Moving to Common Practice with the Common Core Building District Capacity to Transform Mathematics...

Moving to Common Practice with the Common Core

Building District Capacity to Transform Mathematics Classrooms

MSPnet AcademyMarch 6, 2013, 1:30 pm EST

Presenters

DeAnn HuinkerProfessor,

Mathematics EducationDirector,

Center for Math & Science Education Research

University of Wisconsin-Milwaukee

Melissa HedgesK-8 Mathematics

Teaching Specialist Mequon-Thiensville

School District, Mequon, Wisconsin

Elizabeth CutterFourth Grade Teacher

and Common Core Leadership Team

Mequon-Thiensville School District,

Mequon, Wisconsin

Moving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Our Work Together on the Common Core

Transitioning to the Common Core for Mathematics....

• As a classroom teacher...

• As a district mathematics specialist...

• As a university mathematics educator...


Webinar Goals

In today’s webinar we will:

• Reflect on shifts, opportunities, and challenges for mathematics learning and teaching related to the Common Core.

• Examine leverage points and impactful strategies in moving a school district to common practice with the Common Core for mathematics.

Moving to Common Practice with the Common Core: Building District Capacity to Transform Mathematics Classrooms


Logistics

Chat area– Ongoing Questions: Pose questions in

the “Chat” area at any time for the presenters. We will monitor and address them throughout the webinar.

– Specific Requests: We will also ask you to respond to some specific questions in the chat area.

Surveys (Poll)– We will gather some information and

your perspectives through a few “surveys” or polls during the webinar.


Survey: Professional Role

What is your professional role?☐ Teacher☐ Principal☐ Math Coach or Specialist☐ Curriculum Coordinator or

District Administrator☐ Professional Development Provider☐ University Faculty☐ Other


Overview

Plan for Today’s Webinar

• Examine four themes related to the Common Core that grounded us in our work.

• Provide an overview of the university-district partnership project.

• Discuss some of the shifts that are occurring in the classroom and the impact on students.

• Discuss district strategies including the work of teacher leadership teams.


Fulfilling a Promise

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 for states to work together to build on lessons learned from two decades of standards based reforms.It is time to recognize that these standards are not just promises to our children, but promises we intend to keep.

--CCSSM (2010, p. 4)


CCSSM----

Common Core State Standardsfor Mathematics

FocusUnifying themes and guidance on “ways of knowing” the mathematics.

CoherenceProgressions across grades based on discipline of mathematics and research on student learning.

Rigor of UnderstandingDeep, genuine understanding of mathematics and ability to use that knowledge in real-world situations.

Theme 1. Focus-Coherence-RigorMoving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Theme 1 Questions We Often Ask

Focus on fewer topics: Which topics should be the “focus” at each grade level, and which are to be eliminated or de-emphasized?

Coherence across grades:How does what I teach this year build on what students bring with them and where does the mathematics progress in subsequent years?

Rigor and depth of understanding:How is that students need to know, understand, and be able to use the mathematics?


Describe how students engage with and learn mathematics content.– Solve problems– Communicate clearly– Reason and explain– Model and use tools– See structure & generalize

Identify what students should understand and be able to do in mathematics.

• K-8 Grade Levels

• HS Conceptual Categories

Standards for Mathematical Practice

Standards for Mathematics Content

Domains, Clusters, Standards

Theme 2. Integrate Practices & ContentMoving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Theme 3. Flow & Time of Content DomainsMoving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

“Ways of Knowing”the mathematics

How is that students need to know, understand, and be able to use the mathematics?

Theme 4. Ways of Knowing the MathematicsMoving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Standard 2.NBT.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.

Ways of Knowing…

NBT = Number and Operations in Base TenMoving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Standard 3.OA.3.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Ways of Knowing…

OA = Operations and Algebraic ThinkingMoving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Survey: Four Themes

Stop and Reflect

Which one of these 4 themes most needs more attention in your current work in transitioning to the Common Core State Standards for Mathematics?

☐ Theme 1. Examine focus, coherence, and rigor of understandingin the mathematics classroom.

☐ Theme 2. Integration of mathematical practices with mathcontent into student learning every day.

☐ Theme 3. Rethink the flow and time devoted to each contentdomain within and across grade levels.

