welcome to the maisa common core state standards initiative

WELCOME TO THE MAISAWELCOME TO THE MAISACOMMON CORE STATE COMMON CORE STATE STANDARDS INITIATIVESTANDARDS INITIATIVE

MATHEMATICS CURRICULUM MATERIALS SESSIONMATHEMATICS CURRICULUM MATERIALS SESSIONAugust 8, 2013August 8, 2013

Presented by:Presented by:Denise BradyDenise Brady

[email protected]@sresd.orgShiawassee RESD/Clinton County RESA Shiawassee RESD/Clinton County RESA

Mathematics ConsultantMathematics Consultant1

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 TransitionApr 21, 2023 2

MAISA CCSSIMAISA CCSSICollaborativeCollaborative

• Allegan Area ESAAllegan Area ESA• Berrien RESABerrien RESA• Clinton County RESAClinton County RESA• Genesee ISDGenesee ISD• Kalamazoo RESAKalamazoo RESA• Kent ISDKent ISD• Macomb ISDMacomb ISD• Manistee ISDManistee ISD• Muskegon ISDMuskegon ISD• Oakland ISDOakland ISD• Ottawa ISDOttawa ISD• Shiawassee RESDShiawassee RESD• Traverse Bay Area ISDTraverse Bay Area ISD• Wayne RESAWayne RESA• Wexford-Missaukee ISDWexford-Missaukee ISD33

CollaborationsCollaborations

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

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Phase 1Phase 1

app.gosoapbox.com Event Code: 769-052-273

Common Unit & Lesson

Templates

Common Focus

Area for Unit

Content

Materials written

and revised

based on reviews from the

field

6 – 8 Units on RatioK - 5 Units

on Place Value 9 - 11 Units on Transformations

55

Phase 2Phase 2

Leadership from ISDs

determine content

for future units

Units, Lessons,

and Assessments written

Pilot and Review Teams

from ISD provide

feedback for

Reviews

4 additional units per

grade provided in 2012-2013

3 additional units per

grade provided

2013-2014

TOTAL of 6 to 8 units per grade level

from the project 66

Three Year Implementation

Year 3Full K-11 curriculum model

for both ELA and Math aligned to CCSS

Year 1One unit of study per

grade (K-11) for both ELA and Math

Year 2Four additional units of

study per grade (K-11) fro both ELA and Math

Proposed process for development of K-11 curriculum aligned to Common Core State Standards for both ELA and Mathematics

PHASE 3PHASE 3

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GRADE LEVEL GRADE LEVEL STRUCTURESTRUCTURE

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CCSS Mathematics CCSS Mathematics StandardsStandards

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Standards for Standards for ContentContent

Standards for Standards for PracticePractice

Greater balance of concept and skill development Greater access for all students New focus on

• Mathematical Modeling• Problem Solving• Reasoning

““To help young people learn theTo help young people learn the more more complex and analyticalcomplex and analytical skills they need for skills they need for the 21the 21stst century, teachers must learn to century, teachers must learn to teach in ways that develop higher-order teach in ways that develop higher-order

thinking and performance. thinking and performance. To develop the sophisticated teaching sophisticated teaching required for this mission, education systems must offer more effective professional learning…”

Darling-Hammond and Richardson, 2009

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How might the MAISA CCSSI Curriculum

Materials be a tool to support

CCSS implementatio

n?

What discussions

need to happen locally to implement

the CCSS units?

What do teachers or administrators

need to consider as they implement the

CCSS units ?

Implementation . . .Implementation . . .

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Common Core State Standards Common Core State Standards MAISA InitiativeMAISA Initiative

The goal of the Common Core State Standards Initiative The goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators (CCSSI) is to provide support and direction for educators as they move toward full implementation.as they move toward full implementation.

CCSS are organized into an aligned curriculum of CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly coherent units of study. The resources are particularly designed to highlight needed shifts in content related and designed to highlight needed shifts in content related and pedagogical practices.pedagogical practices.

• Highlight LessonHighlight Lesson• Formative AssessmentFormative Assessment• Resources (video, sample student work, rubrics, instructional Resources (video, sample student work, rubrics, instructional

websites, etc.)websites, etc.)

