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**WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE**

3/27/2017 WELCOME TO THE MAISA COMMON CORE STATE STANDARDS INITIATIVE MATHEMATICS CURRICULUM MATERIALS SESSION August 8, 2013 Presented by: Denise Brady Shiawassee RESD/Clinton County RESA Mathematics Consultant Amanda Milewski; Denise Brady;

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**AGENDA Session Overview, Development and Current Status of the Project**

CCSSI Mathematics Curriculum Materials/Resources and Professional Learning Models Exploring a Complete Unit of Study Teaching and Learning Trajectories Across Grades Curriculum Alignment Model Modified Lesson Study Model Planning for Transition 27-Mar-17

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**MAISA CCSSI Collaborative Allegan Area ESA Berrien RESA**

3/27/2017 MAISA CCSSI Collaborative Allegan Area ESA Berrien RESA Clinton County RESA Genesee ISD Kalamazoo RESA Kent ISD Macomb ISD Manistee ISD Muskegon ISD Oakland ISD Ottawa ISD Shiawassee RESD Traverse Bay Area ISD Wayne RESA Wexford-Missaukee ISD Mathematics Leadership Team Meets monthly to discuss the project Amanda Milewski; Denise Brady;

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**Collaborations WITHIN MICHIGAN**

3/27/2017 Collaborations WITHIN MICHIGAN Glenda Lappan and Betty Phillips, MSU, Middle School Mathematics Content Edward Silver, UM, Algebra Teaching and Learning 7 – 11 Jack Smith, MSU, Elementary Measurement BEYOND MICHIGAN Hugh Burkhardt, Shell Centre, Secondary Assessment National Council of Supervisors of Mathematics Amanda Milewski; Denise Brady;

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**Phase 1 6 – 8 Units on Ratio K - 5 Units on Place Value 9 - 11 Units**

3/27/2017 Phase 1 6 – 8 Units on Ratio Common Unit & Lesson Templates Common Focus Area for Unit Content Materials written and revised based on reviews from the field Units on Transformations K - 5 Units on Place Value app.gosoapbox.com Event Code: Amanda Milewski; Denise Brady;

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**Phase 2 4 additional units per grade provided in 2012-2013**

3/27/2017 Phase 2 Leadership from ISDs determine content for future units 4 additional units per grade provided in 3 additional units per grade provided TOTAL of 6 to 8 units per grade level from the project Units, Lessons, and Assessments written Pilot and Review Teams from ISD provide feedback for Reviews PROCESS INFORMATION Amanda Milewski; Denise Brady;

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**PHASE 3 Three Year Implementation**

3/27/2017 PHASE 3 Three Year Implementation Year 1 One unit of study per grade (K-11) for both ELA and Math Year 2 Four additional units of study per grade (K-11) fro both ELA and Math Year 3 Full K-11 curriculum model for both ELA and Math aligned to CCSS Proposed process for development of K-11 curriculum aligned to Common Core State Standards for both ELA and Mathematics Amanda Milewski; Denise Brady;

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**GRADE LEVEL STRUCTURE 3/27/2017**

Per Grade Level 6-8 Units 1 Highlight Lesson per Unit of Study 1 Formative Assessment Task Designed Around Re-engagement Professional Learning Tasks (Artifacts) Professional Learning Resources Instructional Resources Amanda Milewski; Denise Brady;

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**CCSS Mathematics Standards**

Standards for Content Standards for Practice Greater balance of concept and skill development Greater access for all students New focus on Mathematical Modeling Problem Solving Reasoning 9

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“To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance. To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning…” Darling-Hammond and Richardson, 2009

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**What discussions need to happen locally to implement the CCSS units?**

Implementation . . . 3/27/2017 FOCUS QUESTIONS What do teachers or administrators need to consider as they implement the CCSS units ? How might the MAISA CCSSI Curriculum Materials be a tool to support CCSS implementation? What discussions need to happen locally to implement the CCSS units? Amanda Milewski; Denise Brady;

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**Common Core State Standards MAISA Initiative**

3/27/2017 Common Core State Standards MAISA Initiative The goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators as they move toward full implementation. CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly designed to highlight needed shifts in content related and pedagogical practices. Highlight Lesson Formative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.) Amanda Milewski; Denise Brady;

