Mathematics Common
Core Implementation in
New York
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#1 Get Excited.
10 = 2x + 4
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The Practices – What do
teachers do
1. Make sense of problems and persevere in
solving them.
“Build up the struggle”
2. Reason abstractly and quantitatively.
“Ask students to go back and forth”
3. Construct viable arguments and critique the
reasoning of others.
“Have a good poker face”
4. Model with mathematics.
“Ask students to describe the real world”
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The Practices – What do
teachers do
5. Use appropriate tools strategically.
“Let students decide and then evaluate”
6. Attend to precision.
“Demand precision in numbers AND words”
7. Look for and make use of structure.
“Ask students what’s REALLY there”
8. Look for and express regularity in repeated
reasoning.
“Ask students what they notice”
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#2 Reviewing and Developing
Materials is HARD.
• Highly Qualified Writers and Reviewers take up to 6 months to
calibrate



Devotion to/ experience in a content area does not a CCSS writer/
reviewer make
A good teacher does not a curriculum writer/ reviewer make
Much of what must shift is sacred
• Rhetorical alignment and actual alignment are two different
things
• CCSS stickers are easy to produce; true quality, rigor, and
alignment are not
• It often takes 6-8 revision cycles to get to necessary levels of
quality/ rigor/ alignment
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Necessary Tools for Assessing Quality
of Common Core Math Curriculum
•Common Core Mathematics Standards
•Standards for Mathematical Practices
•The Shifts for Mathematics
•Math Content Emphases
•Key Fluencies by Grade Level
•Progressions Documents
•Publishers’ Criteria for Mathematics
•EQUIP Rubric for Mathematics
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These Standards are not intended to be
new names for old ways of doing
business. They are a call to take the next
step. … It is time to recognize that
standards are not just promises to our
children, but promises we intend to keep.
CCSSM, p. 5
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Six Shifts  Three Shifts
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The shape of math in A+ countries
Mathematics
topics
intended at
each grade by
at least twothirds of A+
countries
Mathematics
topics
intended at
each grade by
at least twothirds of 21
U.S. states
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Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
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Traditional U.S. Approach
K
12
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
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Focusing Attention Within Number and
Operations
Operations and
Algebraic Thinking
→
Expressions
and
→
Equations
Number and
→
Operations—Base Ten
Number
and
→
Operations
—Fractions
K
1
2
3
4
5
Algebra
The Number →
System
6
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8
High School
12
12
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Math Content Emphases
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Math Content Emphases
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Math Content
Emphases
For
Grade 3
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Required Fluencies in K-6
Grade Standard Required Fluency
K
1
2
3
4
5
6
K.OA.5 Add/subtract within 5
1.OA.6 Add/subtract within 10
Add/subtract within 20 (know single-digit
2.OA.2
sums from memory)
2.NBT.5
Add/subtract within 100
Multiply/divide within 100 (know single3.OA.7
digit products from memory)
3.NBT.2
Add/subtract within 1000
4.NBT.4 Add/subtract within 1,000,000
5.NBT.5 Multi-digit multiplication
Multi-digit division
6.NS.2,3
Multi-digit decimal operations
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The Progressions
http://ime.math.arizona.edu/progressions/
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The K–8 Publishers’ Criteria
I. Focus, Coherence, and Rigor in the Common Core State
Standards for Mathematics
II. Criteria for Materials and Tools Aligned to the K–8 Standards
III. Appendix: “The Structure is the Standards”
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
1. Focus on Major Work: In any single grade, students and
teachers using the materials as designed spend the large
majority of their time on the major work of each grade.
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
2. Focus in Early Grades: Materials do not assess any of the
following topics before the grade level indicated.
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
3. Focus and Coherence through Supporting Work:
Supporting content enhances focus and coherence
simultaneously by engaging students in the major work of the
grade.
4. Rigor and Balance: Materials and tools reflect the balances
in the Standards and help students meet the Standards’
rigorous expectations, by (all of the following, in the case of
comprehensive materials; at least one of the following for
supplemental or targeted resources):
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
4. Rigor and Balance: Materials and tools reflect the balances
in the Standards and help students meet the Standards’
rigorous expectations, by (all of the following, in the case of
comprehensive materials; at least one of the following for
supplemental or targeted resources):
a. Developing students’ conceptual understanding of
key mathematical concepts, especially where called for
in specific content standards or cluster headings.
b. Giving attention throughout the year to individual
standards that set an expectation of procedural skill and
fluency.
c. Using the materials as designed to spend sufficient
time working with engaging applications, without losing
focus on the major work of each grade.
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
5. Consistent Progressions: Materials are consistent with the
progressions in the Standards, by (all of the following):
a. Basing content progressions on the grade-by-grade
progressions in the Standards.
b. Giving all students extensive work with grade-level
problems.
c. Relating grade level concepts explicitly to prior
knowledge from earlier grades.
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
6. Coherent Connections: Materials foster coherence through
connections at a single grade, where appropriate and where
required by the Standards, by (all of the following):
a. Including learning objectives that are visibly
shaped by CCSSM cluster headings.
b. Including problems and activities that serve to
connect two or more clusters in a domain, or two or
more domains in a grade, in cases where these
connections are natural and important.
c. Preserving the focus, coherence, and rigor of the
Standards even when targeting specific objectives.