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

• Emphasis on the use of student thinking within instruction Emphasis on the use of student thinking within instruction and assessmentand assessment

• Attention to both content and practice standards to Attention to both content and practice standards to support a balance of conceptual understanding and support a balance of conceptual understanding and procedural fluencyprocedural fluency

• Incorporation of mathematical explanations by studentsIncorporation of mathematical explanations by students

• Use of multiple representations (technology)Use of multiple representations (technology)

• Integration of accessibility strategies including attention to Integration of accessibility strategies including attention to Title One support strategiesTitle One support strategies

• Learning opportunities and assessments that include Learning opportunities and assessments that include inquiry and explorationinquiry and exploration

• Embedded research-based tools to support Embedded research-based tools to support implementationimplementation

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Connecting Connecting RepresentationsRepresentations

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. 33-40). Hillsdale, NJ: Lawrence Erlbaum.

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Frequently Asked Frequently Asked QuestionsQuestions

• Will this curriculum Will this curriculum replace my replace my instructional instructional materials?materials?

• No, these materials are No, these materials are designed to support designed to support teachersteachers’’ use of their use of their instructional materials. instructional materials.

• They are intended to be They are intended to be tools to guide instruction tools to guide instruction and provide contexts for and provide contexts for professional learning professional learning as as teachers reorganize their teachers reorganize their instruction and work to instruction and work to implement the CCSSimplement the CCSS

• Not self-enactingNot self-enacting

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1. Exploring a Complete Unit of Study2. Curriculum Alignment3. Teaching & Learning Trajectories across Grades4. Modified Lesson Study

Professional Learning Models

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

StudyStudy

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MAISA COMMON CORE STATE STANDARDS INITIATIVE (CCSSI)

Focus Focus on key topics at each grade level so that on key topics at each grade level so that students gain strong foundationsstudents gain strong foundations

Coherence:Coherence: Connections Connections acrossacross grades grades ANDAND link link major topics major topics withinwithin grades grades

Rigor: Rigor: An increase in conceptual understanding, An increase in conceptual understanding, procedural skill and fluency, and application with procedural skill and fluency, and application with equal intensityequal intensity

Mathematical practices: Mathematical practices: Foster reasoning and Foster reasoning and sense-making in mathematicssense-making in mathematics

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Key Characteristics ofMathematics Standards

UNIT TITLESUNIT TITLES

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Grade Level Grade Level Unit Unit ComponentsComponents

1.1. Unit ThemesUnit Themes• GraphicGraphic• Focus QuestionsFocus Questions• Intellectual ProcessesIntellectual Processes• Key ConceptsKey Concepts

2.2. Content StandardsContent Standards• AbstractAbstract• CCSS StandardsCCSS Standards

3.3. Instructional ResourcesInstructional Resources• IlluminationsIlluminations• ChildrenChildren’’s Literatures Literature• Texas InstrumentsTexas Instruments• ReferencesReferences• AppletsApplets

4.4. Professional ResourcesProfessional Resources• NCTM ArticlesNCTM Articles• BooksBooks

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Orientation to the UnitOrientation to the Unit

Refer to the unit overview:Refer to the unit overview:

1.1. Where do you see opportunities for teachers Where do you see opportunities for teachers to grow their understanding of mathematics to grow their understanding of mathematics content and develop standards for practice? content and develop standards for practice?

2.2. How might a single unit support teachers in How might a single unit support teachers in making both content related and pedagogical making both content related and pedagogical shifts in practice?shifts in practice?

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AtlasAtlas Curriculum Mapping Curriculum Mapping

Units, Highlight Lessons, Formative Assessments Units, Highlight Lessons, Formative Assessments and other resources available in and other resources available in AtlasAtlas by Rubicon by Rubicon

http://gomaisa-public.rubiconatlas.org/Atlas/Public

Units of Study Lesson resources Assessment resources Professional resources

• Video• Sample student work• And more

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Highlight Lesson Highlight Lesson ComponentsComponents 1.1. Highlight Lesson Highlight Lesson

ThemesThemes• GraphicGraphic• Focus QuestionsFocus Questions• Intellectual ProcessesIntellectual Processes• Key ConceptsKey Concepts

2.2. Highlight Lesson Highlight Lesson Content StandardsContent Standards

• AbstractAbstract• CCSS StandardsCCSS Standards• Lesson Instructional Lesson Instructional

