1. + Washington State Mathematics Fellows Heather Dorsey October 16, 2013

2. + Welcome! You represent a statewide group of educators dedicated to implementing the CCSS to maximize the student impact of this change Steve Leinwand: “"The Math Wars are over and the Common Core Standards are the cavalry!”

3. + Common Ground— Leadership of Others Stand up if….. You traveled more than a half hour to get here You traveled less than a half hour to get here You are the oldest child You are the youngest child You are the middle child You like dogs You are a cat lover You have taught elementary school You have taught middle school You have taught high school You have facilitated adult learning You plan ahead You wait until the last minute You are a learner

4. + Agenda Fellows – What’s it all about Putting the Shifts into practice Setting the baseline task Thinking as leaders Planning next steps LUNCH 12:00ish-1:00ish

5. + Fellows – who are we? We are teacher-leaders supporting the implementation of the CCSS in our district. We have district sponsorship of our work, and a plan to work with administration and other teachers. We are a part of a regional and state cadre of teacher-leaders working together on common goals. We inform regional and state implementation efforts.

6. + Larger context Advocate and Systematize Collaborate and Implement Leadership of Self Know and Model Leadership of Self Know and Model Leadership of Others Leadership in the Extended Community

7. + Purpose of the Fellows To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

8. + Plan for the year Four regional meetings One state-wide meeting (for a subset of the Fellows) Meetings centered around: Leadership of Self Learning together and learning of new resources Engaging in a formative assessment cycle Leadership of Others Reflecting on leading adult learners—Professional Development Clips Planning next steps Leadership in the Extended Community Providing feedback to the state-wide system Planning next steps

9. + Processing the Purpose of the Fellows What are you hoping to get out of our time together? What are your current thoughts about your development as a CCSS-M Fellow and the purpose? To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

10. + The Three Shifts in Mathematics— Leadership of Self and Others Focus: Strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application

11. + What is the MAJOR work of your grade level? Using the standards cards on your table – decide as a team what is the MAJOR work for your grade band Focus

12. + Shift One: Focus strongly where the Standards focus Move away from "mile wide, inch deep" curricula identified in TIMSS. Learn from international comparisons. Teach less, learn more. “Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.” – Ginsburg et al., 2005 12

13. + Focus in International Comparisons TIMSS and other international comparisons suggest that the U.S. curriculum is ‘a mile wide and an inch deep.’ “…On average, the U.S. curriculum omits only 17 percent of the TIMSS grade 4 topics compared with an average omission rate of 40 percent for the 11 comparison countries. The United States covers all but 2 percent of the TIMSS topics through grade 8 compared with a 25 percent non-coverage rate in the other countries. High-scoring Hong Kong’s curriculum omits 48 percent of the TIMSS items through grade 4, and 18 percent through grade 8.” – Ginsburg et al., 2005 13

14. Shift #1 Focus: Key Areas of Focus in Mathematics GradeFocus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K-2Addition and subtraction - concepts, skills, and problem solving and place value 3-5Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6Ratios and proportional reasoning; early expressions and equations 7Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra and linear functions

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16. + “The key question to keep asking is, Are you spending your time on the right things? Because time is all you have. ” – Randy Pausch

17. + Progressions to Algebra Highlight each standard, in your grade band, that your team believes students must know in order to be successful in Algebra COHERENCE Check your predictions with the Progressions to Algebra handout from the CCSS-M writers and adjust

18. + Shift Two: Coherence Think across grades, and link to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. 18

19. + Coherence “The Standards are not so much built from topics as they are woven out of progressions.” Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

20. + Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three 20

21. + Variety of mathematical experiences Look through the problems and solve 4-5 of them Sort the problems based on: Conceptual Understanding Procedural Skill & Fluency Application Rigor

22. + Fluency The standards require speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single- digit multiplication so that they are more able to understand and manipulate more complex concepts 22

23. + 23 Required Fluencies in K-6 GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 44.NBT.4Add/subtract within 1,000,000 55.NBT.5Multi-digit multiplication 66.NS.2,3 Multi-digit division Multi-digit decimal operations

24. + Fluency in High School 24

25. + Procedural Fluency is not all about Timed Tests “Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --Van de Walle

26. + Conceptual Understanding is more than explaining What are two different equations with the same solution as 3(y – 1) = 8? Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring for students.

27. + Applications should be motivating for students

28. + Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application Discuss : How can assessing all 3 aspects of rigor affect student learning? (through tests, HW problems, exit tickets) What does it currently look like when you ask students to work on procedural skill and fluency, conceptual understanding or application?