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
7. Practice-Content Connections: Materials meaningfully
connect content standards and practice standards.
8. Focus and Coherence via Practice Standards: Materials
promote focus and coherence by connecting practice standards
with content that is emphasized in the Standards.
9. Careful Attention to Each Practice Standard: Materials
attend to the full meaning of each practice standard.
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II. Criteria for Materials and Tools
Aligned to the K–8 Standards
10. Emphasis on Mathematical Reasoning: Materials support
the Standards’ emphasis on mathematical reasoning, by (all of
the following):
a. Prompting students to construct viable arguments
and critique the arguments of others concerning key
grade-level mathematics that is detailed in the
content standards
b. Engaging students in problem solving as a form
of argument.
c. Explicitly attending to the specialized language of
mathematics.
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The good news is…
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• Beginning in 2012 and now ongoing, New York
State is creating optional and supplementary free,
comprehensive curriculum modules, for grades P12 in English Language Arts and mathematics.
• Our partner on this curriculum project is Common
Core Inc. (for P-12 mathematics).
• NYSED is spending over $30MM on the
development of these materials.
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• NYSED curricular modules are a complete set of
curricular materials that include curricular maps,
lesson plans, handouts, performance tasks,
scoring rubrics, problem sets, teacher guidance,
and scaffolds for ELLs and Students with
Disabilities.
• The resources are not mandated, but can be
adopted or adapted by districts and schools. In
fact they are designed for teacher adaptation.
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• Over the course of their development, these
resources have been vetted (and in many cases
co-authored) by national experts, authors of the
Common Core State Standards, staff members of
Student Achievement Partners, and NYS teachers
and principals. These modules are an optional —
not mandatory — resource. Teachers regularly
adapt these materials to meet the diverse learning
needs of their students. These materials continue
to grow and will be updated and revised over time
based on educator feedback.
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• In the spring of 2013, NYSED released a set of
Bilingual Common Core Progressions are
available. For each standard at each grade, these
Progressions articulate the learning needs and
strategies for reaching students at each phase of
linguistic acquisition.
• Launched in the winter of 2012 and now ongoing,
a growing video library on EngageNY.org includes
classroom videos which capture teachers teaching
to the Common Core. The lessons in the videos
have received high marks on the Tri-State rubric
and can be used for self-directed or organized
professional development.
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Important To Know:
• Highly Qualified Writers and Reviewers take up to 6 months to
calibrate



Devotion to/ experience in a content area does not a CCSS writer/
reviewer make
A good teacher does not a curriculum writer/ reviewer make
Much of what must shift is sacred
• Rhetorical alignment and actual alignment are two different
things
• CCSS stickers are easy to produce; true quality, rigor, and
alignment are not
• It often takes 6-8 revision cycles to get to necessary levels of
quality/ rigor/ alignment
EngageNY.org
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#3 Everyone is learning.
• In 2011, NYSED launches the Network Team Institutes
(NTI), a series of robust, rigorous, and intensive learning
experiences to provide professional development on:
1. The instructional shifts demanded by the Common Core
2. A deeper dive into the content teachers teach (as
demanded by the Common Core)
3. The use of NYSED curricular and instructional
resources
4. Change Management
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• NYSED has offered more than 20 institutes
between July 2011 and November of 2013, which
over the course of three years have served more
than 10,000 educators.
• In 2012, NYSED launched the Teacher and
Principal Ambassador Program. This program
extends the purpose, scope, and focus of NTI so
that it is able to directly serve NYS practitioners
who are nominated by their region to be lead
learners in the transition to the Common Core.
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• For every NTI, a comprehensive set of turnkey
training materials are available so that NYS
educators can duplicate or adapt the adult learning
experiences provided through these institutes. In
the summer of 2013, NYSED launched modular
"Make Your Own Institute" Kits so that districts
and schools might design their own "institutes" for
local learning.
• Guskey’s “five levels” of evaluation
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• Each summer (11,12, 13) NYSED releases a set
of Metrics and Expectations to support New York
Educators' focus and energy as they implement
the Regents Reform Agenda with a focus on
Common Core implementation. In the summer of
2013, NYSED included many additional roles in
the system in that document: teachers, principals,
local superintendents, Network Teams, and
District Superintendents.
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#3 Assessments change, too.
• Changes were announced in 2010.
• In 2013, New York State changed its assessments
in grades 3-8 for English Language Arts and
mathematics.
• In 2012, NYSED launched the Parent Supports
Page on EngageNY.org so that parents might
have current and helpful information about the
changes in their students' classrooms and
assessments.
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• Prior to the Assessment, in an effort to provide
transparency and clarity about the direction of its
testing program, NYS provided a comprehensive
set of preparation materials so that New York
State Educators would be able to see the
instructional shifts through an assessment lens but
also take a detailed look at the organization and
design of the new tests.
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Throughout 2012, NYSED released:
• Sample Assessment Items
• Test Guides
• Assessment Design Materials, including blueprints
• Multiple Representations
And after the first administration of tests in 2013…
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#4 Communication is key.
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Final Thoughts
•
•
•
•
Traditional Pathway vs. Integrated
We are all learners
Get excited!
Check out EngageNY.org
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