ResourcesResources

3.3. Sequence of Lesson Sequence of Lesson ActivitiesActivities

• Selecting and Setting up Selecting and Setting up a Mathematical Taska Mathematical Task

• LaunchLaunch• Supporting StudentsSupporting Students’’

Exploration of the TaskExploration of the Task• Sharing and Discussing Sharing and Discussing

the Taskthe Task2424

Thinking Through a Lesson Thinking Through a Lesson ProtocolProtocol

Smith, M.S., Bill, V., & Smith, M.S., Bill, V., & Hughes, E.K. (2008). Hughes, E.K. (2008). Thinking through a lesson: Thinking through a lesson: Successfully implementing Successfully implementing high-level tasks. high-level tasks. Mathematics Teaching in Mathematics Teaching in the Middle School, 14,the Middle School, 14, 132-138.132-138.

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TEACHERS & TASKS TEACHERS & TASKS MATTERMATTER

Tasks as set up by teachers

Tasks as they appear in curricular materials

Tasks as enacted byteachers andstudents

Studentlearning

The Mathematical Tasks Framework

Stein, Grover & Henningsen (1996)Stein, Grover & Henningsen (1996)

Smith & Stein (1998)Smith & Stein (1998)

Stein, Smith, Henningsen & Silver (2000)Stein, Smith, Henningsen & Silver (2000)

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ReengagementReengagement A Formative Assessment StrategyA Formative Assessment Strategy

Reengagement:Reengagement:

•is a formative assessment strategy by which is a formative assessment strategy by which teachers use information from teachers use information from student work student work to to design a learning opportunity that is an design a learning opportunity that is an evolution of the original task evolution of the original task and is focused and is focused onon enhancing students’ current enhancing students’ current understandingsunderstandings;;

•is grounded in the is grounded in the effective and intentional effective and intentional use of student thinking use of student thinking to forward learning; to forward learning; andand

•requires interactions requires interactions between and among between and among teachers, students, and the content to be teachers, students, and the content to be learned.learned.

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Formative Assessment Formative Assessment Reengagement FrameworkReengagement Framework

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1.1. Give the Give the assessment taskassessment task

2.2. Collect and analyze Collect and analyze student thinkingstudent thinking

3.3. ReengageReengage students students with an evolution with an evolution of the original taskof the original task

4.4. SummarizeSummarize

5.5. Provide Provide independent independent practicepractice

CCSSI Curriculum ResourcesCCSSI Curriculum Resources

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In groups: Individually consider In groups: Individually consider either the Unit, Highlight Lesson, or either the Unit, Highlight Lesson, or Formative Assessment:Formative Assessment:

Where do you see opportunities Where do you see opportunities for students and teachers to grow for students and teachers to grow in their: in their:

• understanding of mathematics understanding of mathematics content AND practicescontent AND practices

• use of technology for use of technology for instruction? instruction?

How might your teachers use How might your teachers use these resources?these resources?

Be prepared to share your thinking with your group!

MAISA Common MAISA Common Core State Core State

Standards Initiative Standards Initiative (CCSSI) (CCSSI)

Model 3:Model 3:Learning Trajectories across Learning Trajectories across

GradesGrades

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Learning Trajectories and Learning Trajectories and the Common Core State the Common Core State StandardsStandards

““A teacher or test designer seeing A teacher or test designer seeing exclusively within the grade level will exclusively within the grade level will miss the point [of the number line]. miss the point [of the number line].

Multi-grade progression views of Multi-grade progression views of standards can avoid many misuses of standards can avoid many misuses of

standardsstandards”” (p.43). (p.43).

How might understanding the CCSS How might understanding the CCSS learning trajectories improve student learning trajectories improve student

learning?learning?

UNIT TITLESUNIT TITLES

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Learning Trajectories Across Grades Learning Trajectories Across Grades

Professional Learning Model 3Professional Learning Model 3

1. What do you notice about the development of the mathematics across the grades?

2. 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.

Activity – Working with your table group, discuss the development of the mathematical ideas across the grade levels.

