Transcript Newly Revised Ohio Academic Content Science Standards

Common Core State
Standards for Mathematics
NWO Inquiry Series
September 22, 2011
Diane Burtchin
[email protected]
Why are you here??
Share with your neighbor:
 The grade level/subject(s) you teach
 Why you chose to come to this session
 What you are hoping to take away
from this session
What we will do tonight:
 Watch a portion of a webinar on the CCSS for Mathematics
 Discuss the Mathematical Practices
 Explore the organization and content of the CCSS
 Explore the organization and components of the Model
Curriculum
 Explore the Learning Progressions and Critical Areas for K8 Mathematics
 Discuss steps to take in order to ‘Start Smart’
 Wrap up and preview of the next session
What?
Common
Core and
State
Revised
Standards:
June 2010
How?
Model
Curricula:
March 2011
Aligned
System of
Assessments:
2014-15
How Well?
Standards Adoption June 2010
English Language Arts
Mathematics
Science
Common Core
Standards
State Standards
Social Studies
5
CCSS Principles
 Focus
 Identifies key ideas, understandings and skills for
each grade or course
 Stresses deep learning, which means applying
concepts and skills within the same grade or course
 Coherence
 Articulates a progression of topics across grades and
connects to other topics
 Vertical growth that reflects the nature of the
discipline
CCSS Mathematical Practices
1.
Make sense of problems and persevere in solving them
2.
Reason abstractly and quantitatively
3.
Construct viable arguments and critique the reasoning of
others
4.
Model with mathematics
5.
Use appropriate tools strategically
6.
Attend to precision
7.
Look for and make use of structure
8.
Look for and express regularity in repeated reasoning
Common Core Webinar
 www.corestandards.org
 The overview for Math can be viewed from 27:5052:11 on the webinar and is presented by the lead
writer for the Mathematics CCSS (Bill McCallum)
CCSS Framework
Major units or areas of study
Domain
Main focus of the content
statements
Cluster
What students should know
Standards
9
Format of K-8 Standards
Grade Level
Domain
Cluster
Standard
Standards for High School Math
Domain
Cluster
Standard
Advanced
CCSS for High School
Mathematics
 Organized in “Conceptual Categories”

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

Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
 Conceptual categories are not courses
 Additional mathematics for advanced courses indicated by (+)
 Standards with connections to modeling indicated by (★)
Now you try
 You can find the CCSS by going to
www.corestandards.org.
 Download and navigate through the
documents to find the grade level/subject area
that you currently teach
 Discuss: What are the differences between the
2002 standards and the newly revised
standards? What is the same?
But wait…there is more..
 Standards are the stopping point of the
2002 documents
 HB1 mandated that a model curricula
accompany the revised standards
MODEL CURRICULUM
One piece of an integrated whole
What?
Common
Core and
State
Revised
Standards:
June 2010
Model
Curricula:
March 2011
Aligned
System of
Assessments:
2014-15
How Well?
What is the Model Curriculum?
A web-based tool, aligned to the standards, that:
 Presents information specific to the content
area by grade level, grade band and course
 Provides curricular and instructional guidance
 Informs assessment development
16
Take a look…
 Model Curriculum at ODE website (and on your
desktop)
 http://www.education.ohio.gov/GD/Templates/P
ages/ODE/ODEDetail.aspx?page=3&TopicRelation
ID=1704&ContentID=83475&Content=112058
Model Curriculum Components
Content Elaborations:
In-depth information about “what” should be
taught
Expectations for Learning/Visions into
Practice:
Recommendations for how students may
demonstrate their learning
18
Model Curriculum Components
Instructional Strategies and Resources:
Guidance and support for instructional and
curricular design
Content Specific Sections:
Address elements specific to a subject area
 Common Misconceptions
19
Now you try
 Use the Model Curriculum for your grade (or
choose a grade) to list 3 things that the Model
Curriculum provides for teachers.
 Discuss: What are the strengths of the Model
Curriculum? What are the limitations?
Learning Progressions &
Critical Areas
 Refer to your handouts on both the K-8 Learning
Progressions and the K-8 Critical Areas
 We begin with the “big picture”
CCSS Domain Progression
K
1
2
3
4
5
6
7
8
HS
Counting &
Cardinality
Number and Operations in Base Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
The Number System
Expressions and Equations
Number &
Quantity
Algebra
Operations and Algebraic Thinking
Functions
Geometry
Measurement and Data
Functions
Geometry
Statistics and Probability
Statistics &
Probability
Flows Leading to Algebra
Standards Progression:
Number and Operations in Base Ten
Say Something
 Look over the Learning Progressions
(handout) and underline topics or
sections that you find interesting
 Turn to an elbow partner and Say
Something about one of the phrases
that you underlined…explain why you
thought it was significant
Critical Areas
 Refer to your handout for the K-8 Critical Areas
 Note that Critical Areas are discussed in the
Introduction for each grade level/conceptual
categories
 Discuss in a small group how this information
might guide your instructional decisions
2014
2011
Start Smart
2002
Standards
T
r
a
n
s
i
t
i
o
n
2010
Standards
Too Slow, Too Fast, Too
Little
Mistake
Too Ignore the
Slow standards…maybe
they will go away!
Problem
2nd grade—1st to take 5th grade test
5th grade—1st to take 8th grade test
6th and 7th grade—1st to take End of
Course HS exams
Too Adopt new resources Really…how much has the new edition
Fast that are ‘aligned’ to changed???
the newly revised
standards
Too Checklist the
Little standards, shuffle
• New Assessments will have Multiple
Choice, SA/ER, Computer Enhanced,
units from one grade
and Performance Items
level to another, and • Not only new content, but new ways
continue as is
of assessing = new instructional
requirements
What can be done Short Term?
•Become familiar with the CCSS and model curriculum
•Use the Comparative Analysis or Crosswalks to highlight
areas to emphasize, de-emphasize, drop, or modify (when
available)
•Try some of the model curriculum Instructional Strategies
that align with what is currently being taught
•Teach math with a focus on the Mathematical Practices
Comparative
Analysis
Grade 3
Content that is no longer a focus at Grade 3







