This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.

1. Getting Started With Common Core Laura Chambless St. Clair County RESA www.protopage.com/lchambless

2. Learning Target I can read, use, and understand the level in which I need to teach the Common Core State Standards.

3. CCSS What do you remember from last year’s introduction and/or this summers self exploration?

4. Alignment & Pacing Guide Is your grade level pacing guide done and aligned with CCSS? What are you cutting out of your old program? What concepts are you increasing teaching time on? Are all the CCSS covered?

5. CCSS Document Find these parts of the CCSS Document Critical Areas Grade Overview Mathematical Practices Standards What can you tell me about each part?

7. Clusters are groups of related standards

8. Domains are larger groups that progress across gradesSource: MDE- Math Common Core Power Point

9. MDE Crosswalk Find these parts in the Crosswalk: Introduction Mathematical Practices Critical Area Progression of CCSS across grades Common Standards with GLCEs Content moving out Content moving in

10. Standards & Crosswalk On your CCSS document, circle all the CCSS that are common to the GLCEs. Star the standards that are coming into your grade level. On the front of the document, write the concepts that are moving out of your grade level. Then put an X over your writing.

11. How Are CCSS Different Mathematical Practices are crucial Higher Order Thinking Verbs Understand – Comprehension Level (2) Compare – Comprehension Level (2) Solve – Application Level (3) Classify – Analysis Level (4) Analyze – Analysis Level (4) Organize – Synthesis Level (5) Relate – Evaluation Level (6) Determine – Evaluation Level (6)

12. How Else Are They Different? Each grade level is accountable for their critical areas. Each grade level is building skills for the next grade level. CCSS concepts have distinct starting and ending points. Mathematical Practices are K-12

13. K-8 Domains Starting Point Starting Point Ending Point Ending Point

14. Mathematics/Standards 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 Standards for Mathematical Practice Carry across all grade levels Describe habits of a mathematically expert student Standards for Mathematical Content K-8 presented by grade level Organized into domains that progress over several grades Grade introductions give 2-4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability

15. Standards for Mathematical Practice Make 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

17. Math Practices http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice Read Math Practices 1 and 3. Take time to read about the practices. (5 min) Share what you learned with a partner. (2 min)

18. Activity Freddy Fly and Martha Maggot have 9 sticky lollipoos - not lollipops. Don't ask what they are - you don't want to know. If Freddy Fly has 5 fewer lollipoos than Martha Maggot, how many lollipoos does Freddy Fly have? http://www.homeschooling-paradise.com/math-word-problems-first-grade.html 1.Work with a partner(s) to solve this problem. 2. Illustrate the problem and write an equation. (5 min) 3. Is there another way you can illustrate the problem? 4. Sharing Time: 1 minute group report 5. Reflection Time: Which Mathematical Practices did you use.

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

20. Common State Achievement Assessments: Beginning 2014-15

22. Writing

23. MathCOMPUTER ADAPTIVE ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Re-take option The SBAC Assessment System * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

24. Assessment Design

25. Assessment Design

26. Assessment Design

28. Each task administered in two hour-long sittings.

29. Computer-delivered, during final 12 weeks of the school year*

30. Results within 2 weeks

32. Scores from the performance assessment and the computer adaptive assessment will be combined for annual accountability scores. * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

34. Writing

35. Math

36. Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies.* Time windows may be adjusted based on results from the research agenda and final implementation decisions. 30-Aug-11

39. Writing

40. MathCOMPUTER ADAPTIVE ASSESSMENT Re-take option SBAC: Summative Components * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 30-Aug-11

42. Sample Item http://www.k12.wa.us/Mathematics/ReleasedItems.aspx

43. Teaching Strategies Proof Drawings & Problem Solving Math Talk

44. Proof Drawings Problem Solving Video Problem Solving in Math Expressions Article and/or NCTM Focus Points Book Article Pg 2 Understanding The Situation Pg 4 Math Drawings vs Numeric Drawing Pg 5 Levels of Addition and Subtraction Solution Methods

45. Make sense of problems andpersevere in solving them. Students should be able to: Explain the meaning of the problem. May use concrete objects and/or pictorial representations. Come up with a strategy for solving the problem. Identify the connections between two different approaches to a problem. Determine whether or not the solution makes sense. Source: LuAnn Murray- Mathematics Coordinator Genesee ISD

46. Math Talk Video Math Talk Article from Math Expression website http://www.eduplace.com/math/mthexp 1. Read Article 2. Talk to partner or group of 4 *Where is your teaching at in the gradual transformation elements on page 2.

47. 3. Construct viable arguments and critique the reasoning of others. Students should be able to: Make conjectures. Use counterexamples in their arguments. Justify their conclusions and explain them to others. Listen and/or read other’s arguments and determine if they make sense. Ask questions to get clarification of an explanation. Source: LuAnn Murray- Mathematics Coordinator Genesee ISD

48. Mathematical Practices As a group, fill in the CCSS Mathematical Practice 6 question worksheet. Impact on instruction Implementation look/sound like Students need Teachers need Assessment Grading

49. 60 Minute Lessons Start: quick review, game, video Lesson: manipulate, draw, talk, write Differentiation: centers, sponge activities Technology: white board activities, iPod apps, computer games, flip camaras

50. Pacing Guide and Assessments How was it aligned to CCSS? Does the pacing guide look reasonable? What needs to be done with assessment? Do you understand the depth of the content standards so they can be assessed at the same level?

51. Learning Target I can read, use, and understand the level in which I need to teach the Common Core State Standards.

52. Thanks Evaluation