Leading the Change to
Common Core State
Standards:
The Leaders’ Role in
Implementing
Common Vision
Do you and your teachers know what “it”
will look like when the Common Core
State Standards are fully implemented in
your school?
Are you and your teachers clear what will
no longer be happening when the CCSS
are fully implemented?
Common Vision

Questions to ask
 What will I see?
 What will I NOT see?
 What will I see MORE or LESS of?
Patterns in CCSS
CC promotes a learning culture that
asks our students to question, reflect,
and justify (provide evidence).
 The standards are progressive.
 Key terms that are repeated throughout
the grades

 Conceptual
 Fluency
 Accuracy
 Constructive arguments
Patterns in CCSS
We are going to have to provide learning
environments that force our students to
come up with their own questions
regarding problems. They also have to
solve and explain or defend the steps
that they took.
 Students need to know what questions
to ask to solve real-world problems on
their own to be college and career
ready.

Leading the Change
Dan Myer: Math Class Needs A Makeover
http://www.ted.com/talks/dan_meyer_math
_curriculum_makeover.html
GREEN FLAGS & RED FLAGS
in Mathematics

We will know the CCSS for mathematics
are being implemented when…
 FOCUS
 COHERENCE
 RIGOR
 FLUENCY
 DEEP UNDERSTANDING
 APPLICATION
 INTEGRATION
GREEN FLAGS & RED FLAGS
in Mathematics
Refer to handout : ASCD Green and Red
Flags.
GREEN FLAGS & RED FLAGS
in Mathematics
FOCUS
Should See…
Focus on the standards taught
All instructional resources and
assessments should align
Should Not See…
Activities that stray from the
standards taught.
GREEN FLAGS & RED FLAGS
Focus
Administrators’ Roles:
 Involve teachers in identifying priority
areas.
 Redesign curriculum maps (align with
CCSS).
 Deepen content knowledge.
GREEN FLAGS & RED FLAGS
in Mathematics
COHERENCE
Should See…
Activating prior knowledge, scaffolding,
within and across grades and
concepts
Should Not See…
Crosswalks, topics taught independently
GREEN FLAGS & RED FLAGS
COHERENCE
Administrators’ Roles:
 Progressions
 Curriculum Maps
 Highlight Connections
 Dialogue Across Grade Levels
GREEN FLAGS & RED FLAGS
in Mathematics
RIGOR
Should See…
Move from conceptual to procedural to
fluency and then application
Should Not See…
No formative assessment or dialogue
GREEN FLAGS & RED FLAGS
RIGOR
Administrators’ Roles:
 Modeling feedback with descriptive (not
judgmental) language
 Supporting professional learning
 Monitoring materials and practices
GREEN FLAGS & RED FLAGS
in Mathematics
FLUENCY
Should See…
Efficient and accurate using basic facts;
students do NOT have to refer to
tables, graphs, etc.
Should Not See…
Students are not expected to build
fluency
GREEN FLAGS & RED FLAGS
FLUENCY
Administrators’ Roles:
 Build fluencies into curriculum maps
 Support teachers to build students’
conceptual understanding, accuracy,
and speed.
GREEN FLAGS & RED FLAGS
in Mathematics
DEEP UNDERSTANDING
Should See…
Students can justify why a math
statement is true
Should Not See…
Memorizing WITHOUT understanding
GREEN FLAGS & RED FLAGS
Deep Understanding
Administrators’ Roles:
 Engage teachers in professional
development on how to use writing and
conversations in math.
 During walk-throughs, collect data about
the extent to which students are
expected to explain their answers,
especially when they are correct!!
 Analyze instruction and assessment
GREEN FLAGS & RED FLAGS
in Mathematics
APPLICATION
Should See…
Students can choose the appropriate
concept to solve problems WITHOUT
being prompted
Should Not See…
Students are given the problem and the
steps to solve it
GREEN FLAGS & RED FLAGS
Application
Administrators’ Roles:
 Math across the curriculum in curriculum
maps.
 Collect data on real-world problem
solving.
 Ensure feedback about learning of math.
GREEN FLAGS & RED FLAGS
in Mathematics
INTEGRATION
Should See…
Opportunities to apply mathematical
practices
Should Not See…
Concepts that are not connected
(across the grades and the
curriuculm)
GREEN FLAGS & RED FLAGS
Integration
Administrators’ Roles:
 Support the time needed to focus on
content standards and standards for
mathematical practice.
 Engage with teachers in professional
learning of the SMP (standards for
mathematical practice).
Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the
reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Be precise.
Look for and make use of structure (ex. patterns).
Look for and identify ways to create shortcuts
when doing problems (repeated calcualtions, etc.)
Compiling the Evidence
Evidence Walk Template: Use the template
to ensure that all components are being
addressed during classroom visits.
 Evidence Walks Analysis Template: Follow
steps 1 – 3. Compare the evidence
collected during classroom visits to the
statements on the Green & Red Flags
sheet. Note the evidence observed (trends
school wide) and construct goals of what
you want to see more or less of.

Evidence Walk Template
Activity
 Mrs.
Floyd: How many blocks
does it take to make a line
that is 18 inches?
 Mrs. Evans: Money
Discussion