Ccss 8.30.11

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  • 1.Analyze givens, constraints, relationships and goals
  • Ccss 8.30.11

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

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