training plan: facilitator notes – may ccrsm phase iii

DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III

Training Plan: Facilitator Notes – May CCRSM Phase III | Teacher Orientation

Enduring Understanding: • Teachers will build their understanding of the CCRSM Implementation Plan and understand DoDEA’s commitment to support them

through this process. • Teachers will begin to understand and identify instructional shifts in the CCRSM. • Teachers will experience the Standards for Mathematical Practice through high level mathematical tasks.

Essential Question(s): 1. What has to happen with our current teaching practices to assure the successful implementation of the CCRSM? 2. How will the Standards for Mathematical Practice support our shift to the CCRSM and the development of mathematically proficient

students?

Outcomes: By the end of the session, teachers will have:

• Recognized DoDEA’s commitment to College and Career Ready Standards as its #1 priority • Understand the Standards for Mathematical Practice (SMPs) and their connection to transforming teaching and learning • Learned 3 Key Instructional Shifts of the College and Career Ready Standards for Mathematics (CCRSM) and the CCRSM content

standards • Learned about DoDEA’s implementation plan for CCRSM

Provisioning/Materials: Per Table

• Blank Copy Paper – this will be used for multiple tasks • Markers • Highlighters • Index Cards or Place Cards numbered 1 – 8 – OR some method

of splitting into groups of 8 for the SMP activity

• Post-it • Poster Paper • Tape may be needed to hang poster paper

Mathematics Instructional Systems Specialists Team


Set Up: • Have all files downloaded to the desktop or a DVD in advance. This

includes the power point presentation, and all references used during this training. Rationale – the internet may not be available from the work station you are using during this training.

• Check the videos embedded on specific slides to assure they play properly and the volume is adjusted appropriately.

• Make ALL copies – See Bottom of this document.

• Set up the room to assure your audience can work with an elbow partner and in a small group

• On the table, have the blank copy paper, highlighters, markers, stickers and poster paper

• You will need to determine how you will distribute copies throughout the training depending on the size of your group

• You will need to set up a Parking Lot at the front of the room.

Key Information:

• The follow is a script to support the presentation. The intent of the script is to express the essence of the presentation and is not intended to be read verbatim.

• The presentation is not to be altered. It is vital we send a common message across DoDEA to support our Unified School System. • Items in blue italics are notes and directions directed at the facilitator.

This presentation was created with small groups face-to-face in mind as the ideal situation. It is understood that this may not be how all professional development may be delivered. Adjustments may need to be made to fit specific situations without losing the essence or purpose of the PD.



Slide Delivery Slide Number Presenter Time Notes Needs

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You can use this section to write down who is responsible for what slide Slide up

prior to start of

PD

Prior to the training you will need to ensure all of the statements on the slide pertain to your group. In some areas we are combining schools and in some areas we are not. If there is a statement in the slide that does not pertain to your group, simply delete it. Or if you need to add a group missed, please do so. This slide should be up as the teachers enter the room. You may also need to direct them to the screen to assure they are sitting appropriately. The idea is to have a diverse group of teachers sitting at each table. We are trying to avoid tables of all same grade or group (i.e. Specialists, SPED, etc.). We are looking for diverse groups for vertical and cross-curricular discourse.

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Welcome At this point you will need to set the norms for the day. You may want to include:

• Cell Phones • Conversations • Be Here. Prepared to be Nowhere Else.

You may also want to do any of your housekeeping items such as: • Bathroom location • Lunch times • Vending machine location

I know we have a wide variety of professionals in the room today. We have classroom teachers, SPED teachers, Specialists, Administrators, ISSs, Superintendents, Assistant Superintendents, Educational Aides, and many more colleagues that I may have missed. Each of you plays a vital role in the successful implantation of the College and Career Ready Standards. Today we are asking each of you look for your entry point into the discussions we will have regarding the College and Career Ready Standards for Mathematics. Be an active participant and engage your colleagues. It will take all of us working together to make this a successful journey.



Slide Number Presenter Time Notes Needs

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HO #1: College and Career Ready Standards KWL This is not a Q&A time…. This is only meant to be a brain dump Let’s begin with our current understandings and needs. Fold the blank paper into thirds and label them for a KWL. First, write about what you already know about the College and Career Ready Standards for Mathematics. Then jot down any questions you need answered about CCRSM.

Handout #1: College and Career Ready Standards KWL

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Today we are going to begin our journey with the College and Career Ready Standards for Mathematics (CCRSM) Here are our Learning Outcomes for the day. As you see we have a lot to learn about today.

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Before we move forward, let’s listen to a brief message from the Director of DoDEA, Mr. Tom Brady. Click on the video to start As you can see, our director, Mr. Brady, is very committed to this endeavor and is going to support us every step of the way.