☐ Theme 4. Collaborative study of the “ways of knowing” the mathematics in the standards to see what is expected of

students. Moving to Common Practice with the Common CoreDeAnn Huinker, Melissa Hedges, & Elizabeth CutterMSPnet Academy, 6 March 2013 (mspnet.org)

Partnership ProjectUniversity and

Six School Districts

Partnership Project

Common Core Leadership in Mathematics


Phase 1. Digging into the Core

• Study the mathematics of the standards – content and mathematical practices.

• Deepen content knowledge.

• Study standards progressions.

• Compare instruction and curriculum the Common Core.

• Develop leadership knowledgeand skills for collegial conversations (e.g., listening, paraphrasing, prompting).

• Implement district-based Common Core projects and leadership activities.

Phase 2.Develop Teacher Leadership

Project Phases

• Study and design formative assessments of student learning.

• Prepare for SMARTER Balanced Assessment Consortium (SBAC).

Phase 3: Align Assessment to the Core


General Project Design

Year 1 (2011-2012)Summer Institute & School Year Sessions80 contact hours (5 university credits)

Year 3 (2013-2014)Summer Institute & School Year Sessions50 contact hours (3 university credits)

Year 2 (2012-2013)Summer Institute & School Year SessionsNew participants: 80 contact hours (5 credits)Continuing participants: 30 contact hours (2 credits)


Please post a question or comment in the chat area.

Reflect

Questions or Comments


Cross-district Collaboration

The collaboration with other school districts has helped us develop a deeper awareness of the challenges and successes that we all share.

By bringing together teachers from several districts—urban and suburban—we are able to let go of our local issues. Our conversations stay focused on math and leadership.


Digging into the Standards and the Impact on

Classroom Instruction

Teacher Perspective

• In what ways am I shifting my own classroom practice because of what I’m learning about the Common Core?

• In what ways am I stepping beyond my own classroom to support other teachers in transitioning to the Common Core?


Initial Impact

• Mathematical knowledge for teaching I deepened my own understandingof mathematics through an intensive study of the Common Core standards.

• As my own knowledge of the mathematics in the Common Core continues to be enriched, I am better able to deepen my students’ understanding, as well as address their misconceptions.

What do I know? Where do I focus as I teach math?


Classroom Impact


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 .


In the classroom…

Problem ContextMike ran 5 laps around the indoor track at the high school. If each lap is 3/10 of a mile, how many miles did he run total?


Content Standards Mathematical Practices

Leadership Role

School and District Transition to the CCSSM

Developing Leadership & Coaching Skills through CCLM

Grade Level Team Meetings District Leadership Team “Hallway Conversations”

Classroom Practice


Summary

Why is this working?

Began with the mathematics

Grounded in the progression of mathematical skills and knowledge within our focus domains (OA, NF, RP).

Focused gradual realistic manageable


Survey: Study of the Core

Stop and Check-inWhich statement best reflects your own learning opportunities for the Common Core in mathematics?

☐ We meet regularly with our Math Specialist or PLC to study themathematics in the Core.

☐ We had a few school or district math PD sessions on the Core, but did not go much beyond the surface.

☐ We use our grade-level meetings to talk about the Core, but we’re on our own.

☐ I have read the standards, but not discussed them with others.

☐ I have not yet read the Common Core Standards for math.


District Common Core

Teacher Leadership Teams

District Work

How are we moving toward common instructional practice within a school and across the district?


In the midst of the

perfect storm!

Professional

DevelopmentK-4 Curriculum Supplement

Supplemental Materials

Diagnostic Assessments

PLC & Vertical Teams

CCLM

CC Teacher

Leader Team

Understanding the CCSSM

Focus, Coherence & Rigor

OA, NF, RP

MP1, MP2, MP3, MP5


MP1. Make sense of problems and persevere in solving them.

MP2. Reason abstractly and quantitatively.

MP3. Construct viable arguments and critique the reasoning of others.

MP5. Use appropriate tools strategically.

K-2: Operations and Algebraic Thinking (OA)

3-5: Number and Operations: Fractions (NF)

6-8: Ratio and Proportional Relationships (RP)

NMAP (2008), Major Domains of SBAC & PARCC (2012), IES RtI Recommendations


Standards for Mathematics Content

K-8 District Focus 2011-2014Focus: Deepen Math Knowledge of the Core


Building Leadership Capacity

MTSDCommon Core Teacher Leadership Team

Classroom teachers who have made a commitment to delving deeper into the Common Core and to providing leadership at various levels. 13 CCLM project participants10 teachers with other trainingGrades K-8 30-120 hours of face-to-face study (so far...)


