Intro to CCSS - East China 2-

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  • 1.Analyze givens, constraints, relationships and goals
  • Intro to CCSS - East China 2-

    1. 1. Getting Started With Common Core Laura Chambless St. Clair County RESA www.protopage.com/lchambless
    2. 2. Common Core State Standards (CCSS) Value Line How well do you know the Math Common Core State Standards (CCSS)? 0 Rate yourself 0-10 10 I could be upI know nothing presenting * Find your partner for the afternoon!
    3. 3. Agenda1. Smart Balanced Assessment Consortium (SBAC)2. Common Core State Standards (CCSS)3. CCSS Grade Level Break Out4. Mathematical Practices (MP)5. Questions/Resources/Up Coming PDs
    4. 4. Learning TargetI can read, use, and understand the level in which I need to teach the Common Core State Standards.
    5. 5. Start With The End In Mind
    6. 6. Assessment The SMARTER Balanced Assessment Consortiumhttp://www.smarterbalanced.org
    7. 7. 4th Grade Sample Think/Pair/ShareWhat have you heard or knowabout the Smarter BalancedTest/Math Common Core test?
    8. 8. Test Items TypesSR = selected-response itemCR = constructed-response itemTE = technology-enhanced itemER = extended-response itemPT = performance task
    9. 9. SR = Selected Response
    10. 10. TE = Technology Enhanced
    11. 11. CR = Constructed Response
    12. 12. ER = Extended Response
    13. 13. PT = Performance Task
    14. 14. Common State AchievementAssessments: Beginning 2014-15 A Multi-Mode An Online Assessment Assessment System System• Multiple Choice • Results returned quickly• Short Answer (within hours or days• Essay depending on the type of task included)• Technology Enhanced Items (e.g. • Paper and pencil simulations, tools) offered the first few years• Performance Tasks (long projects) • Hope to be paperless (except for accommodations) by 2017
    15. 15. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School 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 ASSESSMENTComputer Adaptive Computer Adaptive PERFORMANCE COMPUTERAssessment and Assessment and TASKS ADAPTIVEPerformance Tasks Performance Tasks • Reading ASSESSMENT • Writing • Math Scope, sequence, number, and timing of interim assessments locally determined Re-take option Optional Interim Summative assessment assessment system — for accountability no stakes * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
    16. 16. SBAC: Two Components of the Summative Assessment PERFORMANCE TASKS + COMPUTER ADAPTIVE ASSESSMENT • Measure the ability to integrate knowledge and skills, • A computer adaptive assessment as required in CCSS given during final 12 weeks of the • Each task administered in school year* two hour-long sittings. • Multiple item types, scored by • Computer-delivered, during Computer, including tasks final 12 weeks of the school year* • Students will have the opportunity • Results within 2 weeks to take the summative assessment twice • 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.24-Feb-13
    17. 17. SBAC vs. MEAP Think/Pair/ShareHow is the SBAC different from MEAP?
    18. 18. Common Core State Standards
    19. 19. Common Core State Standards (CCSS) Think/Interview/Partner Share• Think: What do you know about the Math CCSS?• Interview: Ask your partner 2-3 questions about the CCSS.• Partner Share: You will report on what your partner said.
    20. 20. K-8 Domains Counting Ratios & and ProportionCardinality Operations and Algebraic Thinking The Number System Number and Operations in Base Ten Expressions & Equations Fractions Functions Measurement and Data Geometry Geometry Statistics and Probability K 1st 2nd 3rd 4th 5th 6th 7th 8th
    21. 21. CCSS DocumentFind these parts of the CCSS Document 1. Critical Areas 2. Grade Overview 3. Mathematical Practices 4. StandardsWhat can you tell me about each part?
    22. 22. Critical Areas by Grades
    23. 23. Facts by Grade LevelGrade CCSS Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 (know from memory all sums of two one-digit numbers) Add/subtract within 1000 3 Multiply/divide within 100 (know from memory all products of two one-digit numbers) Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations
    24. 24. Design and Organization Elementary/Middle School  Content standards define what students should understand and be able to do  Clusters are groups of related standards  Domains are larger groups that progress across gradesSource: MDE- Math Common Core Power Point
    25. 25. How Are CCSS Different1. Mathematical Practices are crucial2. 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)
    26. 26. How Else Are They Different?1. Each grade level is accountable for their critical areas.2. Each grade level is building skills for the next grade level.3. CCSS concepts have distinct starting and ending points.4. Mathematical Practices are K-12
    27. 27. Grade Level Break OutsGrade Level Meeting - 2:05 to 2:35 K/1 – Lisa, Lisa, and Barb 2/3 – Brenda 4/5 – Laura
    28. 28. Math Practices• The standards are the WHAT we teach.• The Mathematical Practices are the HOW we teach.
    29. 29. Math Practices
    30. 30. Standards for Mathematical Practice
    31. 31. Story Problems• Think about the last time you taught a story problem in math class.• Tell your partner how you taught story problems to your students. – What does your room look/sound like? – What are you doing? – What are your students doing?
    32. 32. Laura’s Look-fors
    33. 33. Story Problems/Math Talk in Action1. Watch Video: Choose Three Wayshttps://www.teachingchannel.org/videos /problem-solving-math?fd=12. Discuss with your partner, using the look-fors, the MP evidence you saw in the video.
    34. 34. Questions/Internet Resources/PD• Internet Resources: www.protopage.com/lchambless• Questions• Up Coming PDs
    35. 35. 4 Take Away Points1. WHY – Smarter Balanced Assessment2. WHAT – Math Common Core (CCSS)3. HOW – Mathematical Practices (MP)4. WHEN – Start today with MP.1 & MP.3
    36. 36. Learning TargetI can read, use, and understand the level in which I need to teach the Common Core State Standards.
    37. 37. ThanksEvaluation

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