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As an organization we are taking on this large scale initiative. Here is our DoDEA Big Picture: (click)

• We have over 76,000 students (click) • in 117 schools overseas, (click) • 63 schools in the US and its territory (click) • and 1 Accredited Virtual HS

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Now let’s put this into perspective Click – the faces will appear after only one click Everything we do must be for the benefit of our students. Our purpose and our responsibility are to provide the absolute best educational opportunity for our military connected children.

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Animation set to automatic – You can change if you prefer to click for EMPHASIS! One question often asked is “What is the difference in College and Career Ready and the Standards?” This is the graphic we have been using to show how it all fits together. The foundation to CCR is the rigorous standards that we have adopted from Common Core and the next set of standards adopted for Science, SS and other areas of study. Included under CCR are the curriculum framework, instructional framework and assessments. With the key to the success of all we do is intentional Professional Development The effect of this is to build a strong foundation in core academic



Slide Number Presenter Time Notes Needs areas to prepare students with knowledge, skills and dispositions necessary for successful futures.

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We will begin with some math. Solve this problem using two different strategies. You will show your work using models and equations. How did you solve it? Possible answers: 502 – 477 = ? 477 + ? = 502 502 - ? = 477 As the participants share, highlight the use of a variety of strategies and models. Listen for strategies that use missing addends, involve counting on or decomposing addends. (See background information in the PPT notes) If no one shares the traditional algorithm, ask if someone used it to solve. Sarah’s thoughts here: how did you solve it? What strategies did you use? [traditional algorithm, counting back, counting on from 477, compensating by subtracting 2 from each to see that the answer is 25, seeing it in terms of money]. Was there anything tricky about the language used in this problem? [how many more than] Why? Because some students/teachers may assume that “more than” means add to the larger number.

Blank Paper




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Did anyone use a number line as model to solve this problem? Do you “see” a missing addend using this model? [Click 3 times to show the values and the question mark. Let the group discuss. Do not jump in with an answer. Click again to show the question “How many more than?”]

I worded this question in a way that guides you to think about “how many more than” the lower value. So “counting on” makes sense here. Could I have asked this question another way? [Pause – wait for responses – then click to show the question “how many fewer”].

I could have asked how many fewer from the start. This is another way to ask “how big is the gap between these 2 numbers”? This might imply counting back to some students, which is another strategy.

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Problems like this one are crucially important for students to understand. What equations did you create to model this mathematical situation? How is 477 + ? = 502 related to 502 - ? = 477 ? and to… 502 – 477 = ? In these types of problems, the “unknown” is the “gap” between 2 numbers. The “gap” in this problem is 25, and if you move the “endpoints” or the other 2 numbers (by, for example, compensating or adding/subtracting the same amount from the endpoints), you still have 25. You can find this “gap” by either counting up from the lower number or counting back from the higher number. Depending on how you think about this problem, the equation may be written differently… but ALL describe the same relationship between these 3 numbers. The important point here is the structure of the number system along with the MEANING of addition and subtraction and how they are all interrelated. [For your own background knowledge, read the Progressions document] These 3 equations represent 3 of 15 different ways that addition/subtraction problems can (and must) be asked (per the



Slide Number Presenter Time Notes Needs CCRSM) – [click] change unknown/add to [click] change unknown/ take from [click] result unknown/ take from Research has shown that, in this country, students/teachers too often see subtraction only as “take away”, use only a counting back strategy and then move very quickly to the traditional algorithm (with multi-digit numbers) without understanding the actual meaning of subtraction (as related to addition). It’s really a missing addend or unknown addend… or a gap between 2 numbers that is unknown. Seeing numbers this way (addition and subtraction are inter-related as inverses of one another) is a crucial early conceptual understanding in mathematics for students. It is needed for later understanding of operations on negative numbers, algebraic representation, etc. It also gives students many options for solution methods. Question to consider: Which approach is more efficient? Explain that the standard algorithm for subtraction is not mastered in the CCRSM until fourth grade. Initiate a discussion about how the algorithm might not be the most efficient method in this problem. (Why? Because you are subtracting over a decade/century… there are many chances for errors, you have to have a paper/pencil instead of doing it mentally). Talk about how counting up is easier for young children than counting down; and it’s how we naturally “do the math” mentally or in our heads. (leads to money example which is the next slide)

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Did any of you think of money as an additional model? “My lunch costs $4.77. I have $5.00. How do I figure what change I’m owed?” These are the types of problems that we solve every day (mentally), and most of us use the strategy of “counting up” from the lower number without realizing it. So we think… 3 cents to get to 4.80, plus 20 cents to get to 5.00. I should get 23cents back in change. If I give the cashier 2cents (to make $5.02), I get a quarter back in change. Thinking of 477 as $4.77 and 502 as $5.02. 2 pennies, if you shift



Slide Number Presenter Time Notes Needs the whole amount down by 2, you can think $4.75 to $5.00. This is a solid, real-world example of a “missing addend”, or figuring out the size of the gap between 2 numbers, or counting on/up, which is a very important strategy for subtraction as well as addition. Possible follow-up questions: How does the use of various models promote the use of different strategies? Why is this important?

