EngageNY.org

Mathematics Common

Core Implementation in New York

#1 Get Excited.

10 = 2x + 4

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The Practices – What do teachers do

1. Make sense of problems and persevere in solving them.“Build up the struggle”

2. Reason abstractly and quantitatively.“Ask students to go back and forth”

3. Construct viable arguments and critique the reasoning of others.“Have a good poker face”

4. Model with mathematics.“Ask students to describe the real world”

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5. Use appropriate tools strategically.“Let students decide and then evaluate”

6. Attend to precision.“Demand precision in numbers AND words”

7. Look for and make use of structure.“Ask students what’s REALLY there”

8. Look for and express regularity in repeated reasoning.“Ask students what they notice”

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The Practices – What do teachers do

• Highly Qualified Writers and Reviewers take up to 6 months to calibrate

Devotion to/ experience in a content area does not a CCSS writer/ reviewer make

A good teacher does not a curriculum writer/ reviewer make Much of what must shift is sacred

• Rhetorical alignment and actual alignment are two different things

• CCSS stickers are easy to produce; true quality, rigor, and alignment are not

• It often takes 6-8 revision cycles to get to necessary levels of quality/ rigor/ alignment

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#2 Reviewing and Developing Materials is

HARD.

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Necessary Tools for Assessing Qualityof Common Core Math Curriculum

•Common Core Mathematics Standards•Standards for Mathematical Practices•The Shifts for Mathematics•Math Content Emphases•Key Fluencies by Grade Level•Progressions Documents•Publishers’ Criteria for Mathematics•EQUIP Rubric for Mathematics

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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 to

recognize that standards are not just promises

to our children, but promises we intend to

keep.

CCSSM, p. 5

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Six Shifts Three Shifts

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Mathematics topics

intended at each grade by

at least two-thirds of A+

countries

Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states

The shape of math in A+ countries

1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

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K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

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Focusing Attention Within Number and Operations

Operations and Algebraic Thinking

Expressions and

Equations

Algebra

→ →

Number and Operations—Base Ten

→

The Number System

→Number

and Operations—Fractions

→

KK 11 22 33 44 55 66 77 88 High SchoolHigh School

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Math Content Emphases

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Math Content Emphases

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Math Content EmphasesFor Grade 3

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Required Fluencies in K-6Grade Standard Required Fluency

K K.OA.5 Add/subtract within 51 1.OA.6 Add/subtract within 10

2 2.OA.22.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

3 3.OA.73.NBT.2

Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,0005 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations

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http://ime.math.arizona.edu/progressions/

The Progressions

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Publishers’ Criteria

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The K–8 Publishers’ Criteria

I. Focus, Coherence, and Rigor in the Common Core State Standards for Mathematics

II. Criteria for Materials and Tools Aligned to the K–8 Standards

III. Appendix: “The Structure is the Standards”

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

1. Focus on Major Work: In any single grade, students and teachers using the materials as designed spend the large majority of their time on the major work of each grade.

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

2. Focus in Early Grades: Materials do not assess any of the following topics before the grade level indicated.

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

3. Focus and Coherence through Supporting Work: Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

4. Rigor and Balance: Materials and tools reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by (all of the following, in the case of comprehensive materials; at least one of the following for supplemental or targeted resources):

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

4. Rigor and Balance: Materials and tools reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by (all of the following, in the case of comprehensive materials; at least one of the following for supplemental or targeted resources):

a. Developing students’ conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. b. Giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. c. Using the materials as designed to spend sufficient time working with engaging applications, without losing focus on the major work of each grade.

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

5. Consistent Progressions: Materials are consistent with the progressions in the Standards, by (all of the following):

a. Basing content progressions on the grade-by-grade progressions in the Standards.

b. Giving all students extensive work with grade-level problems.

c. Relating grade level concepts explicitly to prior knowledge from earlier grades.

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

6. Coherent Connections: Materials foster coherence through connections at a single grade, where appropriate and where required by the Standards, by (all of the following):

a. Including learning objectives that are visibly shaped by CCSSM cluster headings.

b. Including problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. c. Preserving the focus, coherence, and rigor of the Standards even when targeting specific objectives.

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

7. Practice-Content Connections: Materials meaningfully connect content standards and practice standards.

8. Focus and Coherence via Practice Standards: Materials promote focus and coherence by connecting practice standards with content that is emphasized in the Standards.

