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Ccss 8.30.11

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  • 1.Analyze givens, constraints, relationships and goals
  • Transcript

    • 1. Getting Started With Common Core
      Laura Chambless
      St. Clair County RESA
      www.protopage.com/lchambless
    • 2. Learning Target
      I can read, use, and understand the level in which I need to teach the Common Core State Standards.
    • 3. CCSS
      What do you remember from last year’s introduction and/or this summers self exploration?
    • 4. Alignment & Pacing Guide
      Is your grade level pacing guide done and aligned with CCSS?
      What are you cutting out of your old program?
      What concepts are you increasing teaching time on?
      Are all the CCSS covered?
    • 5. CCSS Document
      Find these parts of the CCSS Document
      Critical Areas
      Grade Overview
      Mathematical Practices
      Standards
      What can you tell me about each part?
    • 6. Design and OrganizationElementary/Middle School
      • Content standards define what students should understand and be able to do
      • 7. Clusters are groups of related standards
      • 8. Domains are larger groups that progress across grades
      Source: MDE- Math Common Core Power Point
    • 9. MDE Crosswalk
      Find these parts in the Crosswalk:
      Introduction
      Mathematical Practices
      Critical Area
      Progression of CCSS across grades
      Common Standards with GLCEs
      Content moving out
      Content moving in
    • 10. Standards & Crosswalk
      On your CCSS document, circle all the CCSS that are common to the GLCEs.
      Star the standards that are coming into your grade level.
      On the front of the document, write the concepts that are moving out of your grade level. Then put an X over your writing.
    • 11. How Are CCSS Different
      Mathematical Practices are crucial
      Higher Order Thinking Verbs
      Understand – Comprehension Level (2)
      Compare – Comprehension Level (2)
      Solve – Application Level (3)
      Classify – Analysis Level (4)
      Analyze – Analysis Level (4)
      Organize – Synthesis Level (5)
      Relate – Evaluation Level (6)
      Determine – Evaluation Level (6)
    • 12. How Else Are They Different?
      Each grade level is accountable for their critical areas.
      Each grade level is building skills for the next grade level.
      CCSS concepts have distinct starting and ending points.
      Mathematical Practices are K-12
    • 13. K-8 Domains
      Starting Point
      Starting Point
      Ending Point
      Ending Point
    • 14. Mathematics/Standards for Mathematical Practice“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” CCSS, 2010
      Standards for Mathematical Practice
      Carry across all grade levels
      Describe habits of a mathematically expert student
      Standards for Mathematical Content
      K-8 presented by grade level
      Organized into domains that progress over several grades
      Grade introductions give 2-4 focal points at each grade level
      High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability
    • 15. Standards for Mathematical Practice
      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
      Attend to precision
      Look for and make use of structure
      Look for and express regularity in repeated reasoning
    • 16.
    • 17. Math Practices
      http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice
      Read Math Practices 1 and 3.
      Take time to read about the practices. (5 min)
      Share what you learned with a partner. (2 min)
    • 18. Activity
      Freddy Fly and Martha Maggot have 9 sticky lollipoos - not lollipops. Don't ask what they are - you don't want to know. If Freddy Fly has 5 fewer lollipoos than Martha Maggot, how many lollipoos does Freddy Fly have?
      http://www.homeschooling-paradise.com/math-word-problems-first-grade.html
      1.Work with a partner(s) to solve this problem.
      2. Illustrate the problem and write an equation. (5 min)
      3. Is there another way you can illustrate the problem?
      4. Sharing Time: 1 minute group report
      5. Reflection Time: Which Mathematical Practices did you use.
    • 19. Assessment
      The SMARTER Balanced Assessment Consortium
      http://www.k12.wa.us/smarter
    • 20. Common State Achievement Assessments: Beginning 2014-15
    • 21. English Language Arts and Mathematics, Grades 3 – 8 and High School
      Optional Interim assessment system —
      no stakes
      Summative assessment for accountability
      Last 12 weeks of year*
      DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.
      INTERIM ASSESSMENT
      INTERIM ASSESSMENT
      PERFORMANCE
      TASKS
      COMPUTER
      ADAPTIVE ASSESSMENT
      Computer Adaptive Assessment and Performance Tasks
      Computer Adaptive Assessment and Performance Tasks
      Scope, sequence, number, and timing of interim assessments locally determined
      Re-take option
      The SBAC Assessment System
      * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
    • 24. Assessment Design
    • 25. Assessment Design
    • 26. Assessment Design
    • 27. SBAC: Two Components of the Summative Assessment
      30-Aug-11
      +
      COMPUTER
      ADAPTIVE
      ASSESSMENT
      PERFORMANCE TASKS
      • Measure the ability to integrate knowledge and skills, as required in CCSS
      • 28. Each task administered in two hour-long sittings.