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As we move forward in the implementation of the CCRSM, we need to develop mathematically proficient students… But first we have to decide on what is a mathematically proficient student. We are going to do a quick Think - Ink – Share If you have never done a Think-Ink-Share with this group, then you may need to explain the process prior to moving forward. What should a mathematically proficient student be able to do? Jot down your thoughts for a minute. We will give you time to share in a minute. Give them a minute to jot down their thoughts Share with your elbow partner your thoughts. Give them a few minutes to share with their elbow partners. With a rich understanding of the mathematical content, students will be able to: “consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut”. Who is responsible for developing mathematically proficient students? Expected response “We are.”

Post-it Notes




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How do we do this??? We will use the Standards of Mathematical as a guide in developing mathematically proficient students. The ‘mathematical practices’ embrace the goals of 21st Century skills. It is our responsibility as educators to present the opportunities for students to develop the skills needed to be mathematically proficient students. Keep in mind that the Standards for Mathematical Practice are descriptors for what students should be doing. So, we could read the SMPs by beginning each standard with Students should… then read each standard

Handout #2B: SMP at a Glance

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Handout #2: Standards for Mathematical Practice Quick Reference Prior to the meeting you will need to assign a Standard for Mathematical Practice to each table. You can place an index card or a place card numbering the tables 1 – 8. If you have more than 8 tables, you will need to determine how to divide the room equally. For smaller groups you can have them count off 1 -8 and move to those groups OR you can hand them 1 – 8 cards at the beginning of the training and move to those groups for this activity. Before we take a deeper look at the Standards for Mathematical Practice, we need to point out that the SMPs do not change across the grade levels. They are the same SMPs for grades K-12. On your table you have a copy of the Standards for Mathematical Practice Quick Reference We are going to work on this in 3 phases – Click once and the following will appear one after another

Handout #2: Standards for Mathematical Practice Quick Reference



Slide Number Presenter Time Notes Needs Individually – Partner - Group Individually – Click and this task will appear Read the abstract and the standard assigned to your group on your own – Think about the true meaning of the standard while you are reading, highlight and take notes. There is no talking during this time. You will have time in about 3 minutes to share with your partner. Partner– Click and this task will appear Now we are going to do an A/B partner share. In this discussion, decide who is A and who is B. In just a moment, A will share their thought and give a grade level example for 1 minute and B will only listen. Then for the next minute, B will share their thoughts and give a grade level example, while A listens for one minute. For the last minute, A and B will discuss openly. Group – Click and this task will appear Now as a group. You will have 10 minutes to design a pictorial representation of your group’s SMP. Be prepared to share out as a whole group. You need to share:

1. Your standard 2. A description 3. Your thought behind your poster

Please pay close attention to the following SMP groups to assure they are on track: SMP 2 – Make sure they understand that abstract is related to symbols, numerals and equations. You may also want to ask “What is abstract in Kindergarten?” – Connecting a number to an amount (cardinality) SMP 7 – a good connection for this group is to be sure that they understand that a generalization of structure is asking the question “Does it always work?” Hang posters and share appropriately – no more than 1 minute share time. Large groups many need to find creative ways to share out. There is not a lot of time for sharing here; however it is a very important part of the learning.



Slide Number Presenter Time Notes Needs You need to share:

4. Your standard 5. A description 6. Your thought behind your poster

As groups are sharing be sure they hit on the following points: SMP 1 – This is the overarching standard that ties them all together. It is directly connected to all of the practices. SMP 2 – See above SMP 3 – This is the WHY their solution /approach worked for their own problem or others SMP 4 – This is how you show your thinking…. Think about the marble question earlier. SMP 5 – Consider asking: “Who chooses the tools?” “How are the tools accessed?” SMP 6 – Precision not only includes correct solutions. It also includes precise vocabulary, models, symbols, units, etc. SMP 7 and SMP 8 – See above

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Handout #3: SMPs for Kids (1 Pager) We’ve discussed the SMPs and you have heard the in-depth descriptions of the SMPs from your colleagues and you have a copy of this kid friendly version of the SMPs on your table. Now let’s make a connection… Click and the question will appear

