The document provides an overview of a professional development session on Common Core State Standards (CCSS) for mathematics. It discusses the Smart Balanced Assessment Consortium tests, an overview of the CCSS, how they differ from previous standards, and the mathematical practices. It includes examples of CCSS grade level expectations and breaks teachers into groups to discuss specific grades. The session aims to help teachers understand what they need to teach based on the CCSS.
츄카는 중고차를 추천받아 쉽게 사는 서비스입니다.
원하는 중고차만 알려주세요. 츄카 인증 딜러들이 조건에 딱 맞고 품질도 좋은 차량을 대신 찾아 추천해드립니다.
▶츄카 이용방법
1. 원하는 차량 모델, 예산만 결정하면 츄카 이용 준비 완료!
2. 구글 플레이스토어에서 '츄카' 앱 다운로드, 또는
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3. 구매하고자 하는 차량 모델, 예산, 거주지역을 입력하면 할 일 끝!
츄카 인증 딜러가 좋은 차량을 찾아 추천할 때까지 하루 정도만 기다려주세요.
4. 차량이 추천되면 바로 확인하고, 마음에 들 경우 딜러에게 연락하면 됩니다!
▶츄카를 이용해야 하는 이유
중고차를 살 때 가장 어려운 부분은 무엇인가요?
바로 1)자동차 전문가도 아닌 내가 직접 중고차를 검색하여 좋은 차를 골라내야 하고 2)딜러를 믿고 거래해도 되는지 판단하기도 힘들다는 것입니다.
츄카를 이용하면
1) 중고차 전문가인 딜러가 나 대신 좋은 차를 골라 추천해주기 때문에, 직접 노력하지 않아도 원하는 차량을 찾을 수 있습니다.
2) 츄카에서 한 명 한 명 직접 만나보고 인증한 딜러가 정직하게 차량을 추천하기 때문에, 믿고 거래할 수 있습니다.
츄카, 참 매력적인 서비스죠?
이제 더 이상 어렵게 중고차를 직접 찾지 마세요!
츄카에서 내게 딱 맞는 차를 추천받으면 쉽게 원하는 차량을 구매할 수 있습니다.
Strengthening CMMI Maturity Levels with a Quantitative Approach to Root-Cause...Luigi Buglione
This presentation discusses and analyzes the opportunity to approach a typical TQM qualitative technique such as Root-Cause Analysis (RCA), expressed with the well-known Ishikawa (or Fishbone) diagrams, in a quantitative manner. Adding a control measure at the end of each ‘cause bone’ can help decision-makers in their determination of corrective/improvement actions to take in terms of how much to introduce into the related action plan in the way of resources. The ISO 15939 Measurement Information Model can be the appropriate technique to help derive such measures, as it overcomes the intrinsic limitations of Orthogonal Defect Classification (ODC) by providing direct process improvement at ML2 on Measurement & Analysis (ME) and at ML3 on Organizational Process Focus (OPF), in particular taking care of the specific practice SP1.4 concerning the establishment of the organization’s measurement repository), as well as on the General Practice GP2.8 (Monitor & Control the Process) across all the process areas involved in each single cause-effect analysis. The communication issue is discussed, an alternative way to express Ishikawa diagrams is proposed (Mind Maps), and how Mind Maps can facilitate the diffusion of RCA and its quantitative variant (Q-RCA) into organizations, and subsequently be used by organizations, is shown.
츄카는 중고차를 추천받아 쉽게 사는 서비스입니다.
원하는 중고차만 알려주세요. 츄카 인증 딜러들이 조건에 딱 맞고 품질도 좋은 차량을 대신 찾아 추천해드립니다.
▶츄카 이용방법
1. 원하는 차량 모델, 예산만 결정하면 츄카 이용 준비 완료!
2. 구글 플레이스토어에서 '츄카' 앱 다운로드, 또는
츄카 웹 사이트 (www.chucar.co.kr)에 접속
3. 구매하고자 하는 차량 모델, 예산, 거주지역을 입력하면 할 일 끝!
츄카 인증 딜러가 좋은 차량을 찾아 추천할 때까지 하루 정도만 기다려주세요.
4. 차량이 추천되면 바로 확인하고, 마음에 들 경우 딜러에게 연락하면 됩니다!
▶츄카를 이용해야 하는 이유
중고차를 살 때 가장 어려운 부분은 무엇인가요?
바로 1)자동차 전문가도 아닌 내가 직접 중고차를 검색하여 좋은 차를 골라내야 하고 2)딜러를 믿고 거래해도 되는지 판단하기도 힘들다는 것입니다.
츄카를 이용하면
1) 중고차 전문가인 딜러가 나 대신 좋은 차를 골라 추천해주기 때문에, 직접 노력하지 않아도 원하는 차량을 찾을 수 있습니다.
2) 츄카에서 한 명 한 명 직접 만나보고 인증한 딜러가 정직하게 차량을 추천하기 때문에, 믿고 거래할 수 있습니다.
츄카, 참 매력적인 서비스죠?
이제 더 이상 어렵게 중고차를 직접 찾지 마세요!
츄카에서 내게 딱 맞는 차를 추천받으면 쉽게 원하는 차량을 구매할 수 있습니다.
