1. science
2. mathematics

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
Mathematics Instructional Systems Specialists Team
•
•
•
Post-it
Poster Paper
Tape may be needed to hang poster paper
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
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.
Mathematics Instructional Systems Specialists Team
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide Delivery
Slide
Number
Presenter
You can use this
section to write
down who is
responsible for
what slide
1
Time
Slide up
prior to
start of
PD
Notes
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.
Needs
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.
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
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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.
Mathematics Instructional Systems Specialists Team
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Notes
HO #1: College and Career Ready Standards KWL
This is not a Q&A time…. This is only meant to be a brain dump
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Let’s begin with our current understandings and needs.
Fold the blank paper into thirds and label them for a KWL.
Needs
Handout #1:
College and
Career Ready
Standards 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.
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.
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As you see we have a lot to learn about today.
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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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
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Time
1
Notes
As an organization we are taking on this large scale initiative.
Needs
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
Now let’s put this into perspective
Click – the faces will appear after only one click
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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.
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?”
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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
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
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Presenter
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Notes
areas to prepare students with knowledge, skills and dispositions
necessary for successful futures.
We will begin with some math. Solve this problem using two
different strategies. You will show your work using models and
equations.
Needs
Blank Paper
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)
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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.
Mathematics Instructional Systems Specialists Team
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
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11
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Time
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5
Notes
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?”]
Needs
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.
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
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Notes
CCRSM) –
[click] change unknown/add to
[click] change unknown/ take from
[click] result unknown/ take from
Needs
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)
Did any of you think of money as an additional model?
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“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
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Notes
the whole amount down by 2, you can think $4.75 to $5.00.
Needs
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?
As we move forward in the implementation of the CCRSM, we
need to develop mathematically proficient students…
Post-it Notes
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?
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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.”
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Notes
Needs
How do we do this???
We will use the Standards of Mathematical as a guide in
developing mathematically proficient students.
Handout #2B:
SMP at a Glance
st
The ‘mathematical practices’ embrace the goals of 21 Century
skills.
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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 #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.
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Handout #2:
Standards for
Mathematical
Practice Quick
Reference
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
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Individually – Partner - Group
Notes
Needs
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.
Mathematics Instructional Systems Specialists Team
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
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)
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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.
Handout #3:
SMPs for Kids (1
Pager)
Now let’s make a connection…
Click and the question will appear
Mathematics Instructional Systems Specialists Team
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Notes
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.
Needs
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.
Mathematics Instructional Systems Specialists Team
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
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Presenter
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Notes
Handout #4: How Many Are Hiding Video Capture Sheet
How do we allow students the flexibility of seeing numbers in
these rich ways?
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Needs
Handout #4: How
Many Are Hiding
Video Capture
Sheet
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.
Run the video: Part 3
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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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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
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Presenter
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Notes
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.
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Needs
Refer back to
Handout #3:
SMPs for Kids (1
Pager)
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.
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?”
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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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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
Time
Handout #5: LOOK FORs
Notes
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.
Needs
Handout #5:
LOOK FORs
Take a moment to look over this document.
Let the participants read this.
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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?
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
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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:
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
Number
Presenter
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Time
Notes
How can you support teachers to use rich tasks and create the
conditions for the SMPs in their mathematics instruction?
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.
Needs
60
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.
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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
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.
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3
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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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
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Presenter
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Time
3
3
Notes
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.
Needs
Not only are the standards connected within the grade level they
are also connected across the grade levels, building upon each
other.
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.
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.
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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
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DoDEA CCRSM Professional Development | Facilitator’s Guide | May | Phase III
Slide
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Notes
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.
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.
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Needs
Handout #7:
Structure of the
Grade Level
Standards:
1.OA.4.
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
The CCRSM are written in a way that this structure has meaning.
They are written purposefully to assist in instructional decisions.
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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
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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.
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.
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Needs
Handout # 8:
CCRSM Grade
Level Standards
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.
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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.
Needs
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.
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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.
Needs
Handout #9: Gap
Analysis Sample
Packet
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.
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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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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.
Handout #9: Gap
Analysis Sample
Packet
Here is a sample of the Second Grade Comparison Chart.
Here is the first document we will look at from the Gap Analysis.
nd
This is from 2 grade. This page show content New to the grade
level, content at a greater depth and content that is no longer a
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focus at the grade-level. Take a minute to look at this document.
Give them just a minute to look at this document.
Needs
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.
Here is the next sample in your packet.
This is a multipage document and we only provided one page for
now.
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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
st
nd
Kindergarten was not addressed until 1 and 2 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.
Needs
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.
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.
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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)
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• begin and end with rich tasks
• lessons to build to task
• alignment guides
• games
• activities
• gap analysis
• additional resources
• technology resources
Handout: CCRSM Resource Card
DoDEA has also created an internal website for educators that will
house all of the items associated with the website.
Needs
Handout: CCRSM
Resource Card
Note the underscores in the URL!
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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 webwalk 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_standa
rds.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.
Needs
DoDEA will provide meaningful, ongoing professional development
that is collaborative and job embedded in support of our shift to
the CCRSM.
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.
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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.
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Needs
Handout #10:
CCRSM
Implementation
& Professional
Development
Plan
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 612 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.
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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.
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.
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Needs
You may even have more questions to add… do so.
Refer back to HO
#1: College and
Career Ready
Standards KWL
Parking Lot
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.
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.
Needs
Click – images will appear after only 1 click
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It is to provide the very best education for our military connected
children.
These are the people who contributed to this presentation.
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End of Presentation
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Handouts
Handout Information
Handout Image
Slide
Title
Directions
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
Mathematics Instructional Systems Specialists Team
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Copy for each teacher p. 8-10 from CCRSM standards
document
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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
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Handout #7:
Structure of the
Grade Level
Standards:
1.OA.4.
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.
Copy the following:
3 Page Packet of the Gap Analysis
1 packet per person
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Handout #9:
Gap Analysis
Sample Packet
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
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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
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