Handout #3: SMPs for Kids (1 Pager)



Slide Number Presenter Time Notes Needs With your table discuss what practices were evident in the marble problem… Give them time to discuss Now, at your table decide which SMP was most prevalent in the marble problem and write that number on a blank paper and hold it up. One per table. This should be difficult for them to decide on just one. They may want to write several numbers. They might even struggle a bit with deciding. Look around the room and discuss what they shared… Ask was this easy to do? Look for a number not mentioned and asked did you not see…? We want discourse and struggle. Why do you think it is important to think about our thinking? Why do you think it is important to look at the SMPs? How could you use the SMPs to create high-level engaging tasks? How we teach math is vital to the success of implementing the CCRSM. Isn’t this true for all curriculums? How about for music? Is how we teach music important? Why? How about PE? Is it important to be intentional about how you teach PE? Why? Could the SMPs translate to other areas of study? How? Do students need to learn to persevere in Art? How about FLES? How about construct viable arguments and critique reasoning in ELA? The idea here is to connect to the ancillary teachers. They should be able to see how the SMPs can support more than just math.




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Handout #4: How Many Are Hiding Video Capture Sheet How do we allow students the flexibility of seeing numbers in these rich ways? We are going to watch a first grade class play a game called “How Many Are Hiding?” The students have 10 unit blocks and a paper plate. One student grabs a handful of blocks and places them under the paper plate. The second student has to say how many blocks are hiding. Then he has to explain how he knew. During the video, use the graphic organizer we’ve provided to take notes on what you see and hear with regard to 1) what the students are doing, 2) what the teacher is doing and 3) how the math task allows for student learning to take place. There are two parts to the video. We will be stopping throughout to discuss what we see happening.

Handout #4: How Many Are Hiding Video Capture Sheet

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Run the video: Part 3 Part 3 shows the students in pairs playing a game called How Many Are Hiding? The teacher is checking in with three pairs of students and asking focusing questions. Stop the video at 2:09. Say: The first student had to grab her number line to count up. In this pair, the teacher counts out 15 cubes. The student counts 8 on top of the plate, and says that 4 are hiding. How do you think the teacher should handle this wrong answer? How can the teacher use this incorrect answer to get this student pair to understand a key mathematical concept or construct… the meaning of addition/subtraction? [Allow a moment to turn and talk for one minute, then start the video again] Play to the end, and then ask: “What do you think the teacher needs to do next in this lesson?” [turn and talk to the other elbow partner to say what they think]




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Refer back to Handout #3: SMPs for Kids (1 Pager) This is only a brief glimpse into this classroom; however, we should be able to identify some of the SMPs that were evident. Let’s discuss this first question. Whole group… “How did the students demonstrate learning?” At your table, identify the SMPS the students were engaged in.

Refer back to Handout #3: SMPs for Kids (1 Pager)

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In this discussion, you want to make the connections to how the teacher created the conditions for the students to experience the SMPs. This will lead into the LOOK FOR document. Listen for any ideas on the document. You might want to chart what they say so you can connect back to the LOOK FOR document. Decide how you are going to conduct this discussion based on your group size. You can use elbow partner, table or whole group. How did Ms. O’Neill support student learning in the “How Many Are Hiding lesson?” Possible responses: • The teacher scaffolds learning through the use of focusing

questions. • She checks in with groups and provides enough support so that

students can be successful. • She differentiates by suggesting tools such as the use of the

number line when she thinks it will help the students to be successful and gives some groups more blocks to increase the rigor.

• She thoughtfully chooses the task. • She makes sure that they are in pairs so that every student is

engaged… they can’t just sit back and let others do the work. • She uses their language in group share-outs – she makes sure

everyone has an individual idea first (silent thumbs up) before having someone share out.




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Handout #5: LOOK FORs DoDEA has created this Look For document to help us have a common understanding of what student engagement in the SMPs would look like or sound like in the classroom. This is just a document to help guide us as we continue to learn about the Standards for Mathematical Practices and begin our journey into our new CCRSM. Take a moment to look over this document. Let the participants read this. Click and bubble will appear. Keep in mind this is a reflection and collaboration tool. Ask them what they think about this as a tool for teachers and themselves? Some possible follow-up questions: What challenges might teachers face as they begin to teach with the SMPs? How do the mathematical tasks teachers pose promote the use of the SMPs? How can you support teachers to use rich tasks and create the conditions for the SMPs in their mathematics instruction?

Handout #5: LOOK FORs

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Let’s revisit our previous thoughts on mathematically proficient students… Now that we have looked at the SMPs, think about this question… Click and the question will appear How do the SMPs support an environment for developing mathematically proficient students? Take a minute to discuss with your elbow partner. Briefly share out Possible follow-up question:



Slide Number Presenter Time Notes Needs How can you support teachers to use rich tasks and create the conditions for the SMPs in their mathematics instruction?

