions developedMultiple rounds of feedback from states, teachers, researchers, higher education, and the general publicFinal Common Core State Standards released on June 2, 2010

Recent PARCC newsletter puts it well:

Despite the mounting evidence, there continues to be some resistance to the college- and career-ready agenda, largely stemming from a misunderstanding that it means that all students should go to four-year colleges. In fact, being "college- and career- ready" is about graduates having options and choosing their own career path. To do so, graduates must leave high school readythat is, without the need for remediationfor additional education and/or training whether that is at a community college, technical college, apprenticeship or certificate program or a four- year college degree. June 30, 2011

41% students enter post-secondary experience

15So, what are the CCSS?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 NGA Center and CCSSO

16Assessment ConsortiaPartnership for the Assessment of Readiness for College and Careers (PARCC)http://www.fldoe.org/parcc/

SMARTER Balanced Assessment Consortium http://www.k12.wa.us/SMARTER/

We had a 3rd option to choose a home grown approachbut we will definitely choose one of these consortia.17Implementing CCSSChallenge:CCSS assessments not available for several years (2014-2015 deadline)Recognizing that CCSS are not business as usual

18Straight from the horses mouthWhat you need:Your CCSS open to page 5Implementation sheet from Helms/GriffinCCSD Transition Plan from H/GFormat of K-8 Standards sheet from H/G

Implementing CCSS segment 1

4:40 BEGIN6:07 Implementation, there is only 1 bridge year 2013-2014 (HANDOUT)7:09 speaker, 2 key points9:17 Organization Focus Areas/pageFocus Page 3rd pg. 21 4 focusesFocus Page 4th pg. 27 3 focusesFocus Page - 5th pg. 33 3 focuses10:39 STOP11:54 BEGINOrganization Overview page 3rd (pg. 22), 4th (pg. 28), 5th (pg. 34)13:37 Organization Standards (page 5) (HANDOUT)Standard individual indicatorClusters IndicatorsDomains Strands15:54 - STOP

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These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

CCSS (2010, p.5)Whats different about CCSS?Too often in the past, important components of NCTM Standards, such as the process standards, were voluntary for teachers to implement.

Now, with CCSS, standard assessments are part of states adoptions of the standards. And, because those assessments will address all aspects of the standards, implementing these more challenging aspects of the standards will be mandatory, not voluntary.

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CCSSMathPlease Sign In!21CCSS for MathematicsDesign and OrganizationStandards for Mathematical PRACTICEStandards for Mathematical CONTENTWhat the CCSS promiseWhats next?Agenda PART 2Tuesday, December 13, 201122CCSS for MathematicsIn a nutshell

23Two types of mathematics standards

Standards for PracticeStandards for Content

Share both sets of Standards with Participants.

CCSS have two sets of Standards for Mathematics. Both types of standards will be assessed and both need to be a part of regular instruction and teachers need to understand and be familiar with both types of standards.

24Design and OrganizationStandards for Mathematical PracticeCarry across all grade levelsDescribe habits of mind of a mathematically expert student

Standards for Mathematical ContentK-8 standards presented by grade levelOrganized into domains that progress over several gradesGrade introductions give 24 focal points at each grade levelThese do not mean, skip everything elseHigh school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

25Key AdvancementsFocus and coherenceFocus on key topics at each grade level.Coherent progressions across grade levels.Balance of concepts and skillsContent standards require both conceptual understanding and procedural fluency.Mathematical practicesFoster reasoning and sense-making in mathematics.College and career readinessLevel is ambitious but achievable.26Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education.

(CCSS, 2010)

The next few slides describe the connections between the new Standards for Mathematical Practice and their predecessors the NCTM Process Standards and the NRCs Stands of Mathematical Proficiency. Review each of the slides and ask for any questions from participants.

27Underlying FrameworksNational Council of Teachers of Mathematics

5 Process StandardsProblem SolvingReasoning and ProofCommunicationConnectionsRepresentations

NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.Participants will probably be familiar with the process standards, so dont spend time here.

28Underlying frameworksStrands of Mathematical Proficiency

Strategic CompetenceAdaptive ReasoningConceptual Understanding

Productive DispositionProcedural Fluency

NRC (2001). Adding It Up. Washington, D.C.: National Academies Press.