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

RESOURCES:RESOURCES:

www.turnonccmath.netwww.turnonccmath.net

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

Slide Slide 3535

Building Connections & Coherence Building Connections & Coherence at Two Levelsat Two Levels

Work at the systems level:Work at the systems level: • Course curriculum design within and across grades/coursesCourse curriculum design within and across grades/courses• Course offerings (tracking, acceleration, integrated Course offerings (tracking, acceleration, integrated

content)content)• Instructional tasksInstructional tasks• Collegial conversations within and across grades/courses Collegial conversations within and across grades/courses

(District Dialogues)(District Dialogues)

Work at the classroom level:Work at the classroom level:• Task selectionTask selection• Assessment for learningAssessment for learning• Identifying misconceptionsIdentifying misconceptions• Connecting to prior knowledge and future lessons Connecting to prior knowledge and future lessons

(mathematical language, tasks, strategies) (mathematical language, tasks, strategies)

LUNCHLUNCH12:00-12:4512:00-12:45

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Model 2:Model 2:Mathematics Curriculum Mathematics Curriculum

Alignment:Alignment: Using the MAISA Using the MAISA CCSS Mathematics Curriculum CCSS Mathematics Curriculum Materials to Guide InstructionMaterials to Guide Instruction

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

A Challenging Opportunity!A Challenging Opportunity!

““These Standards are not These Standards are not intended to be new names intended to be new names for old ways of doing for old ways of doing business. They are a call to business. They are a call to take the next step. It is time take the next step. It is time for states to work together for states to work together to build on lessons learned to build on lessons learned from two decades of from two decades of standards based reforms. It standards based reforms. It is time to recognize that is time to recognize that standards are not just standards are not just promises to our children, but promises to our children, but promises we intend to promises we intend to keep.”keep.”

— — CCSS (2010, p.5)CCSS (2010, p.5)

Planning for CCSS ImplementationPlanning for CCSS Implementation

What do we need to do to What do we need to do to implement both the pedagogy implement both the pedagogy and content of the CCSSI and content of the CCSSI units? units?

How can our textbooks be a How can our textbooks be a resource for us?resource for us?

Curriculum Alignment Curriculum Alignment Professional Learning Model 2Professional Learning Model 2

1. Preliminary Analysis - Compare the list of CCSSI Curriculum Unit Titles to the unit titles in your instructional materials and begin to map corresponding units.

2. 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.

3. Practice-Focused Analysis: Repeat Step 2 with a focus on the CCSS for Mathematical Practice.

1.1. Preliminary Analysis Preliminary Analysis (about 20 minutes)(about 20 minutes)

Compare the list of Compare the list of CCSSI CCSSI Curriculum Unit TitlesCurriculum Unit Titles to the to the unit titles in your instructional unit titles in your instructional materials and begin to map materials and begin to map corresponding units. corresponding units.

Curriculum AlignmentCurriculum AlignmentProfessional Learning Model 2 Professional Learning Model 2

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• Topic 1: NumerationTopic 1: Numeration

• Topic 2: Number Sense: Addition and Topic 2: Number Sense: Addition and SubtractionSubtraction

• Topic 3: Using Place Value to Add and Topic 3: Using Place Value to Add and SubtractSubtract

• Topic 4: Meaning of MultiplicationTopic 4: Meaning of Multiplication

• Topic 5: Multiplication Facts: Use PatternsTopic 5: Multiplication Facts: Use Patterns

• Topic 6: Multiplication Fact: Use Known FactsTopic 6: Multiplication Fact: Use Known Facts

• Topic 7: Meanings of DivisionTopic 7: Meanings of Division

• Topic 8: Division FactsTopic 8: Division Facts

• Topic 9: Understanding FractionsTopic 9: Understanding Fractions

• Topic 10: Fraction Comparison and Topic 10: Fraction Comparison and EquivalenceEquivalence

• Topic 11: Two-Dimensional Shapes and Their Topic 11: Two-Dimensional Shapes and Their AttributesAttributes

• Topic 12: TimeTopic 12: Time

• Topic 13: PerimeterTopic 13: Perimeter

• Topic 14: AreaTopic 14: Area

• Topic 15: Liquid, Volume, and MassTopic 15: Liquid, Volume, and Mass

• Topic 16: DataTopic 16: Data

2.2. Concepts and Skills-Focused Concepts and Skills-Focused Analysis Analysis (about 50 min)(about 50 min)

Review the concepts and Review the concepts and skills in your instructional skills in your instructional materials using materials using a particular a particular CCSSI Unit CCSSI Unit as a curriculum as a curriculum guide. Make notes regarding guide. Make notes regarding your instructional material’s your instructional material’s inclusion/exclusion of the inclusion/exclusion of the CCSS-M concepts and skills.CCSS-M concepts and skills.


