The document provides an overview of common resources and strategies for teachers to effectively implement the Common Core State Standards, including examining alignment of pacing guides, understanding the structure and components of the CCSS document, using tools like the MDE crosswalk, and incorporating mathematical practices into lessons through strategies like proof drawings, problem solving, and math talks.

1. Getting Started With
Common Core
Laura Chambless
St. Clair County RESA
www.protopage.com/lchambless

2. Learning Target
I can read, use, and understand
the level in which I need to
teach the Common Core State
Standards.

3. CCSS
• What do you remember from last
year’s introduction and/or this
summers self exploration?

4. Alignment & Pacing Guide
• Is your grade level pacing guide done
and aligned with CCSS?
– What are you cutting out of your old
program?
– What concepts are you increasing
teaching time on?
– Are all the CCSS covered?

5. CCSS Document
Find these parts of the CCSS Document
1. Critical Areas
2. Grade Overview
3. Mathematical Practices
4. Standards
What can you tell me about each part?

6. Design and Organization
Elementary/Middle School
 Content standards define what students should
understand and be able to do
 Clusters are groups of related standards
 Domains are larger groups that progress across
grades
Source: MDE- Math Common Core Power Point

7. MDE Crosswalk
Find these parts in the Crosswalk:
1. Introduction
2. Mathematical Practices
3. Critical Area
4. Progression of CCSS across grades
5. Common Standards with GLCEs
6. Content moving out
7. Content moving in

8. How Are CCSS Different
1. Mathematical Practices are crucial
2. Higher Order Thinking Verbs
– Understand – Comprehension Level (2)
– Compare – Comprehension Level (2)
– Solve – Application Level (3)
– Classify – Analysis Level (4)
– Analyze – Analysis Level (4)
– Organize – Synthesis Level (5)
– Relate – Evaluation Level (6)
– Determine – Evaluation Level (6)

9. How Else Are They
Different?
1. Each grade level is accountable for
their critical areas.
2. Each grade level is building skills for
the next grade level.
3. CCSS concepts have distinct starting
and ending points.
4. Mathematical Practices are K-12

10. K-8 Domains
Counting Ratios &
and Proportion
Cardinality
Operations and Algebraic Thinking The Number System
Number and Operations in Base Ten Expressions & Equations
Fractions Functions
Measurement and Data
Geometry Geometry
Statistics and Probability
K 1st 2nd 3rd 4th 5th 6th 7th 8th

11. Mathematics/Standards for Mathematical Practice
“The Standards for Mathematical Practice describe varieties of expertise that
mathematics educators at all levels should seek to develop in their students.
These practices rest on important “processes and proficiencies” with
longstanding importance in mathematics education.” CCSS, 2010
Standards for Mathematical Practice
• Carry across all grade levels
• Describe habits of a mathematically expert student
Standards for Mathematical Content
• K-8 presented by grade level
• Organized into domains that progress over several grades
• Grade introductions give 2-4 focal points at each grade level
• High school standards presented by conceptual theme
(Number &
Quantity, Algebra, Functions, Modeling, Geometry, Statistics
& Probability

12. Standards for Mathematical
Practice
1. Make sense of problems and persevere in
solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the
reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated
reasoning

14. Math Practices
http://www.corestandards.org/the-
standards/mathematics/introduction
/standards-for-mathematical-practice
1. Read Math Practices 1 and 3.
2. Take time to read about the practices. (5 min)
3. Share what you learned with a partner. (2 min)

15. Activity
Freddy Fly and Martha Maggot have 9 sticky
lollipoos - not lollipops. Don't ask what they
are - you don't want to know. If Freddy Fly
has 5 fewer lollipoos than Martha Maggot,
how many lollipoos does Freddy Fly have?
http://www.homeschooling-paradise.com/math-word-problems-first-grade.html
1.Work with a partner(s) to solve this problem.
2. Illustrate the problem and write an equation. (5 min)
3. Is there another way you can illustrate the problem?
4. Sharing Time: 1 minute group report
5. Reflection Time: Which Mathematical Practices did you use.

16. Assessment
The SMARTER Balanced
Assessment Consortium
http://www.k12.wa.us/smarter

17. Common State Achievement
Assessments: Beginning 2014-15
A Multi-Mode An Online Assessment
Assessment System System
• Multiple Choice • Results returned quickly
• Short Answer (within hours or days
• Essay depending on the type
of task included)
• Technology Enhanced
Items (e.g. simulations, • Paper and pencil
tools) offered the first few
years
• Performance Events
(short projects) • Hope to be paperless
(except for
• Performance Tasks
accommodations) by
(long projects)
2017

18. The SBAC Assessment System
English Language Arts and Mathematics, Grades 3 – 8 and High School
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks;
model curriculum units; educator training; professional development tools and resources; an
interactive reporting system; scorer training modules; and teacher collaboration tools.
INTERIM ASSESSMENT INTERIM ASSESSMENT
Computer Adaptive Computer Adaptive PERFORMANCE COMPUTER
Assessment and Assessment and TASKS ADAPTIVE
Performance Tasks Performance Tasks • Reading ASSESSMENT
• Writing
• Math
Scope, sequence, number, and timing of interim
assessments locally determined
Re-take option
Optional Interim
Summative assessment
assessment system —
for accountability
no stakes
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