      • 29. Computer-delivered, during final 12 weeks of the school year*
      • 30. Results within 2 weeks
      • 31. A computer adaptive assessment
      given during final 12 weeks of the
      school year*
      • Multiple item types, scored by
      Computer, including tasks
      • Students will have the opportunity to take the summative assessment twice
      • 32. Scores from the performance assessment and the computer adaptive
      assessment will be combined for annual accountability scores.
      * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
    • 33. Last 12 weeks of year*
      SBAC: Performance Tasks
      One reading task, one writing task and 2 math tasks per year. Examples:
      • ELA: Select texts on a given theme, synthesize the
      perspectives presented, conduct research, and write a
      reflective essay.
      • Math: Review a financial document and read
      explanatory text, conduct a series of analyses, develop a
      conclusion, and provide evidence for it.
      PERFORMANCE
      TASKS
      • Reading
      • 34. Writing
      • 35. Math
      • 36. Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies.
      * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
      30-Aug-11
    • 37. Last 12 weeks of year*
      SBAC: End-of-Year Assessment
      • Composed of approximately 40 to 65 questions per content
      area
      • Uses adaptive delivery for more efficient testing and
      more accurate measurement of all students, across the
      performance spectrum (important in measuring growth)
      COMPUTER
      ADAPTIVE
      ASSESSMENT
      • Scores from items that can be scored immediately will be
      reported, and then updated as scores from those requiring
      human scoring or artificial intelligence are completed
      • Students who are approved to do so may take the assessment
      a second time, but will see a new set of items
      * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
      30-Aug-11
      Re-take option
    • 38. Last 12 weeks of year*
      • Student scores from the performance tasks
      and end-of-year adaptive assessment will be
      combined for each student’s annual score
      for accountability.
      • Performance tasks may begin prior to the
      final 12 weeks of the year, based on research
      studies and final implementation decisions.
      PERFORMANCE
      TASKS
      COMPUTER
      ADAPTIVE
      ASSESSMENT
      Re-take option
      SBAC: Summative Components
      * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
      30-Aug-11
    • 41.  
    • 42. Sample Item
      http://www.k12.wa.us/Mathematics/ReleasedItems.aspx
    • 43. Teaching Strategies
      Proof Drawings & Problem Solving
      Math Talk
    • 44. Proof Drawings Problem Solving
      Video
      Problem Solving in Math Expressions Article and/or NCTM Focus Points Book
      Article
      Pg 2 Understanding The Situation
      Pg 4 Math Drawings vs Numeric Drawing
      Pg 5 Levels of Addition and Subtraction Solution Methods
    • 45. Make sense of problems andpersevere in solving them.
      Students should be able to:
      Explain the meaning of the problem. May use concrete objects and/or pictorial representations.
      Come up with a strategy for solving the problem.
      Identify the connections between two different approaches to a problem.
      Determine whether or not the solution makes sense.
      Source: LuAnn Murray- Mathematics Coordinator Genesee ISD
    • 46. Math Talk
      Video
      Math Talk Article from Math Expression website http://www.eduplace.com/math/mthexp
      1. Read Article
      2. Talk to partner or group of 4
      *Where is your teaching at in the gradual transformation elements on page 2.
    • 47. 3. Construct viable arguments and critique the reasoning of others.
      Students should be able to:
      Make conjectures.
      Use counterexamples in their arguments.
      Justify their conclusions and explain them to others.
      Listen and/or read other’s arguments and determine if they make sense.
      Ask questions to get clarification of an explanation.
      Source: LuAnn Murray- Mathematics Coordinator Genesee ISD
    • 48. Mathematical Practices
      As a group, fill in the CCSS Mathematical Practice 6 question worksheet.
      Impact on instruction
      Implementation look/sound like
      Students need
      Teachers need
      Assessment
      Grading
    • 49. 60 Minute Lessons
      Start: quick review, game, video
      Lesson: manipulate, draw, talk, write
      Differentiation: centers, sponge activities
      Technology: white board activities, iPod apps, computer games, flip camaras
    • 50. Pacing Guide and Assessments
      How was it aligned to CCSS?
      Does the pacing guide look reasonable?
      What needs to be done with assessment?
      Do you understand the depth of the content standards so they can be assessed at the same level?
    • 51. Learning Target
      I can read, use, and understand the level in which I need to teach the Common Core State Standards.
    • 52. Thanks
      Evaluation