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When they come back from lunch, you may want them to move into grade level teams/ tables. Activities for the afternoon are grade specific. Each grade level should include SPED and Specialists. NO TABLE should be only SPED or only Specialists.

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Before we look directly at the content of the College and Career Ready Standards for Mathematics, we are going to look at the design of the standards. To begin with our new CCRSM are designed differently than what we have seen in our past standards’ design. There are 3 Key Shifts in the design of the standards. The shifts are: Click – the shifts will fly in – one click will start all of the shifts

1. Focus 2. Coherence 3. Rigor

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The first shift in mathematics is focus. This means that there is, already engineered into the standards, a narrowing of the topics taught in each year, with an increase in depth. We are going to take our current very broad spectrum of standards and focus them to gain a deeper understanding of mathematics.




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With focus, comes coherence. Once we focus on fewer concepts, we have the opportunity to build on student understanding and make connections to previous learning and the major work of the grade. Not only are the standards connected within the grade level they are also connected across the grade levels, building upon each other.

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The first two shifts in mathematics really address the structure of the Standards. The third shift of rigor is the outcome – which is what can be achieved as a result of focus and coherence. By delving deeper into a concept and making purposeful connections through focus and coherence, we can increase the rigor of the mathematics. Rigor in this sense indicates that students understand the mathematics. It includes procedural skills and fluency developed through conceptual math foundations with an ability to apply these understandings and skills to higher level problems Teachers and students will have to learn to persevere and not give up too soon or too early. As teachers, we have to learn not to rescue our students too early. Precision is very important but there are many parts to this problem. We must give attention to the process as well. Rigor includes conceptual understanding, procedural skill and application with equal intensity.

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Handout #6: CCRSM Mathematical Progression Domains I want you to take a moment to look at the handout of the structure of the new CCRSM. What seems new? What seems different? • No longer have the same strands • Names have changed • Fractions gr 3-5 most is done beginning in gr 3 and mastered by

Handout #6: CCRSM Mathematical Progression Domains



Slide Number Presenter Time Notes Needs gr 5 building

• The foundations for number systems, ratio and proportion and stats and probability does not begin until MS

Domains do change but SMPs DO NOT change as they move through the standards.

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Handout #7: Structure of the Grade Level Standards: 1.OA.4. Now we are going to spend a few minutes looking at the College and Career Ready content Standards. Click to have each statement appear and briefly discuss. The current DoDEA Content Standards are arranged in … (pause and let them say strands). The College and Career Ready Standards are arranged in Domains. Click The Domains are the larger group of related standards. There are five Domains in KG, four Domains in 1st and 2nd Grade, and five Domains in 3rd, 4th and 5th grades. Click The next level is the cluster. The clusters are groups of related standards. Standards from different clusters can be closely related because mathematics is connected. Click The Standards are the numbered items under the cluster headings. The standards define what students should understand and be able do or apply. This is the standard we worked on this morning with the marble problem. Standard 1.OA.4

Handout #7: Structure of the Grade Level Standards: 1.OA.4.

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The CCRSM are written in a way that this structure has meaning. They are written purposefully to assist in instructional decisions. For example, in Kindergarten, take a look at the domain called “Counting and Cardinality”. First, notice that 2 DoDEA standards map to 7 CCRSM standards. They are much more detailed and explicit about what students need to learn. Additionally, they grow in sophistication as you progress through each cluster and standard. Notice: know number names and



Slide Number Presenter Time Notes Needs counting first, then (#4) “understand the relationship between numbers and quantities” and answer “how many” (#5)… then compare 2 groups of objects, then two numbers/numerals. So move from least to most sophisticated as you move to higher numbered standards. The standards are written this way at every level.

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Handout # 8: CCRSM Grade Level Standards You will need to determine when is the best time to hand out the standards for your group. Pre-K teachers will need a copy of the Kindergarten Standards and a copy of their Objectives for Development and Learning (ODL). Specialist can receive a variety of grade levels or you can just stick to the same grade for all specialists. The point is they too need a copy of the standards. SPED teachers should receive the grade level where their work is concentrated. If they have a variety of grades, then choose. You may want to make a few extra copies of every grade level. We are now going to take a deeper dive into our new College and Career Ready Standards for Mathematics. You should have a copy of your grade-level standards. You are going to be asked to spend some time with these content standards. The goal is to get a general overview of their level of Focus, Coherence and Rigor. Click and each heading will appear on the screen. We are going to begin with Focus: Click and the Focus Task will appear on the screen. Read the first page of your grade level’s standards. [It is the page with the title “Standards for Mathematics: Grade X”] What are the “critical focus areas” for your grade level? How many at your grade level? Each grade level has between 2 and 4 critical focus areas. As you are reading, highlight key ideas about each critical focus area. Give them about 5 minutes to read through the first page of their grade standards. While they are reading, have one poster paper for each grade level.