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**Key Features of CCSS addressed in CCSSI materials**

3/27/2017 Key Features of CCSS addressed in CCSSI materials Emphasis on the use of student thinking within instruction and assessment Attention to both content and practice standards to support a balance of conceptual understanding and procedural fluency Incorporation of mathematical explanations by students Use of multiple representations (technology) Integration of accessibility strategies including attention to Title One support strategies Learning opportunities and assessments that include inquiry and exploration Embedded research-based tools to support implementation Cover sheet being developed to emphasize in what ways Title One strategies are built into the units to create access for all students. Ie; use of color, grid paper, paddy paper Amanda Milewski; Denise Brady;

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**Connecting Representations**

3/27/2017 Connecting Representations Pictures Oral Language Manipulative Models Real-World Situations Written Symbols Geometric/ Graphical Verbal (written and oral) Tabular Contextual Symbolic Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier, (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp ). Hillsdale, NJ: Lawrence Erlbaum. Amanda Milewski; Denise Brady;

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**Frequently Asked Questions**

Will this curriculum replace my instructional materials? No, these materials are designed to support teachers’ use of their instructional materials. They are intended to be tools to guide instruction and provide contexts for professional learning as teachers reorganize their instruction and work to implement the CCSS Not self-enacting Hand out FAQ Document and reference in Atlas Give time to process

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**Professional Learning Models**

Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study These are the four professional learning models prepared that can be guides for collaborative work within districts. The MAISA CCSSI Mathematics Curriculum Materials consist of a unit overview, a highlight lesson, and a sample formative assessment. This model is one of four to help us plan for how to use our current textbooks (or primary instructional resources) to support teaching and learning of the Common Core State Standards for Mathematics (CCSS-M).

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**Model 1: Exploring a Complete Unit of Study**

MAISA Common Core State Standards Initiative (CCSSI) Model 1: Exploring a Complete Unit of Study 30 min orient participants to the organization of a unit and highlight lesson 1 hour do highlight lesson & discuss Facilitators need to decide which piece(s) of the highlight lesson on which to focus. You are not likely to have enough time to enact the entire highlight lesson and discuss. The purpose is to have opportunities to discuss instructional moves, ties to Standards for Mathematical Practice, and essential questions. 30 to 40 min - The purpose is to help participants make sense of the notion of reengagement and discuss/experience a portion of the formative assessment. This structure exemplifies a shift from primarily traditional summative type classroom assessments to assessments that are planned for and structured to support ongoing student learning. Materials: Participants will need copies of Unit, Highlight Lesson and Formative Assessment task (reengagement task)

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**Key Characteristics of Mathematics Standards**

Focus on key topics at each grade level so that students gain strong foundations Coherence: Connections across grades AND link major topics within grades Rigor: An increase in conceptual understanding, procedural skill and fluency, and application with equal intensity Mathematical practices: Foster reasoning and sense- making in mathematics 18

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UNIT TITLES

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**Grade Level Unit Components**

Unit Themes Graphic Focus Questions Intellectual Processes Key Concepts Content Standards Abstract CCSS Standards Instructional Resources Illuminations Children’s Literature Texas Instruments References Applets Professional Resources NCTM Articles Books In Groups….

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**Orientation to the Unit**

Refer to the unit overview: Where do you see opportunities for teachers to grow their understanding of mathematics content and develop standards for practice? How might a single unit support teachers in making both content related and pedagogical shifts in practice? Further prompts: What’s important about the ___________ (graphic organizer, unit abstract, questions to focus instruction and assessment)? What support might the ___________ (graphic organizer, unit abstract, questions to focus instruction and assessment) provide? These units do not include day-to-day lessons. Given this, how might this unit help you think about how to use your instructional materials more effectively? Sample responses: There are connections represented between math ideas in the graphic organizer. Seeing these connections help me see some connections I haven’t made. I can use the graphic organizer to help me think about math connections I need to help my students make. The graphic organizer and the abstract help me think about what kinds of lessons from my textbook I might include to teach this unit. The abstract also helps me see how the math ideas develop throughout the unit. They help me see where to start, where to end, and how deep to go with a particular standard within a particular unit. I can use the questions to focus instruction and assessment to help my students and me stay focused on the math goals of the unit. These help me highlight key ideas in the Common Core that may or may not be in my instructional materials. The Intellectual Processes (Mathematical Practices) can remind me to explicitly help my students develop these practices. While all 8 practices can be incorporated into many lessons in some manner, I need to make sure I give focused attention to some of these standards also.