Textbook Enactment Guide – Textbook Enactment Guide – Annotated TemplateAnnotated Template

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SAMPLe onlySAMPLe only

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Sample onlySample only

4848

Textbook Enactment Guide – Textbook Enactment Guide – BlankBlank Template Template

4949

3.3. Practice-Focused Analysis Practice-Focused Analysis (about 30 minutes)(about 30 minutes)

Repeat Step 2 with a focus Repeat Step 2 with a focus on the CCSS for on the CCSS for Mathematical Mathematical PracticePractice..


ReflectionsReflections

1.1. What is your reaction to What is your reaction to the work we have done the work we have done thus far? thus far? What What seems promising and/or seems promising and/or challenging at this point?challenging at this point?

2.2. What work needs to be What work needs to be continued to support continued to support mathematics teaching mathematics teaching and learning?and learning?

BREAKBREAK1:45-2:001:45-2:00

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1.Exploring a Complete Unit of Study2.Curriculum Alignment3.Teaching & Learning Trajectories across Grades4.Modified Lesson Study


Model 4:Model 4:Modified Lesson Study: Modified Lesson Study: Using the MAISA CCSS Using the MAISA CCSS

Mathematics Curriculum Mathematics Curriculum Materials to Guide Materials to Guide

InstructionInstruction

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

A Challenging Opportunity!A Challenging Opportunity!

““These Standards are not These Standards are not intended to be new names intended to be new names for old ways of doing for old ways of doing business. They are a call to business. They are a call to take the next step. It is time take the next step. It is time for states to work together for states to work together to build on lessons learned to build on lessons learned from two decades of from two decades of standards based reforms. It standards based reforms. It is time to recognize that is time to recognize that standards are not just standards are not just promises to our children, but promises to our children, but promises we intend to promises we intend to keep.”keep.”

— — CCSS (2010, p.5)CCSS (2010, p.5)

Planning for CCSS ImplementationPlanning for CCSS Implementation

How can we use How can we use collaborative planning and collaborative planning and debriefing opportunities to debriefing opportunities to support shifts in practice? support shifts in practice?

What might we learn from What might we learn from collaborative planning and collaborative planning and debriefing opportunities to debriefing opportunities to support learning of support learning of mathematics? mathematics?

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

Modified Lesson Study using the Highlight Lesson

Preview and Plan a) the lesson b) the post lesson discussion

Reflect and Learna)the lessonb)instructional elements

1 32


After experiencing the lesson discuss:After experiencing the lesson discuss:

• What are the mathematical goals of the What are the mathematical goals of the lesson? lesson?

• What about this lesson highlights what is What about this lesson highlights what is “new” given the CCSS?“new” given the CCSS?

• What about this lesson might be What about this lesson might be challenging for us and our students?challenging for us and our students?

• What is apparent in the lesson that could What is apparent in the lesson that could help make this lesson accessible to all help make this lesson accessible to all our students? our students?


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?

Planning for 2013-14Planning for 2013-14

• Professional Development Professional Development Focused Around:Focused Around:• Implementing the Practices Implementing the Practices

and Making Sense of and Making Sense of Trajectories Trajectories using selected using selected units to focus conversationsunits to focus conversations• Grade Level MeetingsGrade Level Meetings• Grade Band MeetingsGrade Band Meetings• Staff MeetingsStaff Meetings• PD DaysPD Days• SI DaysSI Days• Common PlanningCommon Planning• Professional Learning Professional Learning

CommunitiesCommunities

• Possible Content:Possible Content:• Classroom Video to Identify Classroom Video to Identify

PracticesPractices• Look For’s Look For’s • Illustrating the Standards for Illustrating the Standards for

Mathematical Practice (NCSM)Mathematical Practice (NCSM)• Using 2-4 Units as Contexts for Using 2-4 Units as Contexts for

ConversationsConversations• Implement a Highlight Lesson Implement a Highlight Lesson

and Conduct and Conduct Lesson StudyLesson Study• Trajectory ConversationsTrajectory Conversations

• Curriculum Alignment ModelCurriculum Alignment Model• Grade Level Representative keep Grade Level Representative keep

notes on the extent to which the notes on the extent to which the resource (Text) aligns to each resource (Text) aligns to each unit in the grade level (Use tool unit in the grade level (Use tool to note: Lessons in materials at to note: Lessons in materials at CCSS grade level, not at CCSS CCSS grade level, not at CCSS grade level, evidence and grade level, evidence and attention to mathematical attention to mathematical practices, places where needing practices, places where needing to supplement, etc.)to supplement, etc.)