Handout # 8: CCRSM Grade Level Standards



Slide Number Presenter Time Notes Needs Each poster will need a different grade, PK – 5, written on the top of the poster. Discuss with your grade level team the main focuses of the grade, and the key points you highlighted. Write each critical focus area on the poster with a few key points about each to describe them. Give them about 5 minutes to create their poster and discuss. Coherence is thinking across grades and linking major topics within grades. Click and the Coherence Task will appear on the screen. Turn to the second page your standards (the “Overview”). What do you see there? The Standards for Mathematical Practice are listed on the right at each grade level. Notice that the Standards for Mathematical Practice are front and center for each grade level. • What are the titles in bold on this page called? Domains. • What are the bulleted statements on this page? Clusters. On the next page of your standards, read the first 2 domains listed there. What is one example of coherence between those domains? Read, highlight, and find an example. Once everyone in your grade has found coherence, have another grade level discussion and record an example on your poster. Give them about 5 minutes to read and discuss.. Here are some examples of coherence: K.CC.5 and K.MD.2 1.OA.8 and 1.MD.3 2.OA.1 and 2.MD.5 3.OA.3 and 3.MD.7 4.MD.4 and 4.NF.3 5.OA.3 and 5.G.1 Rigor. Click and the rigor task will appear.



Slide Number Presenter Time Notes Needs Rigor in this sense indicates that students understand the mathematics (rather than simply focusing on memorization or tricks), have procedural skill and fluency with math foundations, and are able to apply these understandings and skills using cognitively demanding tasks. Read through your remaining standards and find 2 standards defined as a more rigorous standard. Write your standard and brief notes on a post-it. Include these on your poster, and have another grade level discussion. Give about 5 minutes for this part. Examples: K.CC.4 and K.CC.5; 1.OA.1 and 1.OA.3; 2.OA.1 and 2.NBT.9; 3.OA.2 and 3.NF.2; 4.OA.1 and 4.NF.3; 5.NF.3 and 5.G.5 Once the discussions are done, have teachers rotate in grade level groups to see the other notes taken on other grade level posters. 2 minutes per poster, then rotate. This should take about 15 minutes. Does anyone have any “ah-has” you would like to share out? Large group discussion for 5 minutes.

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Handout #9: Gap Analysis Sample Packet To support our implementation of the College and Career Ready Standards, DoDEA contracted with American Institutes for Research (AIR) to conduct a gap analysis of its current standards and curriculum to inform the implementation process of the Common Core. This is a very large document and we did not make copies for you. However, we will share a link with you so you can see it in its entirety. There are three components in the Gap Analysis Document. The Narrative describes the background of the Gap Analysis and provides a summary of the results. The Spreadsheet includes two worksheets for each grade level: One of them shows an alignment from College and Career Ready Standards to the DoDEA Content Standards. This version will be a very useful tool because it contains specific notes about how the content in CCRSM is different and identifies standards that have moved to a different grade level. The second one shows an alignment from the DoDEA Standard to the CCRSM. This worksheet shows the grade level where the DoDEA content falls within CCRSM. The CCRSM Comparison Charts are one page summaries of the alignment for each grade level focusing on three aspects of the shifts. First: what is new to the grade level, Second: same content that has been modified or is at a deeper level, OR is no longer at that grade level.

Handout #9: Gap Analysis Sample Packet

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Handout #9: Gap Analysis Sample Packet We are going to take a closer look at specific pieces to give you a better idea of the report. You should have a sample packet of your grade level items. Here is a sample of the Second Grade Comparison Chart. Here is the first document we will look at from the Gap Analysis. This is from 2nd grade. This page show content New to the grade level, content at a greater depth and content that is no longer a

Handout #9: Gap Analysis Sample Packet



Slide Number Presenter Time Notes Needs focus at the grade-level. Take a minute to look at this document. Give them just a minute to look at this document. Now I want you to highlight the concept you are most reluctant to let go and the one you are glad to let go. Then discuss it at your table. Give them about 5 minutes to look at this document, process and discuss. You may need to walk around the room to filter and answer questions. You may want to say: This document will probably be the one you will need to refer to the most. This is the one I would probably have in my lesson plan book to refer to in February when I all of a sudden wake up in the middle of the night and say “Oh my goodness, I haven’t taught …. yet!” I could pull out this document and say to myself, “Oh yeah… I have to let this one go!” Letting go is going to be difficult and necessary.