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**Atlas Curriculum Mapping**

Units, Highlight Lessons, Formative Assessments and other resources available in Atlas by Rubicon GO MAISA SITE Pull up Grade 4 unit 5 Highlight Lesson

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Units of Study Lesson resources Assessment resources Professional resources Video Sample student work And more

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**Highlight Lesson Components**

Highlight Lesson Themes Graphic Focus Questions Intellectual Processes Key Concepts Highlight Lesson Content Standards Abstract CCSS Standards Lesson Instructional Resources Sequence of Lesson Activities Selecting and Setting up a Mathematical Task Launch Supporting Students’ Exploration of the Task Sharing and Discussing the Task

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**Thinking Through a Lesson Protocol**

Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14,

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**TEACHERS & TASKS MATTER**

3/27/2017 TEACHERS & TASKS MATTER Tasks as set up by teachers they appear in curricular materials enacted by teachers and students Student learning The Mathematical Tasks Framework Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) Amanda Milewski; Denise Brady;

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**Reengagement A Formative Assessment Strategy**

is a formative assessment strategy by which teachers use information from student work to design a learning opportunity that is an evolution of the original task and is focused on enhancing students’ current understandings; is grounded in the effective and intentional use of student thinking to forward learning; and requires interactions between and among teachers, students, and the content to be learned. A Reengagement lesson is a type of formative assessment strategy. Think back to the graphic Read 1st bullet – point out that using student work is the analysis phase Read 2nd bullet – Effective and intentional use of student thinking is the instructional decisions we make with the student evidence in mind to engage students in our mathematical goal Read 3rd bullet – Formative Feedback requires interactions that are specific to student understandings and the content to be learned

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**Formative Assessment Reengagement Framework**

Give the assessment task Collect and analyze student thinking Reengage students with an evolution of the original task Summarize Provide independent practice Reengagement is one strategy for FA

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**CCSSI Curriculum Resources**

In groups: Individually consider either the Unit, Highlight Lesson, or Formative Assessment: Where do you see opportunities for students and teachers to grow in their: understanding of mathematics content AND practices use of technology for instruction? How might your teachers use these resources? You may choose to skip this slide depending on conversation the group has already had about the Unit, Highlight Lesson, and Assessment. Be prepared to share your thinking with your group!

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**Professional Learning Models**

Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study

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**MAISA Common Core State Standards Initiative (CCSSI)**

Model 3: Learning Trajectories across Grades Note: You might consider using Model 1 slides to introduce teachers to the units if they are not already familiar with the materials before using Model 3 slides.

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**Learning Trajectories and the Common Core State Standards**

“A teacher or test designer seeing exclusively within the grade level will miss the point [of the number line]. Multi-grade progression views of standards can avoid many misuses of standards” (p.43). How might understanding the CCSS learning trajectories improve student learning? This quote is from a 2012 Report from the THE CONSORTIUM FOR POLICY RESEARCH IN EDUCATION (CPRE). It is intended to highlight the importance of the trajectories built into the common core and to remind participants that it is no longer ok to just look at the standards for your grade because you will miss important ideas. This focus question and the next activity are designed to introduce participants to a trajectory and to offer them the opportunity to consider for themselves ways in which understanding how content develops across grades might be used to provide better more effective instruction for students. Give teachers a few moments to talk with a partner about this focus question and then another minute or so to make some notes in their journals that they can add to as the activity proceeds. Lead-in to next slide: Within grade trajectories: standards are targets for end of grade We must also take into account the structure of the standards = across grade content trajectories

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UNIT TITLES The trajectory we are working with today.