Stage 1: Know & ModelLeadership of Self

Stage 2: Collaborate & Implement

Leadership of Others

Stage 3: Advocate & Systematize

Leadership in theExtended Community

Stages of Leadership Action

NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).


MTSD Common Core Teacher Leaders

What is our role?

• Support transition of teaching mathematics to match CCSSMexpectations for students.

• Inform the work of district.

How?

• Be a leader of self.

• Support colleagues to better understand the mathematics.

• Support district initiatives on the ground level.

• Develop teacher-friendly resources.

• Ensure math has a voice.


Systematic & Strategic Steps: Instructional Resource

Clare has 15 red bears and 9 blues bears. How many more red bears than blue bears does Clare have?

An equal number of girls and boys attendedthe magic show. When 26 girls and 121 boys leftthere were 6 times as many girls as boys. How many boys attended the magic show at first?

Tape Diagram BookletConcrete Representational Abstract


• K-4 Lesson by Lesson Transition to Core Expectations• Supports K-8 Math Practices and Content Focus

• Features increased use of: • concrete and visual models • problem solving opportunities• critical thinking through questioning• supplemental activities

Systematic & Strategic Steps: Alignment

District Curriculum Guide Addendum


Recent and Current Initiatives

• Tape Diagrams (Grades 1-8)• Dot Patterns, Ten Frames, Rekenreks/Math Racks (K-2)• Story Problem Structures (K-2 & 3-5)• Diagraming Story Contexts with Visual Models (K-8)

• K-8 Lesson Format (Open, Develop, Close)• K-8 Common Grade-Level Classroom Assessments• K-8 Diagnostic Assessments


Survey: Teacher Leadership for the Core

Stop and Check-in

Which statement best reflects your own school or district?

☐ We have an active Teacher Leadership Team for the Common Core in mathematics that is guiding our transition.

☐ We have a designated Common Core Teacher Leadership Team in

mathbut they are not sure where to start or what to do to be more impactful or supportive of changes in classroom practice.

☐ We have a Teacher Leadership Team but they have mainly focused on

student test data or curriculum mapping.

☐ We do not have a teacher leadership team for math.

☐ Teachers are mainly recipients, not leaders of professional development or district work.


District Progress: Mathematics

Understanding the CCSSM

Focus, Coherence & Rigor


Please post a question or comment in the chat area.

Reflect

Questions or Comments


Closing Commentsand Reflections

Project Benefits Across Districts

3. Sustained-Collaborative: Gradual building of knowledge of the Common Core and capacity in leadership and coaching skills.

4. Teachers Supporting Teachers: Gradual growth from leadership of self to leadership of others—commitment and credibility embedded daily informal conversations to more formal PD.

Foundation in Mathematics Content

Networking

Teacher Leadership

1. Digging In: In-depth teacher content knowledge of the standards—both Math Practices and Mathematics Content.

2. Looking Across: Knowledge of the progression of mathematics standards “across grades.”

5. Across Districts: Shared needs lead to creating and sharing resources across districts—tools, people, and experiences.

6. With University Faculty: Access to the expertise of university mathematics content and mathematics education faculty.


Common Core Leadership in Mathematics Project


Over the next two weeks, we invite you to continue the discussion online in MSPnet of opportunities, challenges, and strategies in moving to Common Practice with the Common Core in mathematics.

• What more would you like to know about our work?

• What are some successful strategies in moving schools and districts to the Common Core in mathematics?

Online Discussion


Thank you!DeAnn Huinker:

[email protected]

Melissa Hedges:

[email protected]

Elizabeth Cutter:

[email protected]

www.cclm.uwm.edu

ABOUT MSPnet

http://hub.mspnet.org

MSPnet is created and facilitated by the Center for School Reform at TERC. It is supported by the National Science Foundation. Opinions expressed are those of the contributors and not necessarily those of the Foundation.

Webinar Description

Moving to Common Practice with the Common Core: Building District Capacity to Transform Mathematics Classrooms

This webinar will present our work in building the capacity of school districts to implement the Common Core State Standards for Mathematics. A University-District Partnership initiated a leadership project that engaged district teams of teachers and math specialists across six districts. The project goals are to deepen teachers' mathematical knowledge of standards progressions and develop the team members as teacher leaders for their districts. We will summarize the work across all districts and highlight the work in one district as a case illustration. In particular, we will discuss and provide examples of critical components for building team capacity and district-based leverage points that are fueling movement toward common mathematics practice for the Common Core.


Moving to Common Practice with the Common Core Building District Capacity to Transform Mathematics...

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