Mequon-Thiensville School District
5000 W. Mequon road
Mequon WI 53092
Common Core State Standards for Mathematics (CCSS-M)
What are the Common Core State Standards for Mathematics (CCSS-M)?
 The CCSS-M are a rigorous, nation-wide set of standards, adopted by the Wisconsin
Department of Public Instruction and 46 other states, which delineates by grade level the
most critical key topics that students should understand and be able to do in their study of
mathematics.
 The standards were developed through the Council of Chief State School Officers and the
National Governors Association in conjunction with teams of educators, nationally renowned
experts, and professional organizations, to align mathematics curriculum with college and
work expectations that are internationally benchmarked.
What is the basic organization of the CCSS-M?
 The CCSS-M consists of two main parts:
o Standards for Mathematical Practice: 8 areas that describe the variety of ways of
thinking about, and doing mathematics, that educators at all levels should seek to
develop in their students
o Mathematics Content Standards Practice: 11 total content domains broken down into
clusters of related standards
Why should our school district invest time and resources into the successful implementation?
The CCSS-M:
 sets the common groundwork for higher student achievement through rigorous standards,
high-quality instruction, and assessments that provide meaningful feedback to improve
instruction.
 becomes the basis for the new state assessment to replace the WKCE by 2014.
 prepares our students to compete and succeed in the global economy.
What does CCSS-M mean for MTSD?
 MTSD will need to commit to a multi-year plan for professional development, including:
o Reviewing and updating common assessments
o Focusing on vertical teaming
o Recognizing some students and teachers may need to gain prior foundational
knowledge in order to fully understand their grade level content
 Renewed emphasis on deep thinking and reasoning in which students will be expected to
demonstrate deep understanding through their ability to explain “why” not just “how” through
writing and discussion.
 Teachers should be aware of the progression of standards across grade bands to ensure
proficiency for all students.
 Algebraic reasoning is infused in instruction from kindergarten on.
 Shift in content to stress fluency, mental math, estimation and number sense.
 Maximum active participation will be expected of all students.
Why are the CCSS-M something to be excited about?
 They are a call to take the next step - a time for states to work together to build on lessons
learned from two decades of standards based reforms.
 They are more than just new names for old ways of doing business.
 They are not just promises to our children, but promises we are equipped to keep.
DRAFT DOCUMENT, UNEDITED COPY. This material was developed for the
Common Core Leadership in Mathematics project at the University of Wisconsin-Milwaukee. (07.01.2011)
Common Core State Standards in Mathematics
Venues for Professional Development
Mequon-Thiensville School District
Teacher Education Venues
Distict Wide:
All math teachers 6-8
All math teachers K-5
Purpose: Intro/Overview of CCSS-M
 Activity: Scavenger Hunt
 Unpacking one critical standard.
Grade Bands District Wide (e.g.: K-2, 3-5, 6-8
OR ALL kindergarten, all 1st, all 6th, etc at
separate meetings.)
 Set up like an MTAP (1.2 day)
Activity: Scavenger Hunt and unpacking
one critical standard.
Building Wide Meetings:
 Staff meetings (K-5)
 Vertical Team Meetings (6-8)
Activities:
Scavenger Hunt (modified)
Unpacking critical standard or progression
(e.g.: 1OA6 for all K-4 or K-5 teachers; one critical
rational number standard for 6-8/5-8)
Advantages
1. All teachers of mathematics get the same
message at the same time. Build a
common understanding together.
2. Good questions/ideas may come up from
teachers in different buildings.
3. Vertically meeting to discuss the
standards sends the message that the
standards are ideally viewed and studied
in mixed grade settings.
1. Good questions/ideas may come up form
teachers in different buildings.
2. Does allow one grade level from across
the district to meet.
1. All teachers of mathematics get the same
message at the same time. Build a
common understanding together.
2. Good questions/ideas may come up from
teachers in different grade levels.
3. Vertically meeting to discuss the
standards sends the message that the
standards are ideally viewed and studied
in mixed grade settings.
4. Might be fairly easy to set up.
Disadvantages
1. Hard to get that many people together.
2. When? School day, ½ days, inservice,
after school.
1. Only meeting with one grade level
hinders the idea of unpacking the
progression of the standards.
2. Vested interest in viewing/understanding
standards from other grade levels might
not be there.
Not discussing the standards district-wide does
not assure uniformity of message.
DRAFT DOCUMENT, UNEDITED COPY. This material was developed for the Common Core Leadership in Mathematics project at the University of Wisconsin-Milwaukee. (07.01.2011)
Teacher Education Venues
Grade Level Meetings
 Building Only
MTSD Class???
Advantages
1. All teachers of mathematics get the same
message at the same time. Build a
common understanding together.
2. Good questions/ideas may come up from
teachers in different grade levels.
3. Vertically meeting to discuss the
standards sends the message that the
standards are ideally viewed and studied
in mixed grade settings.
4. This can be done during team meeting
times so they might be fairly easy to set
up as they are already established.
1. Affords the opportunity for extended
study.
2. Mixed grade levels and mixed buildings
3. Those that attend will hear the same
message and engage in common learning.
Disadvantages
1. Not a lot of time.
2. Only one grade level.
3. Hard for teachers to meet with other
grade levels during the school day.
1. Classes are taken on a voluntary basis so
you aren’t sure who will get the message.
2. Will these be offered next year?
Potential Professional Development Goals for 2011-2012 School Year:
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All teachers of mathematics (K-8 and/or K-12) will engage in some version of the Scavenger Hunt accompanied by an introduction and debrief
of the CCSS-M. The intent of this activity will be to ground staff in a common understanding of the contents and impact of the CCSS-M in
MTSD.
All teachers of mathematics will read their grade level standards and/or critical areas and engage in focused discussion in mixed grade level
groups. If mixed grade level groups are not possible teachers will review the critical areas of the grade level that comes before and after.
All teachers of mathematics will unpack one critical content standard in mixed grade level groups. All K-4 (or K-5) teachers in the district
unpack one content standard (1OA6) and all 6-8 (or 5-8) teachers will unpack one critical standard (TBA) around rational numbers.
If an opportunity to offer a MTSD class is available, the above suggestions would be the sketch for the class.
Some of the above goals could also be facilitated during our Math Committee meetings.
Any or all of these activities can be done in small connected segments during staff meetings, vertical team meetings, grade level meetings. Though it
would be best to have a good 1 hour chunk at some point.
DRAFT DOCUMENT, UNEDITED COPY. This material was developed for the Common Core Leadership in Mathematics project at the University of Wisconsin-Milwaukee. (07.01.2011)