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**Learning Trajectories Across Grades Professional Learning Model 3**

Activity – Working with your table group, discuss the development of the mathematical ideas across the grade levels. What do you notice about the development of the mathematics across the grades? How might understanding this mathematical trajectory impact instruction, particularly issues of accessibility and formative assessment? Give one or two specific examples of how this might impact some aspect of teaching. Handouts: One Unit Overview at each grade level in your grade band representing a portion of the content trajectory Define the mathematical focus idea for each grade band 3-6 Fractions Organize participants into table groups with one person representing each grade level in your grade band. Focus Question #1: Begin by asking teachers to review the Unit Overviews for each of the grade levels in their grade band making notes about how the mathematics develops. After everyone in the group has had a chance to read the Unit Overviews individually, ask them to discuss what they noticed. As participants are talking and/or drafting their posters, you may wish to pose the following questions to press them for a more careful read of the Unit Organizers and greater detail in their thinking: Have you considered how the graphic organizer in the Unit Overviews relate to the mathematical focus idea? How do the graphic organizers and the unit abstracts interact with one another? Which parts of this trajectory is/are the most difficult for students? Teachers? Focus Question #2: Once participants have a representation of the trajectory, move them on to consider question #2 as a group. Ask them to add at least one example describing a way in which knowing the trajectories of the mathematics might inform/shift their teaching for the better. Facilitators look for group/s to share trajectory ideas that would exemplify any of the following (working to generalize or scaffold this process): What features of the unit helped make the trajectory explicit. What did you specifically attend to in the unit to study the trajectories?

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**Learning Trajectories and the Common Core State Standards**

RESOURCES: Look at the 3-5 Number and Operations Fractions Progression as an example

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**Building Connections & Coherence at Two Levels**

Work at the systems level: Course curriculum design within and across grades/courses Course offerings (tracking, acceleration, integrated content) Instructional tasks Collegial conversations within and across grades/courses (District Dialogues) Work at the classroom level: Task selection Assessment for learning Identifying misconceptions Connecting to prior knowledge and future lessons (mathematical language, tasks, strategies) Reflection sheet Work at the systems level: How do Learning Trajectories impact our work at systems level? Work at the classroom level: How do Learning Trajectories impact your classroom? 36

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LUNCH 12:00-12:45

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**Professional Learning Models**

Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study These are the four professional learning models prepared that can be guides for collaborative work within districts. Today we are focusing on Model 2, Curriculum Alignment. As you know the MAISA CCSSI Mathematics Curriculum Materials consist of a unit overview, a highlight lesson, and a sample formative assessment. This day is designed to help us plan for how to use our current textbooks (or primary instructional resources) to support teaching and learning of the Common Core State Standards for Mathematics (CCSS-M).

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**MAISA Common Core State Standards Initiative (CCSSI)**

Model 2: Mathematics Curriculum Alignment: Using the MAISA CCSS Mathematics Curriculum Materials to Guide Instruction There are four models for professional learning that the MAISA Mathematics Leadership Team Developed. Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study While these are not the only four ways to engage teachers with the materials, these models are a resource for instructional leaders to use as appropriate. This set of slides focused on Model 2: Curriculum Alignment. It is necessary to engage teachers with the design and purpose of the units prior to using this model (see the FAQ sheet at the beginning of each grade in Atlas). If teachers don’t understand the purpose of these units and how they are intended to be used, they will have difficulty with the work outlined in this PPT. This model is designed to take 2.5 hours. It gives teachers an opportunity to identify which unit or units in their textbooks or primary instruction resources align to a particular MAISA CCSSI Unit. It allows time to identify which and to what extent the CCSS-M concepts, procedures, and practices are attended to in their materials. If teachers are planning to revise a unit or units in their materials to align to the CCSS-M content as described in the MAISA CCSSI Unit they will need additional time to do this. We suggest a minimum of 1 day per unit. This varies greatly depending on teachers knowledge of the CCSS-M and their current instructional practices. Materials: Current textbook or primary instructional resource Online access to Atlas Rubicon website Directions to access units in Atlas Printed copies of the unit to be aligned (optional if online access available) Printed copies of the unit title list (optional if online access available)

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**A Challenging Opportunity!**

“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) These standards represent the next big step for education in the United States. This quote from the introduction to the CCSS is quite dense, take a few moments and unpack this text with participants. First, these standards for most teachers will represent a significant change. Changes in the content, the organization of the content, the implied nature of the instruction need to support this new content and in the assessments. Even with all the changes most teachers will see in the CCSS, it is important to note that these Standards are built firmly on the lessons learned in prior standards work done in this county over the last 20 years. Teachers who embraced many of the ideas developed during the early standards work are likely to feel immediately at home with overall philosophy of the standards. These Standards AND the national effort to work together to better understand effective mathematics instruction offers new hope that we can indeed keep the promises we make to our students each day, in each classroom.