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Here is the next sample in your packet. This is a multipage document and we only provided one page for now. This page shows the new CCRSM in comparison to the DoDEA Standards. Notice here on the Kindergarten sample, Click it links Kindergarten Counting and Cardinality Standard 1 to Click DoDEA Standards 1.M.1a and 2.M.1h. Notice this standard that is NOW in Kindergarten was not addressed until 1st and 2nd grade in the current DoDEA Standards. Click This last column gives some brief notes about the alignment. Click Now let’s look at K.CC.A.2. Click Notice that this is new and has never been specified in the DoDEA Standards. Take a few minutes to look at this document and discuss How might you use this document? Give them about 5 minutes to look at this document, process and discuss. You may need to walk around the room to filter and answer questions. This is a brief whole group discussion.




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Here is the final document in the sample pack. This document shows the DoDEA standard and what happened to it. The X indicates the grade it aligns to in the CCRSM and the gray indicates no alignment to the CCRSM. Give them about 3 minutes to look at this document, process and discuss. You may need to walk around the room to filter and answer questions. Highlight anything that surprises you on this document. Then discuss this with your group. This is just a brief overview of this very extensive document. We will share the link with you and you can look at it anytime.

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We know this is a lot to take in as we move forward and we are going to provide the supports you will need to be successful in this transition. One of the supports we will have is a Curriculum Framework with Model Units. The units will be organized with a scope and sequence to include rich tasks aligned to the CCRSM and will lessons/activities from the current curricular adoption. This will be a working document and will increase in capacity over time. We will have units available to start the year in August when you return. You will probably have many questions about the framework. Here is some additional information you may need to know/share: Will Include • scope and sequence • essential questions • standard alignment • progression document alignment • vocabulary • models • tasks/assessment items (end results)



Slide Number Presenter Time Notes Needs • begin and end with rich tasks • lessons to build to task • alignment guides • games • activities • gap analysis • additional resources • technology resources

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Handout: CCRSM Resource Card DoDEA has also created an internal website for educators that will house all of the items associated with the website. Note the underscores in the URL! The Internal DoDEA CCR website is a website that will continue to grow as DoDEA continues to develop resources to support College and Career Ready Standards. Currently under Mathematics, you will find information about the following information:

• CCRSM (College and Career Ready Standards) • Instructional Shifts in Mathematics • Resources

We are going to take a brief web-walk. Click the link and actually bring up the website. Do a brief web-walk for the submenus under Mathematics. Show teachers the actual resources and explain how each resource supports CCRSM during DoDEA’s transition to College and Career Ready Standards. Make sure teachers understand that the site will expand as DoDEA continues to develop resources for teachers to use during our transition to College and Career Ready Standards! The link to the DoDEA Internal CCR website is https://content.dodea.edu/VS/pd/dodea_ccr/math_about_standards.html

Handout: CCRSM Resource Card


https://content.dodea.edu/VS/pd/dodea_ccr/math_about_standards.html

https://content.dodea.edu/VS/pd/dodea_ccr/math_about_standards.html



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As we discussed earlier in the day, the “key” to the success of becoming and maintaining a College and Career Ready School System, is the professional development. DoDEA will provide meaningful, ongoing professional development that is collaborative and job embedded in support of our shift to the CCRSM.

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Here is the on-going Professional Development plan… Click This is our May 2015 Initial Orientation. Click The Summer 2015 CCRSM training is our early return days for training. Click Next school year we will have our Virtual Teacher Support Network come on line to provide online support communities and Click we will have 4 total days of release time for trainings on the CCRSM. Click Then in the Spring of 2016 our New Curriculum Materials that are CCRSM aligned should be in the pre-implementation phase for SY 16/17. Click We will continue CCRSM PD for SY 2016 – 2018. All training and support will be intentional and collaborative There is a lot in the works to support you as we make this transition to the CCRSM.