29. + Processing the Shifts: Reflection— Leadership of Self and Others 29 Math Shifts What is this shift? Why is this a shift from our current reality? OpportunitiesChallenges Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

30. + Lunch Please be back at 1:15pm

31. + Heritage article— Leadership of Self and Others Divide up each of the Shifts in Mathematics Read the article and consider how the “Fundamentals of Learning” supports the shift: Focus strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application Discuss your connections with your group

32. + Quick Review 3 Shifts Focus Coherence Rigor 3 content ways to group clusters Major Supporting Additional We may need to change how we do business

33. + Self assessment— Leadership of Self Focus Coherence Rigor Take a few moments to reflect on your confidence to implement the 3 CCSS Math shifts in your own classroom. We will revisit your thoughts on this at the end of the year

34. + Considering our Students Setting the Baseline Task PURPOSE: The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self With our focus on formative assessment we will use a baseline task to examine student ideas through the lens of content and the mathematical practices. This will be operationalized through the content clusters and SBAC Claim 3. This task will be re-examined at the end of the year to explore student growth

35. + Assessment Claims for Mathematics “Students can demonstrate progress toward college and career readiness in mathematics.” “Students can demonstrate college and career readiness in mathematics.” “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Overall Claim (Gr. 3-8) Overall Claim (High School) Claim 1 Concepts and Procedures Claim 2 Problem Solving Claim 3 Communicating Reasoning Claim 4 Modeling and Data Analysis

36. Claim 3 – Communicating Reason A.Test propositions or conjectures with specific examples. B.Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures. C.State logical assumptions being used. D.Use the technique of breaking an argument into cases. E.Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is. F.Base arguments on concrete referents such as objects, drawings, diagrams, and actions. G.Determine conditions under which an argument does and does not apply. Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

37. + Making Sense of the Task Complete the task as though you are a student so that you can think about misconceptions that might arise. Discuss: What knowledge do your students need to have to be successful on this task?

38. + Connecting it to the rubrics Content Cluster Rubric Focuses on a specific cluster for the task SBAC Achievement Level Descriptor Rubric Focuses on Claim 3 broadly Review the rubrics and consider what a response might look like based on the task you completed.

39. + Anchoring Yourself in Student Work Look at the 3 anchor papers associated with your task. Discuss as a group: What Content Cluster score does this student demonstrate? What SBAC ALD score does this student demonstrate? What considerations does this illuminate for your students? Review the official scores for your papers and annotated notes. What further clarification do you need?

40. + Administering the Tasks Cold— Leadership of Self These tasks will be used as a baseline Please do not give any prior instruction, it is very important that your students demonstrate what they know at this time This data will be used as a baseline—it is more important that your students grow from this baseline, than do well at this first administration. K-1 should read the task for the students and accept dictation as answers if needed.

41. + Focusing on Student Learning Protocol— Leadership of Self, Others, and the Extended Learning Community Review the protocol Prior to our second meeting please: Administer the task to your students “cold” Tally the Content Cluster and SBAC ALD rubric results Consider the Implications for teaching Email to Heather and Bring back Your students scores in Content and Claim 3 Your implications for teaching

42. + Break

43. + Adult Learners— Leadership of Others Consider the differences between children and adults as it relates to their learning Think about what you need as an adult learner

44. + Give one Get one— Leadership of Others Write down one strategy that helps you or that you use with adult learners. Stand up and share your strategy with 5 other people in the room not at your table. Person with the longest hair goes first

45. + Learning Research says PD usually is: Not learner centered Not knowledge centered Not community centered Common Ground Use of protocol for Give one Get one Provide opportunities for continued contact— intentional meetings throughout the year

46. + Leadership— of Self and Others Read 7 principles of the Instructional Core Identify two ideas that will impact what you will do this year Post them to http://padlet.com/wall/pobpjw 5qeo http://padlet.com/wall/pobpjw 5qeo Take a few minutes to read other’s thoughts and discuss as a table group.

47. + Focusing Together— Leadership of Others and in the Extended Community What is your focus? Please rank from 1 to 4 the following: (1 being the most desired, 4 being the least desired) Work on Rich Tasks Write common/benchmark assessments Look at instructional materials Improve classroom practice Instructional Core StudentContentTeacher

48. + Resources Website: http://tnl.esd113.org/Page/1878 OR http://tnl.esd113.org/commoncore

49. + Envisioning the Year— Leadership of Others and in the Extended Community Take a few moments to consider your year and your role as a CCSS-M Fellow Describe what you think your big picture will be Talk with your group for ideas Focus on what you will do between now and December 4 3 Shift Protocol Learning Forward Article Baseline Task Protocol Give One, Get One (can be used with instructional strategies) Instructional Core Article (content and/or uses for padlet)

50. + See you at 9:00 am on December 4 th Remember to: Implement your plan Deliver the baseline task cold Gather your data and implications for teaching Email to Heather before Dec 4 th : Your “Leading Professional Learning Plan” Your Baseline Task Scores hdorsey@esd113.org Clock Hours—register for Course ID 46611