Strengthening CMMI Maturity Levels with a Quantitative Approach to Root-Cause...Luigi Buglione
This presentation discusses and analyzes the opportunity to approach a typical TQM qualitative technique such as Root-Cause Analysis (RCA), expressed with the well-known Ishikawa (or Fishbone) diagrams, in a quantitative manner. Adding a control measure at the end of each ‘cause bone’ can help decision-makers in their determination of corrective/improvement actions to take in terms of how much to introduce into the related action plan in the way of resources. The ISO 15939 Measurement Information Model can be the appropriate technique to help derive such measures, as it overcomes the intrinsic limitations of Orthogonal Defect Classification (ODC) by providing direct process improvement at ML2 on Measurement & Analysis (ME) and at ML3 on Organizational Process Focus (OPF), in particular taking care of the specific practice SP1.4 concerning the establishment of the organization’s measurement repository), as well as on the General Practice GP2.8 (Monitor & Control the Process) across all the process areas involved in each single cause-effect analysis. The communication issue is discussed, an alternative way to express Ishikawa diagrams is proposed (Mind Maps), and how Mind Maps can facilitate the diffusion of RCA and its quantitative variant (Q-RCA) into organizations, and subsequently be used by organizations, is shown.
On the Horizon: Superintendent's Report to the BOELynn McMullin
January 2012 presentation explaining planned changes in testing in Connecticut and how these changes will impact decision-making over the next few years.
Web-based Self- and Peer Assessment of Teachers Digital CompetencesHans Põldoja
Presentation in the research group seminar, Institute of Informatics, Tallinn University, 7 March 2012.
Based on the following publication:
Põldoja, H., Väljataga, T., Tammets, K., & Laanpere, M. (2011). Web-based Self- and Peer- assessment of Teachers’ Educational Technology Competencies. In H. Leung, E. Popescu, Y. Cao, R. Lau, & W. Nejdl (Eds.), Advances in Web-Based Learning – ICWL 2011: 10th International Conference, Hong Kong, China, December 2011. Proceedings (pp. 122–131). Berlin / Heidelberg: Springer. http://www.springerlink.com/content/e3t2042568271213/
Slides covered during Analytics Boot Camp conducted with the help of IBM, Venturesity. Special credits to Kumar Rishabh (Google) and Srinivas Nv Gannavarapu (IBM)
What do you want your students to learn?
You have identified the important knowledge and skills in your goals, standards, and objectives.
Always return to those statements before you consider what to teach or assess.
On the Horizon: Superintendent's Report to the BOELynn McMullin
January 2012 presentation explaining planned changes in testing in Connecticut and how these changes will impact decision-making over the next few years.
Web-based Self- and Peer Assessment of Teachers Digital CompetencesHans Põldoja
Presentation in the research group seminar, Institute of Informatics, Tallinn University, 7 March 2012.
Based on the following publication:
Põldoja, H., Väljataga, T., Tammets, K., & Laanpere, M. (2011). Web-based Self- and Peer- assessment of Teachers’ Educational Technology Competencies. In H. Leung, E. Popescu, Y. Cao, R. Lau, & W. Nejdl (Eds.), Advances in Web-Based Learning – ICWL 2011: 10th International Conference, Hong Kong, China, December 2011. Proceedings (pp. 122–131). Berlin / Heidelberg: Springer. http://www.springerlink.com/content/e3t2042568271213/
Slides covered during Analytics Boot Camp conducted with the help of IBM, Venturesity. Special credits to Kumar Rishabh (Google) and Srinivas Nv Gannavarapu (IBM)
What do you want your students to learn?
You have identified the important knowledge and skills in your goals, standards, and objectives.
Always return to those statements before you consider what to teach or assess.
1. Getting Started With
Common Core
Laura Chambless
St. Clair County RESA
www.protopage.com/lchambless
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 up
I know nothing
presenting
* Find your partner for the afternoon!
3. Agenda
1. Smart Balanced Assessment
Consortium (SBAC)
2. Common Core State Standards
(CCSS)
3. CCSS Grade Level Break Out
4. Mathematical Practices (MP)
5. Questions/Resources/Up Coming
PDs
4. Learning Target
I can read, use, and understand
the level in which I need to
teach the Common Core State
Standards.
14. Common State Achievement
Assessments: 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. 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 ASSESSMENT
Computer Adaptive Computer Adaptive PERFORMANCE COMPUTER
Assessment and Assessment and TASKS ADAPTIVE
Performance 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. 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. SBAC vs. MEAP
Think/Pair/Share
How is the SBAC different
from MEAP?
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. K-8 Domains
Counting Ratios &
and Proportion
Cardinality
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. CCSS Document
Find these parts of the CCSS Document
1. Critical Areas
2. Grade Overview
3. Mathematical Practices
4. Standards
What can you tell me about each
part?
23. Facts by Grade Level
Grade 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. 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
grades
Source: MDE- Math Common Core Power Point
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. Grade Level Break Outs
Grade Level Meeting - 2:05 to 2:35
K/1 – Lisa, Lisa, and Barb
2/3 – Brenda
4/5 – Laura
28. Math Practices
• The standards are the WHAT
we teach.
• The Mathematical Practices
are the HOW we teach.
32. 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?
34. Story Problems/Math Talk
in Action
1. Watch Video: Choose Three Ways
https://www.teachingchannel.org/videos
/problem-solving-math?fd=1
2. Discuss with your partner, using
the look-fors, the MP evidence
you saw in the video.
35. Questions/Internet
Resources/PD
• Internet Resources:
www.protopage.com/lchambless
• Questions
• Up Coming PDs
36. 4 Take Away Points
1. WHY – Smarter Balanced Assessment
2. WHAT – Math Common Core (CCSS)
3. HOW – Mathematical Practices (MP)
4. WHEN – Start today with MP.1 & MP.3
37. Learning Target
I can read, use, and understand
the level in which I need to
teach the Common Core State
Standards.