This document discusses implementing the Common Core State Standards for Mathematics (CCSS-M). It begins by asking questions about how different parts of the mathematics education system are responding to the introduction of the CCSS-M, including states, schools, teacher education programs, and professional development. It then discusses distinguishing between alignment of curriculum and assessments with the standards and ensuring high quality. The rest of the document focuses on one school district's approach to transitioning to the CCSS-M, covering their work on developing curriculum, instruction, professional development, assessment, and engaging parents and the community.

1. Implementing the CCSS-M
Where are You? What’s Important?
Francis (Skip) Fennell
Professor of Education
McDaniel College, Westminster, MD
&
Project Director
Elementary Math Specialists & Teacher Leaders Project
June 6, 2013

2. Driving the CCSS

3. 3
And now…3 years since adoption…

4. Questions Emerging
Research Needs
• How is the mathematics education system responding to the
introduction of the CCSS?
 States, school districts, and schools
 Preservice teacher education—all types
 Professional development
 Professional societies
• Distinguishing between alignment and quality
• The influence of the CCSS will be strongly mediated by the
consortia assessments.
Heck, Weiss, & Pasley, A Priority Research Agenda for Understanding
the Influence of the Common Core State Standards for Mathematics, 2011.

5. Think about…
1. When you think about the transition implementation of
the Common Core, what is most important to YOU?
2. When you think about your role, what do you need (in
terms professional growth) to ensure that you are ready
and able to lead others through the CCSS
implementation?
3. What are the challenges (elephants in your room), related
to the Common Core, facing your school and/or district?

6. In the Classroom
• The Mathematical Practices and Content Domains and
Planning
• The Mathematical Practices and Content Domains and
Teaching
• The Mathematical Practices and Content Domains and
Assessment

7. One Outstanding Example
Howard County (MD) Public Schools

8. Transitioning and Implementing the
Common Core State Standards…
One District’s Approach
Kay B.
Sammons
ksammons@hcpss.org
Elementary Mathematics
Howard County, Maryland
John
SanGiovanni
jsangiovanni@hcpss.org
Elementary Mathematics
Howard County, Maryland

9. jsangiovanni@hcpss.org

10. Howard County
72 schools, 40 elementary
50,000 students
• Title 1 elementary schools
• Elementary schools with full-time math coaches
• Full-time RECC programs
• Elementary school enrollments range from 350 to 1,000

11. About Today:
• Opportunity to exchange ideas for
solutions to common problems.
• Receive links to curriculum,
instruction, assessment, and PD
resources.

12. Topics for Discussion:
• Curriculum and instruction
resources
• Professional development
• Assessment
• Supporting parents and community

13. At Your Table/With a Shoulder Buddy
• Who are you?
• Where are you from?
• What is your favorite number?
• Why is it your favorite number?

14. Where we started….
In June 2010, the Maryland State
Board of Education adopts the
Common Core State Standards.

16. Design
Elements
Curriculum
Instruction
Professional
Development
Assessment
Parents /
Community

17. Collaboration
Public
Relations
Early
Childhood
Gifted
and
Talented
Special
Education

18. Scope and Sequence
Instructional Resources
Commercial Programs?
Content Understanding
Design Element:
Curriculum

19. Curriculum
Development
• Implementation plan
• Delivery system
• Scope and Sequences

20. http://grade1commoncoremath.wikispaces.hcpss.org

21. Planning Resources
Homework
Routines
Scope and Sequence
Resources by Standard

24. Formative Assessment
District Assessments
Data Collection
PARCC/SB Assessments
Design Element:
Assessment

25. Formative Assessment
• Student learning targets
• Formative assessment
tasks
• Systemic rubric
• Progression of skills and
concepts

27. Laying the Foundations…
Concept Progressions

28. Assessments
• Understanding PARCC
• Developing Plan for
Assessments
• Beginning and End-of-
Year
• Quarterly
• Formative Assessments
to drive instruction
• Developing items

29. Content and Practice
Standards
Pedagogy
Delivery Methods
Engaging All Stakeholders
Design Element:
Professional
Development

30. Professional Development
• PD Modules for every
teacher in every grade
level
• After school long range
planning for teachers
implementing CC
• Content workshops to
develop content
understanding
(NumberTalks, Pizzas/Pies,
Mastering Basic Facts)

31. Professional Development
• Delivery through the
curriculum
• Math Coaches
• Administrators and other
offices
• Long range planning in
June

32. Resources for Parents
What’s the message?
Delivery Methods
Engaging All Stakeholders
Design Element:
Parents and
Community

33. Making Connections
• Joint meeting with
five Maryland
districts
• Math Coaches
• Focus Groups

34. Parents and Community
• Created online resources
• PTA and International
Nights
• BOE Television Spots
• Newsletters
• Parent Friendly Practices
• “What Your Child Will
Learn” with parent
friendly standards
http://smart.wikispaces.hcpss.org

35. Questions
Curriculum
Professional
Development
Assessment
Parents /
Community

36. Poll
Which transition design element are
you most interested to discuss?

37. DreamBox Combines Three Essential Elements
to Accelerate Student Learning

38. For more information visit:
www.dreambox.com