Introduction to the Next Generation Mathematics Learning Standards

Introduction to the Next Generation Mathematics Learning Standards Developed with: NYS Next Generation Mathematics Learning Standards Presentation 1/2/2019 1

Where Are You on the Roadmap? Winter 2018 -Winter/Spring 2019 Phase I: Raise Awareness Make all education stakeholders aware of the revised standards and the timeline for implementation; highlight areas of impact with respect to current standards, instruction, and assessment. This collaborative phase will help identify the necessary professional development that will occur in Phase II. 2

Phase I: Raise Awareness Goal 1: Clearly communicate the adoption and the implementation timeline of the Next Generation ELA and Mathematics Learning Standards. Goal 2: Understand clearly communicate the changes between the 2011 P-12 Learning Standards and the NYS Next Generation Learning Standards. Goal 3: Develop a P-12 district/building/grade level plan to be utilized in Phase II for curriculum development and professional development aligned to the NYS Next Generation ELA and Mathematics Learning Standards. Goal 4: Support the development of summative assessments at the state level aligned to NYS Next Generation ELA and Mathematics Learning Standards. NYSED - New York State Next Generation ELA and Mathematics Learning Standards Implementation Roadmap 3

The Introduction: Why Start Here ? Why is there a need for change ? What is the relationship between standards, curriculum, instruction and assessment with regards to student learning ? How do we make the standards accessible to our diverse learner populations ? What is the importance of connecting the Content Standards to the Standards for Mathematical Practice, and what does this look like ?

The Opening Paragraph… In 2015, New York State (NYS) began a process of review and revision of its current mathematics standards adopted in January of 2011. Through numerous phases of public comment, virtual and face-to-face meetings with committees consisting of NYS educators (Special Education, Bilingual Education and English as a New Language teachers), parents, curriculum specialists, school administrators, college professors, and experts in cognitive research, the New York State Next Generation Mathematics Learning Standards (2017) were developed. These revised standards reflect the collaborative efforts and expertise of all constituents involved. 7

The New York State Next Generation Mathematics Learning Standards (2017) reflect revisions, additions, vertical movement, and clarifications to the current mathematics standards. The Standards are defined as the knowledge, skills and understanding that individuals can and do habitually demonstrate over time because of instruction and learning experiences. Standards

These mathematics standards, collectively, are focused and cohesive—designed to support student access to the knowledge and understanding of the mathematical concepts that are necessary to function in a world very dependent upon the application of mathematics, while providing educators the opportunity to devise innovative programs to support this endeavor. . Instruction Curriculum

As with any set of standards, they need to be rigorous; they need to demand a balance of conceptual understanding, procedural fluency and application and represent a significant level of achievement in mathematics that will enable students to successfully transition to post-secondary education and the workforce. Assessment

How do these four components work together to support student learning? Develop a visual that represents the relationship between these four components AND the impact on student learning. Standards Instruction Curriculum Assessment

Our Working Definitions: Standards – Concise, written descriptions of what students are expected to know, do, and understand at a specific stage of their education. Curriculum – The means to the end, the framework for learning that teachers use to develop lesson plans and choose content to achieve the intended student learning for a grade level or course. The curriculum is comprised of all curriculum units for all grade levels and courses. Assessment – A measurement of what students understand. Instructional Strategies– The methods that a teacher uses. 12

Overview of Changes 13

Changes to the Mathematics Standards 1 • Move Standards To Different Grade Levels: Mainly in statistics and probability at the middle level and in Algebra • Provide for Students To Explore Standards: Exploring allows students to be introduced and to learn about a concept with the expectation of mastery in subsequent grades. • Clarification of Standards: Clarify expectations without limiting instructional flexibility. • Add and Consolidate Standards: An example, standards regarding time and money were added to smooth the transition from Pre-K to Grade 4. • Maintain the Rigor of Standards: Balancing conceptual understanding, procedural skill, and application. • Create a Glossary of Verbs Associated with the Mathematics Standards

Changes to the Mathematics Standards 2 • Move Standards To Different Grade Levels: Mainly in statistics and probability at the middle level and in Algebra

Changes to the Mathematics Standards 3 • Provide for Students To Explore Standards: Exploring allows students to be introduced and to learn about a concept with the expectation of mastery in subsequent grades.

Changes to the Mathematics Standards 4 • Clarification of Standards: Clarify expectations without limiting instructional flexibility.

Changes to the Mathematics Standards 5 • Add and Consolidate Standards: An example, standards regarding time and money were added to smooth the transition from Pre-K to Grade 4.

Changes to the Mathematics Standards 6 • Maintain the Rigor of Standards: Balancing conceptual understanding, procedural skill, and application.

Changes to the Mathematics Standards 7 • Create a Glossary of Verbs Associated with the Mathematics Standards

Why Were the Standards Revised? 21

Context for Revision of the NYS Next Generation Mathematics Learning Standards (2017) Changing expectations for mathematics achievement Increasingly Diverse Learner Populations Students with Disabilities and the Standards Understanding the NYS Next Generation Mathematics Learning Standards (2017)

Round Robin • Each team of 4 will be provided a set of task cards to read • While reading your assigned task card, answer the following: • What is the most important takeaway? • How do you relate your takeaway to standards, curriculum, instruction, and/or assessment?