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**Planning for CCSS Implementation**

What do we need to do to implement both the pedagogy and content of the CCSSI units? How can our textbooks be a resource for us?

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**Curriculum Alignment Professional Learning Model 2**

Preliminary Analysis - Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. Concepts and Skills - Focused Analysis: Review the concepts and skills in your instructional materials using a particular CCSSI Unit as a curriculum guide. Make notes regarding your instructional material’s inclusion/exclusion of the CCSS for mathematical concepts and skills. Practice-Focused Analysis: Repeat Step 2 with a focus on the CCSS for Mathematical Practice. This slide outlines the process for curriculum alignment review. This is intended to expose teachers to the big picture of what they are about to do. The next slides articulate particular aspects of this process.

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**Curriculum Alignment Professional Learning Model 2**

Preliminary Analysis (about 20 minutes) Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units. Reference Unit Titles Locate Units in Your Instructional Materials 20 min

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Topic 1: Numeration Topic 2: Number Sense: Addition and Subtraction Topic 3: Using Place Value to Add and Subtract Topic 4: Meaning of Multiplication Topic 5: Multiplication Facts: Use Patterns Topic 6: Multiplication Fact: Use Known Facts Topic 7: Meanings of Division Topic 8: Division Facts Topic 9: Understanding Fractions Topic 10: Fraction Comparison and Equivalence Topic 11: Two-Dimensional Shapes and Their Attributes Topic 12: Time Topic 13: Perimeter Topic 14: Area Topic 15: Liquid, Volume, and Mass Topic 16: Data

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**Curriculum Alignment Professional Learning Model 2**

Concepts and Skills-Focused Analysis (about 50 min) Review the concepts and skills in your instructional materials using a particular CCSSI Unit as a curriculum guide. Make notes regarding your instructional material’s inclusion/exclusion of the CCSS-M concepts and skills. Review concepts and skills– 50 min Compare a particular CCSSI Unit to an unit in your textbook (or primary instructional resource).

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**Textbook Enactment Guide – Annotated Template**

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SAMPLe only

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Sample only

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**Textbook Enactment Guide – Blank Template**

Hand out Sample – Not for public distribution

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**Curriculum Alignment Professional Learning Model 2**

Practice-Focused Analysis (about 30 minutes) Repeat Step 2 with a focus on the CCSS for Mathematical Practice. Review for CCSS-M practices – 30 min Compare a particular CCSSI Unit to an unit in your textbook (or primary instructional resource). Use of Video to highlight Mathematical Practices being enacted in classrooms (Inside Mathematics, Teaching Channel are 2 resources) “Look For’s” developed by St Clair RESA

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Reflections What is your reaction to the work we have done thus far? What seems promising and/or challenging at this point? What work needs to be continued to support mathematics teaching and learning?

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BREAK 1:45-2:00

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**Professional Learning Models**

Exploring a Complete Unit of Study Curriculum Alignment Teaching & Learning Trajectories across Grades Modified Lesson Study These are the four professional learning models prepared that can be guides for collaborative work within districts. Today we are focusing on Model 4, Modified Lesson Study. As you know the MAISA CCSSI Mathematics Curriculum Materials consist of a unit overview, a highlight lesson, and a sample formative assessment. This day is designed to help us plan for an “common” lesson enactment and set up a future conversation to debrief our experiences. The focus of the debrief at the next meeting should be selected at or before the initial meeting with teachers. The purpose of this model is to use modified lesson study to support teaching and learning of the Common Core State Standards for Mathematics (CCSS-M).

