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 CoreLaura ChamblessSt. Clair County RESAwww.protopage.com/lchambless

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

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

4. Alignment & Pacing GuideIs 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 DocumentFind these parts of the CCSS DocumentCritical AreasGrade OverviewMathematical PracticesStandardsWhat can you tell me about each part?

6. Design and OrganizationElementary/Middle SchoolContent standards define what students should understand and be able to do

7. Clusters are groups of related standards

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

9. MDE CrosswalkFind these parts in the Crosswalk:IntroductionMathematical PracticesCritical AreaProgression of CCSS across gradesCommon Standards with GLCEsContent moving outContent moving in

10. Standards & CrosswalkOn 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 DifferentMathematical Practices are crucial Higher Order Thinking VerbsUnderstand – 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 DomainsStarting PointStarting PointEnding PointEnding 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, 2010Standards for Mathematical PracticeCarry across all grade levelsDescribe habits of a mathematically expert studentStandards for Mathematical ContentK-8 presented by grade levelOrganized into domains that progress over several gradesGrade introductions give 2-4 focal points at each grade levelHigh school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability

15. Standards for Mathematical PracticeMake sense of problems and persevere in solving themReason abstractly and quantitativelyConstruct viable arguments and critique the reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated reasoning

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

18. ActivityFreddy 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.html1.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 report5. Reflection Time: Which Mathematical Practices did you use.

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

20. Common State Achievement Assessments: Beginning 2014-15

21. English Language Arts and Mathematics, Grades 3 – 8 and High SchoolOptional Interim assessment system — no stakesSummative assessment for accountabilityLast 12 weeks of year*DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.INTERIM ASSESSMENTINTERIM ASSESSMENTPERFORMANCETASKS Reading

22. Writing

23. MathCOMPUTERADAPTIVE ASSESSMENTComputer Adaptive Assessment and Performance TasksComputer Adaptive Assessment and Performance TasksScope, sequence, number, and timing of interim assessments locally determinedRe-take optionThe 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

27. SBAC: Two Components of the Summative Assessment30-Aug-11+COMPUTERADAPTIVEASSESSMENTPERFORMANCE TASKS Measure the ability to integrate knowledge and skills, as required in CCSS

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

31. A computer adaptive assessmentgiven during final 12 weeks of theschool year*Multiple item types, scored byComputer, including tasks Students will have the opportunity to take the summative assessment twice

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.

33. Last 12 weeks of year*SBAC: Performance TasksOne reading task, one writing task and 2 math tasks per year. Examples: ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay. Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it.PERFORMANCETASKS Reading

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

37. Last 12 weeks of year*SBAC: End-of-Year Assessment Composed of approximately 40 to 65 questions per content area Uses adaptive delivery for more efficient testing and more accurate measurement of all students, across the performance spectrum (important in measuring growth)COMPUTERADAPTIVEASSESSMENT Scores from items that can be scored immediately will be reported, and then updated as scores from those requiring human scoring or artificial intelligence are completed Students who are approved to do so may take the assessment a second time, but will see a new set of items* Time windows may be adjusted based on results from the research agenda and final implementation decisions.30-Aug-11Re-take option

38. Last 12 weeks of year* Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual score for accountability. Performance tasks may begin prior to the final 12 weeks of the year, based on research studies and final implementation decisions.PERFORMANCETASKS Reading