• Develop a map to use the Develop a map to use the following year (Spring/Summer following year (Spring/Summer 20142014

Slide Slide 6262

Planning for 2014-15Planning for 2014-15

• Professional Development Professional Development Focused Around:Focused Around:• Implementing the Practices Implementing the Practices

and Making Sense of and Making Sense of AdditionalAdditional Trajectories Trajectories using selected units to using selected units to focus conversationsfocus conversations• Grade Level MeetingsGrade Level Meetings• Grade Band MeetingsGrade Band Meetings• Staff MeetingsStaff Meetings• PD DaysPD Days• SI DaysSI Days• Common PlanningCommon Planning• Professional Learning Professional Learning

CommunitiesCommunities

• Possible Content:Possible Content:• Classroom Video to Identify Classroom Video to Identify

PracticesPractices• Look For’s Look For’s • Illustrating the Standards for Illustrating the Standards for

Mathematical Practice (NCSM)Mathematical Practice (NCSM)• Using Using Another Another 2-4 Units as 2-4 Units as

Contexts for ConversationsContexts for Conversations• Implement a Highlight Implement a Highlight

Lesson and Conduct Lesson Lesson and Conduct Lesson StudyStudy

• Continue Continue Trajectory Trajectory ConversationsConversations

• Curriculum Alignment ModelCurriculum Alignment Model• Develop a map to use the Develop a map to use the

following year following year (Spring/Summer 2014)(Spring/Summer 2014)

• Share the maps with staffShare the maps with staff• Implement Implement Lesson StudyLesson Study• Continue Continue Curriculum Curriculum

Alignment Alignment

Slide Slide 6363

Our Collaborative WorkOur Collaborative WorkSchool/District ImplementationSchool/District Implementation

Individually, write down your initial Individually, write down your initial thoughts given what we have started thoughts given what we have started today.today.

•What What professional learning goals professional learning goals might be productive for your grade might be productive for your grade band, school, or district?band, school, or district?

•How and when How and when could you engage in could you engage in these conversations on a regular these conversations on a regular basis? basis?

•Which Which dialogues need to be dialogues need to be continued within your school/district to continued within your school/district to support CCSS implementation?support CCSS implementation?

Courses, Seminars, & Courses, Seminars, & ResourcesResources

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Website Resource CollectionsWebsite Resource Collections

•Turn on Common Core Math Turn on Common Core Math http://turnonccmath.com/http://turnonccmath.com/•Progression Documents (Bill McCallum)Progression Documents (Bill McCallum)http://ime.math.arizona.edu/progressionshttp://ime.math.arizona.edu/progressions•National Council of Supervisors of Mathematics (NCSM)National Council of Supervisors of Mathematics (NCSM)

•Illustrating the Standards for Mathematical PracticeIllustrating the Standards for Mathematical Practicehttp://www.mathedleadership.org/ccss/itp/index.htmlhttp://www.mathedleadership.org/ccss/itp/index.html•Inside MathematicsInside Mathematicshttp://insidemathematics.org/index.php/exemplary-lessons-http://insidemathematics.org/index.php/exemplary-lessons-integrating-practice-standardsintegrating-practice-standards•Illustrative MathematicsIllustrative Mathematicshttp://illustrativemathematics.org/http://illustrativemathematics.org/•Common Core ToolsCommon Core Toolswww.nctm.orgwww.nctm.orgMath Common Core Coalition Math Common Core Coalition http://www.nctm.org/standards/mathcommoncore/http://www.nctm.org/standards/mathcommoncore/

welcome to the maisa common core state standards initiative

Documents

mathematics learning

learning of mathematics

ccss mathematics standards

practice standards

learning trajectories

curriculum model

problems of representations

math phase