19. Assessment Design
Summative Assessment
•Measure full range of CCSS
•Computer Adaptive
Testing for precision
•Timely results
•Performance Tasks

20. Assessment Design
Interim Assessment
•Allow for finer grain of
measurement (e.g., end of unit)
•Inform teachers if students are
on track to be proficient on
summative assessments
•Multiple opportunities for
students to participate

21. Assessment Design
Formative Assessment
•Repository of tools available to
teachers to support quick adjustment
and differentiated instruction
•Help define student performance
along the CCSS learning progressions
•Concrete strategies for immediate
feedback loops

22. SBAC: Two Components of the
Summative Assessment
PERFORMANCE
TASKS + COMPUTER
ADAPTIVE
ASSESSMENT
• Measure the ability to
integrate knowledge and • A computer adaptive assessment
skills, as required in CCSS given during final 12 weeks of the
• Each task administered in school year*
two hour-long sittings.
• Multiple item types, scored by
• Computer-delivered, during
Computer, including tasks
final 12 weeks of the school
year* • Students will have the opportunity
• Results within 2 weeks to take the summative assessment
twice
• Scores from the performance assessment and the computer adaptive
assessment will be combined for annual accountability scores.
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
12-Dec-11

23. SBAC: Performance Tasks
Last 12 weeks of year*
One reading task, one writing task and 2 math tasks per year.
Examples:
• ELA: Select texts on a given theme, synthesize the
PERFORMANCE
perspectives presented, conduct research, and write a TASKS
• Reading
reflective essay. • Writing
• Math
• Math: Review a financial document and read
explanatory text, conduct a series of analyses, develop a
conclusion, and provide evidence for it.
• Roughly half of the performance tasks for grades 9 through 11 will
assess ELA or math within the context of science or social studies.
12-Dec-11 * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

24. SBAC: End-of-Year Assessment
Last 12 weeks of year*
• Composed of approximately 40 to 65 questions per content
area
• Uses adaptive delivery for more efficient testing and
COMPUTER
more accurate measurement of all students, across the ADAPTIVE
ASSESSMENT
performance spectrum (important in measuring growth)
• Scores from items that can be scored immediately will be Re-take option
reported, and then updated as scores from those requiring
human scoring or artificial intelligence are completed
• Students who are approved to do so may take the assessment
a second time, but will see a new set of items
12-Dec-11 * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

25. SBAC: Summative Components
Last 12 weeks of year*
• Student scores from the performance tasks
and end-of-year adaptive assessment will be
combined for each student’s annual score
for accountability.
• Performance tasks may begin prior to the
final 12 weeks of the year, based on research
studies and final implementation decisions.
PERFORMANCE
TASKS COMPUTER
• Reading ADAPTIVE
• Writing ASSESSMENT
• Math
Re-take option
12-Dec-11 * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

27. Sample Item
http://www.k12.wa.us/Mathematics/R
eleasedItems.aspx

28. Teaching Strategies
Proof Drawings & Problem Solving
Math Talk

29. Proof Drawings
Problem Solving
1. Video http://www.teachingchannel.org/videos/talk-moves?fd=1
2. Problem Solving in Math Expressions
Article and/or NCTM Focus Points
Book
Article
1. Pg 2 Understanding The Situation
2. Pg 4 Math Drawings vs Numeric Drawing
3. Pg 5 Levels of Addition and Subtraction
Solution Methods

30. 1. Make sense of problems and
persevere in solving them.
Students should be able to:
• Explain the meaning of the problem. May
use concrete objects and/or pictorial
representations.
• Come up with a strategy for solving the
problem.
• Identify the connections between two
different approaches to a problem.
• Determine whether or not the solution
makes sense.
Source: LuAnn Murray- Mathematics Coordinator Genesee ISD

31. Math Talk
1. Video http://www.insidemathematics.org/index.php/standard-3
2. Math Talk Article from Math
Expression website
http://www.eduplace.com/math/mthexp
1. Read Article
2. Talk to partner or group of 4
*Where is your teaching at in the gradual
transformation elements on page 2.

32. 3. Construct viable arguments and
critique the reasoning of others.
Students should be able to:
• Make conjectures.
• Use counterexamples in their arguments.
• Justify their conclusions and explain
them to others.
• Listen and/or read other’s arguments
and determine if they make sense.
• Ask questions to get clarification of an
explanation.
Source: LuAnn Murray- Mathematics Coordinator Genesee ISD

33. Mathematical Practices
As a group, fill in the CCSS
Mathematical Practice 6 question
worksheet.
1. Impact on instruction
2. Implementation look/sound like
3. Students need
4. Teachers need
5. Assessment
6. Grading

34. 60 Minute Lessons
1. Start: quick review, game, video
2. Lesson:
manipulate, draw, talk, write
3. Differentiation: centers, sponge
activities
4. Technology: white board
activities, iPod apps, computer
games, flip camaras

35. Pacing Guide and
Assessments
• How was it aligned to CCSS?
• Does the pacing guide look
reasonable?
• What needs to be done with
assessment?
• Do you understand the depth of the
content standards so they can be
assessed at the same level?

36. Learning Target
I can read, use, and understand
the level in which I need to
teach the Common Core State
Standards.

37. Thanks
Evaluation