1. Session 2 K-5 Mathematics Unpacking the Standards A New “Look” for Teaching and Learning

2. WELCOME to Day 2 Introductions Dr. Karol Yeatts BCI Bethany Mathers BEESS Liz Conn BEESS Leanne Grillot BEESS Martha Gioielli DA Mark Drennan SALA Agenda Implementing the Common Core State Standards for Mathematics Video Unpacking the Standards Establishing Learning Goals Formative Assessment CPALMS Tools and Resources 2

3. Implementing the Common Core State Standards for Mathematics Observe changes teachers are making in their instructional practices to adapt to the new standards. Think about how the implementation of the Common Core State Standards will differ from the ways teachers in your school are currently teaching. 3 http://www.youtube.com/w atch?v=1IPxt794-yU http://youtu.be/1IPxt794-yU

4. Video Reflections What do you anticipate will be the greatest challenge in implementing the Common Core State Standards for Mathematics? 1 What activities might you do at your school to introduce the standards to reduce teacher apprehension? 2 What existing tools and resources do you have that can continue to be used in implementing the new standards? 3 What technology do you anticipate needing to aid in the implementation of the Common Core State Standards? 4 Handout #6 Handout #6 4

5. Session 2 K-5 Mathematics Unpacking the Standards

6. “Unwrapped standards provide clarity as to what students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment and student learning.” Unpacking Standards Ainsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Lead + Learn Press. 6

7. Unpacking Standards 7 http://youtu.be/sTd7TN1_vsM http://www.youtube.com/watc h?v=sTd7TN1_vsM Handout #7 Handout #7 ClarityAlignmentContinuityIntegrationBaseline The unpacking process allows teachers and administrators to determine what matters most (i.e. pacing, assessment, critical focus areas)

8. Florida’s Standards-based Instruction Model 8 Florida Department of Education Bureau of Curriculum and Instruction (www.fldoe.org/bii)www.fldoe.org/bii Standard or Benchmark Aligned to Course Description Guides the development of the lesson beginning with the desired outcome Learning Goals Describes what students should know and be able to do Includes essential questions and Rubrics to define levels of knowledge acquisition Engaging Lesson Includes appropriate and meaningful activities that engage students in the learning process, address common misconceptions, and incorporate higher-order thinking skills Formative, Interim, and/or Summative Assessments Provides multiple sources of student data to guide decisions about adjusting instruction and/or providing interventions

9. Select a Standard Remember to start with the specific Course Descriptions for the Common Core State Standards 9 Kindergarten MACC.K.CC.2.5 Handout #8 Handout #8

10. Grade:Course: Standard(s): Skills – Students should be able to do Concepts – Student should know Critical Area of Focus: Learning Goal: Essential Question: Target Learning Progression: Kindergarten Mathematics Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. MACC.K.CC.2.5 Count Count objects Count to answer how many 20 things Arranged in a line Arranged in a rectangular array Arranged in a circle 10 things Scattered configuration 1-20 objects #1. Representing and comparing whole numbers, initially with sets of objects. Given a number from 1-20, count out that many objects. How can you arrange things or objects to count how many things you have? Given a number from 1-20, students will count out that many objects. 10

11. Engaging Lesson Lesson Objective –Practice counting by forming groups based on a given number. Mingle & Count: A Game of Number Sense Barbara McCormick Kindergarten Lesson http://soc.li/cSYWi9B 11

12. Peer Talk Discuss how the rules for the game are revisited before students begin to mingle. Discuss what is done with remaining students who do not make a full group? Discuss how this interaction encourages students to problem- solve together. Discuss the Standards for Mathematical Practices being used in this activity. 12

13. Assessing Understanding How will you determine student’s proficiency with counting? What will proficiency look like? Formative Interim Summative 13

14. Course: Standard: Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Sample Progress Monitoring and Assessment Activities Score 3.0 (Target) The student will understand and/or be able to: The student exhibits no major errors or omissions. Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Score 0.0Even with help, no understanding or skill demonstrated. Learning Goal Guide 14 Handout #9 Handout #9

15. Learning Goal Sample Course:Kindergarten Mathematics Standard:MACC.K.CC.2.5 Sample Progress Monitoring and Assessment Activities Score 4.0 Given a number more than 20, the student counts out that many objects. Score 3.0 (Target) Given a number from 1-20, the student counts out that many objects. Counting Beans: Counting Beans: The teacher says a whole number less than 21 and asks the student to write the stated number in a circle on a worksheet and then asks the student to place a matching quantity of beans or counters in the circle. This is done six times with different numbers. Score 2.0 Given a number from 1-10, the student counts out that many objects. Score 1.0 Given a number from 1-5, the student counts out that many objects. Score 0.0 Even with help, no understanding or skill demonstrated. 15

16. Digital Resources 16 Illustrative Mathematics William McCallum, Chair http://illustrativemathematics.org/ Common Core Look-fors (Mathematics, Technology) By Splaysoft, LLC. http://itunes.apple.com/us/app/common- core-look-fors- mathematics/id467263974?mt=8http://itunes.apple.com/us/app/common- core-look-fors- mathematics/id467263974?mt=8 Marzano Research Laboratory http://www.marzanoresearch. com/Free_Resources/itemba nk.aspxhttp://www.marzanoresearch. com/Free_Resources/itemba nk.aspx

17. Digital Resources The Teaching Channel: Inspired Teaching, Inspiring Classrooms –https://www.teachingc hannel.org/https://www.teachingc hannel.org/ Education Northwest –http://educationnorthw est.org/resource/1756http://educationnorthw est.org/resource/1756 Inside Mathematics –http://www.insidemath ematics.org/index.php/ common-core- standardshttp://www.insidemath ematics.org/index.php/ common-core- standards CPALMS –http://www.floridastand ards.orghttp://www.floridastand ards.org 17

18. Reflective Thoughts What steps will you take to assist teachers in unpacking the standards? What steps will you take to assist teachers in the implementation of the Common Core State Standards for Mathematics? How will unpacking the standards inform your curriculum and guide your instruction? Handout #10 Handout #10 18 What resources will be useful in assisting teachers with the implementation of the Common Core State Standards for Mathematics?