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Handout #10: CCRSM Implementation & Professional Development Plan Training is being developed very intentionally. We will have a strong focus for trainings each year. Here is the focused plan… In year 1, Click and box will appear we will have full implementation of math standards for grades PK – 5. You may be asked about PK standards. PK will continue their use of the Objectives for Development and Learning that come with the Creative Curriculum but they are included in all training for alignment. Click and the next box will appear. Professional Development will focus on the Standards for Mathematical Practice for all grades PK – 5. Then in PK – K we will also focus on Counting and Cardinality or CC. Specifically for PK we will look at the alignment of the Objectives for Development and Learning or the ODLs. In grades 1 – 5 our PD focus will be Operations and Algebraic Thinking or OA. Again, ALL standards will be implemented in Year 1…. Please make sure this is understood prior to moving on. Click for the Year 2 box In Year 2, we will have full implementation of the CCRSM for grades 6 – 12. Click and the next box will appear In Year 2, PD will focus on Operations and Algebraic Thinking –OA and Number and Operations in Base Ten – NBT for PK and K. Grades 1 and 2 will focus on Numbers and Operations in Base Ten – NBT. Grades 3 – 5 will focus on Numbers and Operations in Base Ten – NBT and Fractions – NF. We are still working on the PD focuses for grades 6-12 but just know there will be a similar plan. Does everyone understand how this chart is to be read? Hopefully, they do. If not, continue to read the next boxes. Click and the next box will appear. Here is the PD plan for Year 3. At this point this specific PD will be completed for Grades PK – 5. Click and the next box will appear. And of course Grades 6-12 PD will commence in Year 4.

Handout #10: CCRSM Implementation & Professional Development Plan




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This is an open forum Q&A. You WILL NOT know all of the answers. You may want to set up a Parking Lot in the front of the room to post questions you do not know the answers to. Try to avoid any “rabbit holes”. This is an opportunity for them to work out some of their angst.

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Refer back to HO #1: College and Career Ready Standards KWL We have covered a lot of information today. So let’s take a minute to process what we have discussed and jot down your thoughts about your key insights and new ideas. You may even have more questions to add… do so. We have a parking lot at the front of the room for any questions you feel we have failed to answer. We will do our best to answer them. Parking Lot set up in the front of the room – you may want to visit it throughout the day and answer questions. You can also use this time for some questions and answers.

Refer back to HO #1: College and Career Ready Standards KWL Parking Lot

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We will be sending you a feedback form and would appreciate it if you would take a moment to give us your feedback. This information will be used to develop future training sessions.




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As we finish our meeting today, I want to bring us back to why we are in this business with this organization. Click – images will appear after only 1 click It is to provide the very best education for our military connected children.

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These are the people who contributed to this presentation.

End of Presentation



Handouts

Handout Information Handout Image Slide Title Directions Copies

3

Handout #1: College and

Career Ready Standards

(CCRS) KWL

One per Participant

14 Handout 2B:

SMPs at a Glance

One per Participant

15

Handout #2: Standards for Mathematical

Practice Quick Reference

Copy for each teacher p. 8-10 from CCRSM standards document



17

Handout #3: SMPs for Kids

(1 Pager)

One per Participant

18

Handout #4: How Many Are Hiding Video

Capture Sheet

One per Participant

22 Handout #5: LOOK FORs One per Participant

29

Handout #6: CCRSM

Mathematical Progression

Domains

One per Participant



30

Handout #7: Structure of the

Grade Level Standards:

1.OA.4.

32 Handout #8:

CCRSM Grade Level Standards

Copy the following: • You will make these copies from the CCRSM DoDEA

Math Standards. • Each teacher will need a copy of his/her grade level to

include the cover page. • Pre-K teachers will need a copy of the Kindergarten. • Specialist can receive a variety of grade levels or you

can just stick to the same grade for all specialists. The point is they too need a copy of the Gap Analysis.

• SPED teachers should receive the grade level where their work is concentrated. If they have a variety of grades, then choose.

• You may want to make a few extra copies of every grade level.

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Handout #9: Gap Analysis

Sample Packet

Copy the following: 3 Page Packet of the Gap Analysis

1 packet per person Packets will have 3 pages stapled together by grade level

• Three column description – see Sample pg 1 • 1 page of the CCRSM and the DoDEA Standards

with the Alignment Notes – see Sample pg 2 • 1 page of the Alignment Sorted by DoDEA

Standard – see Sample pg 3

• Each teacher will need a 3 page packet of his/her grade level.

• Pre-K teachers will need a copy of the Kindergarten. • Specialist can receive a variety of grade levels or you

can just stick to the same grade for all specialists. The



point is they too need a copy of the Gap Analysis. • SPED teachers should receive the grade level where

their work is concentrated. If they have a variety of grades, then choose.

• You may want to make a few extra copies of every grade level.

• Please DO NOT make copies of the complete Gap Analysis or of a complete grade level. Teachers can look at the virtual link and can make copies as they need them.

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Handout #10: CCRSM

Implementation & Professional Development

Plan

One per Participant

39 Handout:

CCRSM Resource Card

Print on color paper or card stock Cut in half

½ per Participant

44

HO #1: College and

Career Ready Standards KWL (Refer back to)

One per Participant


training plan: facilitator notes – may ccrsm phase iii

Documents