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**MAISA Common Core State Standards Initiative (CCSSI)**

Model 4: Modified Lesson Study: Using the MAISA CCSS Mathematics Curriculum Materials to Guide Instruction

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**A Challenging Opportunity!**

“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) These standards represent the next big step for education in the United States. This quote from the introduction to the CCSS is quite dense, take a few moments and unpack this text with participants. First, these standards for most teachers will represent a significant change. Changes in the content, the organization of the content, the implied nature of the instruction need to support this new content and in the assessments. Even with all the changes most teachers will see in the CCSS, it is important to note that these Standards are built firmly on the lessons learned in prior standards work done in this county over the last 20 years. Teachers who embraced many of the ideas developed during the early standards work are likely to feel immediately at home with overall philosophy of the standards. These Standards AND the national effort to work together to better understand effective mathematics instruction offers new hope that we can indeed keep the promises we make to our students each day, in each classroom.

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**Planning for CCSS Implementation**

How can we use collaborative planning and debriefing opportunities to support shifts in practice? What might we learn from collaborative planning and debriefing opportunities to support learning of mathematics?

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**Modified Lesson Study: Collaboratively Planning and Debriefing Lessons**

Modified Lesson Study using the Highlight Lesson 2 In planning for this series of meetings: Read the lesson carefully. Be sure to note the mathematical goals of the lesson. Begin to consider what instructional focus might be productive to explore with this teacher group. To do this ask yourself: What about this lesson highlights what is “new” given the CCSS? What about this lesson might be challenging for my colleagues and me? Which aspect of the lesson (Launch, Explore, or Summary) might be a productive focus as a professional learning task? Plan to present a 30 minute version (adjust based on the time available to you at the meeting) of the lesson for colleagues that highlights the “new” and challenging CCSS-M features in the lesson and focuses on one key element of the lesson (L,E,S). 1 3 Preview and Plan a) the lesson b) the post lesson discussion Reflect and Learn the lesson instructional elements

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**Modified Lesson Study: Collaboratively Planning and Debriefing Lessons**

Modified Lesson Study using the Highlight Lesson Part 2- In your classroom, enact the lesson that we previewed as a team and collect an artifact (e.g., student work, group/class created posters, sample questions you asked and student responses, video or audio recording, etc.) from the lesson that will provide a context for what you will share (related to our pre-selected focus) during the debriefing. 1 2 3 Reflect and Learn the lesson instructional elements Preview and Plan a) the lesson b) the post lesson discussion

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**Modified Lesson Study: Collaboratively Planning and Debriefing Lessons**

Modified Lesson Study using the Highlight Lesson Meet at a future grade level meeting to discuss our experiences (with respect to our pre-selected focus). This meeting is not intended to simply be a time for everyone to share their individual experiences. While this can be interesting and engaging, the lack of focus can be an obstacle to supporting shifts in instruction. By focusing the debrief on an aspect of instruction, the intent is that teachers will be better situated to learn from the conversation and, in turn, apply something they learned in their own classrooms. To remain focused, it helps to have a set of questions (aligned to the instructional focus identified at the initial meeting) to guide the conversation. For example, if the team of teachers plans to compare and contrast the ways in which students talk with one another regarding the mathematics as opposed to how students talk with the teacher regarding the mathematics teachers might bring any of the following to the debriefing session (everyone does not need to bring the same artifact to the next session): examples of student explanations (written or recorded) to one another examples of student explanations (written or recorded) to the teacher data regarding how often (and possibly how long) the teacher spoke as opposed to students during a portion of the lesson (e.g., during the lesson summary) pictures of group work and with commentary on how the students used the posters to support their explanations to the class (and the teacher) a list of questions that students seemed to be able to answer well and those they struggled to answer written reflection of how students interacted with examples of particular interactions (The reflection could include what the teacher learned from observing these interactions.) 1 2 3 Preview and Plan a) the lesson b) the post lesson discussion Reflect and Learn the lesson instructional elements

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**Modified Lesson Study: Collaboratively Planning and Debriefing Lessons**

After experiencing the lesson discuss: What are the mathematical goals of the lesson? What about this lesson highlights what is “new” given the CCSS? What about this lesson might be challenging for us and our students? What is apparent in the lesson that could help make this lesson accessible to all our students?