Some participants are likely to be unfamiliar with NRC Adding it Up. Mention that these build upon and expand NCTM Process Standards. Briefly mention inter-related nature of these proficiencies, then move to next slide that defines each of these proficiencies.

Adding It Up: Helping Children Learn MathematicsNational Research Council

29Strands of mathematical proficiencyConceptual Understanding comprehension of mathematical concepts, operations, and relations

Procedural Fluency skill in carrying out procedures flexibly, accurately, efficiently, and appropriately

Strategic Competence ability to formulate, represent, and solve mathematical problems

Adaptive Reasoning capacity for logical thought, reflection, explanation, and justification

Productive Disposition habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones own efficacy.Dont read slideparticipants can do that.

Consider doing turn and talkhow are these different from NCTM process standards. e.g., strategic competence includes formulating problems . . . Includes representationBe sure to draw attention to productive dispositionsince that is different than what is explicitly in NCTM Process standards and is very important for practices.

30Standards for mathematical practiceMake 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.Refer participants to the handout with the description of the CCSS Standards for Mathematical Practices. Green sheet.

31The standards for mathematical practiceTake a moment to examine the first three words of each of the 8 mathematical practices what do you notice?

Mathematically Proficient Students

We will delve deeper into each of these 8 mathematical practices during our after school sessions.

Do actively on slidePAGE 6 OF THE CCSS FOR MATH32A closer look at

Mathematical Content33Progression ModelCoherence in mathematics: everything you learn, buildsits not wastedK12345678HSCounting & CardinalityNumber and Operations in Base TenRatios and Proportional RelationshipsNumber & QuantityNumber and Operations FractionsThe Number SystemOperations and Algebraic ThinkingExpressions and EquationsAlgebraFunctionsFunctionsGeometryGeometryMeasurement and DataStatistics and ProbabilityStatistics & ProbabilityThis diagram illustrates how the domains are distributed across the Common Core State Standards. What is not easily seen is how a domain may impact multiple domains in future grades. An example is K-5 Measurement and Data, which splits into Statistics and Probability and Geometry in grade 6. Likewise, Operations and Algebraic Thinking in K-5 provides foundation Ratios and Proportional Relationships, The Number System, Expressions and Equations, and Functions in grades 6-8.Discuss k-5 expectations

34Major Flows leading to AlgebraWhole numbers and their manipulation

What you learn about the role of operations, like the role of subtraction, like the commutative propertyCrucialBecause of structural differences between the disciplines of mathematics and English Language Arts, the mathematics standards do not support such easy analysis of the progression of standards across grades.

This diagram depicts some of the structural features of the mathematics standards, where several different domains from grades K-8 converge toward algebra in high school. This diagram does not include other flows, such as from Number and OperationsFractions in grades 3-5, to Ratios and Proportional Relationships in grades 6 and 7, to Functions in grade 8 and high school, with connections to geometry and probability.

35You may see3.NBT.2This refers to the 3rd grade Number and Operations in Base Ten standard 2

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The promise of standards

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

37Elementary school teachers will be the busiest. They are critical to the success of this Common Core initiative yet have more than mathematics to teach. as Denise Mewborn wrote, solve a problem several different ways, compare and contrast the various solution strategies, explain the connections among the strategies, and explain why each strategy works? Whoa: That is a lot. But that sounds to me like a darn interesting and valuable class and a class that will prepare students for thoughtful and successful mathematics study in the future.

Mathematics musings: the Common Core, algebra, and instruction by Abner Oakes

38Next stepsWe have seen an overview.Our next step will be to look at the meat of CC.We will do this through a comparative lenscomparing what we are teaching to what is required by the CCSS.

39Questions:

40Resourceshttp://www.mathedleadership.org/ccss/materials.htmlwww.insidemathematics.orghttp://player.discoveryeducation.com/index.cfm?guidAssetId=DF245DFE-F3E8-478A-BC7C-58FD1C4CA1AD&blnFromSearch=1&productcode=USwww.assm.uswww.nctm.org

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