Decimals – The initial study of decimals
begins in grade four.
Measurement: Temperature/degrees, and
other specific units of measure are a focus
in grade four.
Three-dimensional geometry is not a focus
in grade three.
Transformations, and especially symmetry,
are introduced in fourth grade.
Volume is studied in grade five.
Data Analysis is a tool used to organize and
analyze information from other domains
(geometry, measurement) and that utilizes
the numbers and operations that are being
studied. The initial formal statistical
process and statistical analysis is moved to
sixth grade.
Probability – The study of probability is a
focus in grade seven.
Content continued with modifications at Grade 3
Multiplication/division: fluency of facts 9 x 9
Place value of numbers (through 1000)
New content at Grade 3

Continued at this grade with modifications to the
level of knowledge or expectation
Fractions: the content is the same with a focus on
justifying equivalence, comparisons and other
solutions using area models, number lines or
knowledge about equal numerators or equal
denominators.
Measurement: the focus is on standard units,
developing a sense of measuring, estimating and
problem solving using standard units of measure

not on specific metric or US units.
Two-dimensional shapes, especially
quadrilaterals, are explored and categorized by
their attributes beginning a sense of a
classification. Learning specific terminology is not
the goal, the awareness of the different kinds of
shapes and their attributes is.
Algebra topics are embedded within the study of
numbers and their operations. Patterns are found
in place value and arithmetic. Equations are
written to model problems, including using
unknowns but not necessarily with variables.
Strategies, properties of operations and the
relationship of operations are fundamental
understandings to be demonstrated prior to
fluency with algorithms when solving
arithmetic problems. The expectation is
that the properties of operations are used
as a means of flexibly working with
numbers, not necessarily identified by
name. Algorithms for addition and
subtraction are encountered naturally in
third grade, but fluency with their use is not
expected until fourth grade.
Multiplication is developed through the
understanding of equal sized groups, arrays
and area models. Connections are made to
finding area in geometric measurement and
to equal areas in fractions. Division is an
outgrowth of multiplication based upon its
inverse relationship. So finding a solution
to a division problem is looking for the
missing factor. Place value understandings
are the foundation for multiplying by
multiples of 10.
CCSS Support Materials
 Mathematics Common Core State Standards and
Model Curriculum

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Crosswalks: Cluster to Benchmark comparison
Learning Progressions View
K-8 Critical Areas of Focus
What should districts be doing?
FAQ
Model Curriculum
Preparation for Revised Standards
Tasks for Districts
2010-2011
• Introduce revised
standards
• Participate in
creating model
curricula
2011-2012
• Build awareness
of revised
standards
• Introduce model
curricula
• Conduct
crosswalk
activities
• Initiate formative
instruction PD
• Begin integrating
standards and
curricula into
district curricula
and teachers’
course planning
2012-2013
2013-2014
• Introduce
performance tasks
and scoring
rubrics
• Continue
formative
instruction PD
• Practice online
formative
assessments
• Introduce
instructional
improvement
system
• Continue
integrating
standards and
curricula into
district curricula
and teachers’
course planning
• Fully integrate
standards and
curricula into
district curricula
and teachers’
course planning
• Integrate
performance tasks
in course activities
• Prepare for online
testing
• Complete
formative
instruction PD
Long Term Suggestions
Implementation matters- Adoption of standards, programs, or textbooks merely
opens the door
 Time to consider, construct, collaborate, etc.
High-quality professional development should- Focus on the content the teachers are teaching
 Focus on the ways students are being instructed
 Draw on curricular materials teachers are using
 Involve constructing formative assessments and analyzing
student work
 Take the necessary time…Pay it Forward
Preview of Next Month
Assessment of the Common Core State Standards
 What can we learn from the Model Curriculum to
uncover how students will be assessed within the
new system?
 What types of questions will the students encounter
within the new system?
 How can we prepare students for the increased
expectations of the new assessments?
Aligned System of Assessment
What?
Common
Core and
State
Revised
Standards:
June 2010
Model
Curricula:
March 2011
Aligned
System of
Assessments:
2014-15
Assessment Timeline
State Board Adopts
Standards
June, 2010
State Board
Adopts Model
Curriculum
March, 2011
2011
2012
Transition:
•Test development
•Field Testing
•Standards Setting
2012 - 2014
First
Assessment
Administration
2014-2015
2013
2014
2015