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**Modified Lesson Study: Collaboratively Planning and Debriefing Lessons**

Given the instructional focus we are exploring: What artifacts might you collect from this lesson that could be used as the context for future learning given the “new” and challenging lesson features we identified? Based on the instructional focus you (or the team) selected, plan focus questions for the debrief. Use these questions when you meet to discuss teachers’ lesson enactments. What questions might you ask teachers to consider once they have taught the lesson to prompt productive and thoughtful mathematical discussions? (see below for three possible scenarios). Focus - Discourse Artifact: Transcript or video-taped class segment Focus Questions/Prompts: Identify any of the five question types (“talk moves”) in the classroom segment. For each “move”, discuss the effect that the move had on the class discussion and learning. Focus - Technology in Learning Artifact: Student work samples In what ways did the technology support the development of your mathematical goals for you full range of learners? Focus - Student Thinking Given your mathematical goals for the lesson, what do students seem to understand and what do they not yet understand? What implications for classroom instruction does this have? What implications for cross grade level curriculum does this have?

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**Planning for 2013-14 Professional Development Focused Around:**

Implementing the Practices and Making Sense of Trajectories using selected units to focus conversations Grade Level Meetings Grade Band Meetings Staff Meetings PD Days SI Days Common Planning Professional Learning Communities Possible Content: Classroom Video to Identify Practices Look For’s Illustrating the Standards for Mathematical Practice (NCSM) Using 2-4 Units as Contexts for Conversations Implement a Highlight Lesson and Conduct Lesson Study Trajectory Conversations Curriculum Alignment Model Grade Level Representative keep notes on the extent to which the resource (Text) aligns to each unit in the grade level (Use tool to note: Lessons in materials at CCSS grade level, not at CCSS grade level, evidence and attention to mathematical practices, places where needing to supplement, etc.) Develop a map to use the following year (Spring/Summer 2014 This slide provides ideas for how a grade level/school/district may begin to plan for implementation using the MAISA CCSSI materials Depending on where the grade level/school/district is in the process, they would choose which of the 4 Models to focus on. Districts will want to choose a model for focus that meets their needs. Participants need to be familiar with Models 1 and 3 before implementing Models 2 and 4. A suggested progression follows: Become familiar with the Units/Lessons/Formative Assessment structure and how this compares to current practice. How might the Units/Lessons/Formative Assessments serve as a resource for thinking about the development of ideas and the structure of the curriculum both within and across grades? Where are opportunities for all students to access the curriculum? Build an understanding of the trajectories across and within grades and how this impacts instruction. What conversations and planning need to take place to ensure this understanding? How does this understanding lead to all students having access to the curriculum? 3 and/or 4. Implement Lesson Study around a Highlight Lesson or Formative Assessment Curriculum Alignment

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**Planning for 2014-15 Professional Development Focused Around:**

Implementing the Practices and Making Sense of Additional Trajectories using selected units to focus conversations Grade Level Meetings Grade Band Meetings Staff Meetings PD Days SI Days Common Planning Professional Learning Communities Possible Content: Classroom Video to Identify Practices Look For’s Illustrating the Standards for Mathematical Practice (NCSM) Using Another 2-4 Units as Contexts for Conversations Implement a Highlight Lesson and Conduct Lesson Study Continue Trajectory Conversations Curriculum Alignment Model Develop a map to use the following year (Spring/Summer 2014) Share the maps with staff Implement Lesson Study Continue Curriculum Alignment Once participants are familiar with the Units/Lessons/Formative Assessments data could be used to choose a trajectory for focus. This could be used in conjunction with the Curriculum Alignment and the Lesson Study Models.

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**Our Collaborative Work School/District Implementation**

Individually, write down your initial thoughts given what we have started today. What professional learning goals might be productive for your grade band, school, or district? How and when could you engage in these conversations on a regular basis? Which dialogues need to be continued within your school/district to support CCSS implementation?

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**Courses, Seminars, & Resources**

Website Resource Collections Turn on Common Core Math Progression Documents (Bill McCallum) National Council of Supervisors of Mathematics (NCSM) Illustrating the Standards for Mathematical Practice Inside Mathematics integrating-practice-standards Illustrative Mathematics Common Core Tools Math Common Core Coalition

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