9. Careful Attention to Each Practice Standard: Materials attend to the full meaning of each practice standard.

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II. Criteria for Materials and Tools Aligned to the K–8 Standards

10. Emphasis on Mathematical Reasoning: Materials support the Standards’ emphasis on mathematical reasoning, by (all of the following):

a. Prompting students to construct viable arguments and critique the arguments of others concerning key grade-level mathematics that is detailed in the content standards

b. Engaging students in problem solving as a form of argument.

c. Explicitly attending to the specialized language of mathematics.

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Collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

Actualize the Publishers Criteria Collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

Actualize the Publishers Criteria

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The good news is…

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•Beginning in 2012 and now ongoing, New York State is creating optional and supplementary free, comprehensive curriculum modules, for grades P-12 in English Language Arts and mathematics.

•Our partner on this curriculum project is Common Core Inc. (for P-12 mathematics).

•NYSED is spending over $30MM on the development of these materials.

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• NYSED curricular modules are a complete set of curricular materials that include curricular maps, lesson plans, handouts, performance tasks, scoring rubrics, problem sets, teacher guidance, and scaffolds for ELLs and Students with Disabilities.

• The resources are not mandated, but can be adopted or adapted by districts and schools. In fact they are designed for teacher adaptation.

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• Over the course of their development, these resources have been vetted (and in many cases co-authored) by national experts, authors of the Common Core State Standards, staff members of Student Achievement Partners, and NYS teachers and principals. These modules are an optional —not mandatory — resource. Teachers regularly adapt these materials to meet the diverse learning needs of their students. These materials continue to grow and will be updated and revised over time based on educator feedback.

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• In the spring of 2013, NYSED released a set of Bilingual Common Core Progressions are available. For each standard at each grade, these Progressions articulate the learning needs and strategies for reaching students at each phase of linguistic acquisition.

• Launched in the winter of 2012 and now ongoing, a growing video library on EngageNY.org includes classroom videos which capture teachers teaching to the Common Core. The lessons in the videos have received high marks on the Tri-State rubric and can be used for self-directed or organized professional development.

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Important To Know:

•Highly Qualified Writers and Reviewers take up to 6 months to calibrate

Devotion to/ experience in a content area does not a CCSS writer/ reviewer make

A good teacher does not a curriculum writer/ reviewer make Much of what must shift is sacred

•Rhetorical alignment and actual alignment are two different things•CCSS stickers are easy to produce; true quality, rigor, and alignment are not•It often takes 6-8 revision cycles to get to necessary levels of quality/ rigor/ alignment

#3 Everyone is learning.

• In 2011, NYSED launches the Network Team Institutes (NTI), a series of robust, rigorous, and intensive learning experiences to provide professional development on:

1. The instructional shifts demanded by the Common Core

2. A deeper dive into the content teachers teach (as demanded by the Common Core)

3. The use of NYSED curricular and instructional resources

4. Change Management

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• NYSED has offered more than 20 institutes between July 2011 and November of 2013, which over the course of three years have served more than 10,000 educators.

• In 2012, NYSED launched the Teacher and Principal Ambassador Program. This program extends the purpose, scope, and focus of NTI so that it is able to directly serve NYS practitioners who are nominated by their region to be lead learners in the transition to the Common Core.

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• For every NTI, a comprehensive set of turnkey training materials are available so that NYS educators can duplicate or adapt the adult learning experiences provided through these institutes. In the summer of 2013, NYSED launched modular "Make Your Own Institute" Kits so that districts and schools might design their own "institutes" for local learning.

• Guskey’s “five levels” of evaluation

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• Each summer (11,12, 13) NYSED releases a set of Metrics and Expectations to support New York Educators' focus and energy as they implement the Regents Reform Agenda with a focus on Common Core implementation. In the summer of 2013, NYSED included many additional roles in the system in that document: teachers, principals, local superintendents, Network Teams, and District Superintendents.

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#3 Assessments change, too.

• Changes were announced in 2010.

• In 2013, New York State changed its assessments in grades 3-8 for English Language Arts and mathematics.

• In 2012, NYSED launched the Parent Supports Page on EngageNY.org so that parents might have current and helpful information about the changes in their students' classrooms and assessments.

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• Prior to the Assessment, in an effort to provide transparency and clarity about the direction of its testing program, NYS provided a comprehensive set of preparation materials so that New York State Educators would be able to see the instructional shifts through an assessment lens but also take a detailed look at the organization and design of the new tests.

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Throughout 2012, NYSED released:

•Sample Assessment Items

•Test Guides

•Assessment Design Materials, including blueprints

•Multiple Representations

And after the first administration of tests in 2013…

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#4 Communication is key.

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Final Thoughts

• Traditional Pathway vs. Integrated

• We are all learners

• Get excited!

• Check out EngageNY.org

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