AZ Counts – Level 1 Common Core State Standards Mathematics K-2
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Transcript of AZ Counts – Level 1 Common Core State Standards Mathematics K-2
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Alicia HoltzclawJune 20, 2012
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Please be sure you have signed in Take out your nametag (front pocket of your binder)
Write any burning questions you have on the index card at your seat
Begin working on the Mathematical Practices questions at your seat
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Welcome! Rigorous Activities Introductions History of the Common Core Mathematical Practices 3-2-1 Summary Sheet
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What Cognitive Demand Level is this?
What Mathematical Practice is this?
What Strategies helped you?
What are some benefits of this type of problem?
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Work on the practice problems at your table
After 20 minutes of work time we will regroup
Groups: study your problem◦ What MATHEMATICAL PRACTICES are used?◦ How does this problem assess real-world thinking?
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Purpose:Examine and understand structure of
new standards and supporting documents
Explore elements of effective instruction and Model Content Frameworks
Consider implications for implementation of the new standards and impact on instruction
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It is the research base (how understanding of the core concepts and essential skills of mathematics typically develop over time when supported by high quality, targeted instruction), not standards that have driven this work. We have not simply rearranged’ the standards. It is our hope that with a better understanding of how to apply the research to classroom practice (instruction and assessment) teachers will be better able to prepare all students to be productive citizens in the 21st century world beyond high school.
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In 2009, initial work began… Council of Chief State School Officers
(CCSSO) National Governor’s Associate for Best
Practice In partnership with:
◦ ACT◦ College Boards◦ Achieve, Inc.
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A national set of standards - written by experts, teachers, and administrators that are:
• Designed for college and career readiness• Mastery focused vs. exposure• Optional for state-adoption• Evidence/Research-based• Internationally benchmarked
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Emphasis on both concepts and skills
(learning progressions):
• Fewer standards• Clear, focused outcomes• Higher–order thinking skills
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◦Consistency among states promotes:
• common high-quality assessments• sensible instructional materials• clear, focused professional development
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◦Common Core Consortium considered:
• teacher input (NEA, AFT, NCTM, NCTE)• built from strengths and lessons learned◦ by current state standards• the avoidance of duplicity or repetition• the end goal for student mastery of◦ concepts and skills
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*Minnesota adopted the CCSS in ELA/literacy only
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ANCHORED IN COLLEGE AND CAREER READINESS
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• More demanding standards and new topics
• New assessments measuring more complex reasoning
• Urgency to address performance gaps• Need to reform professional
development
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PARCC- Partnership for Assessment of Readiness for College and Careers
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Common Core State Standards are critical, but they are just the first step
Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom
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1. Create high-quality assessments
2. Build a pathway to college and career readiness for all students
3. Support educators in the classroom
4. Develop 21st century, technology-based assessments
5. Advance accountability at all levels
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Shift #1 – Focus: The PARCC assessments will focus strongly where the Standards focus
Advance: PARCC assessments will focus strongly where the Standards focus (70% or more on the major work in grades 3-8). Focus allows for a variety of problem types to get at concept in multiple ways.Students will have more time to master concepts at a deeper level.
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Shift #2 - Coherence: Think across grades, and link to major topics within gradesAdvance: The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks.Key beginnings are stressed (e.g., ratio concepts in grade 6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3).
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Shift #2 - Coherence: Think across grades, and link to major topics within gradesAdvance: Integrative tasks draw on multiple standards to ensure students are making important connections.The Standards are not treated as a checklist.
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Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design…
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End-of-Year Assessment
• Innovative, computer-based items
Performance-BasedAssessment (PBA)
•Extended tasks•Applications of concepts and skills
Summative,Required assessment
Non-summative, optional assessment
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
Speaking And
Listening
Flexible
Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative
English Language Arts/Literacy and Mathematics, Grades 3-11
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Sept. 2011
Development phase begins
Sept. 2012
First year field testing and
related research and
data collection begins
Sept. 2013
Second year field testing begins and
related research and
data collection continues
Sept. 2014
Full administration
of PARCC assessments
begins
Oct. 2010
Launch and design phase
begins
Summer 2015
Set achievement
levels, including
college-ready performance
levels
For more information see, www.PARCCConsortium.org/Timeline
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Take some time to explore the following sites:
-www.ccsstoolbox.com-www.illustrativemathematics.org-www.parcconline.org/samples/
mathematics
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Key Advances Fluency Expectations With-in Grade Dependencies Connections In-Depth Focus Connections and MPs Content Emphasis by Cluster
For K-2, Progressions
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LPs are developed (and refined) using available research and evidence
LPs have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline)
LPs articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding)
LPs go hand-in-hand with well-designed and aligned assessments
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Read just your grade level section
Highlight the 3 biggest ideas in your area
Collaborate with your group to agree on 3 big ideas
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Where are our kids coming from?
Where are they headed?
What can we use these for?
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1 - Incorporate ongoing cumulative review into every day’s lesson.
2 - Adapt what we know works in our reading programs and apply it to mathematics instruction.
3 - Use multiple representations of mathematical entities. 4 - Create language-rich classroom routines. 5 - Take every available opportunity to support the
development of number sense. 6 - Build from graphs, charts, and tables. 7 - Tie the math to such questions as: “How big?” “How
much?” “How far?” to increase the natural use of measurement throughout the curriculum.
8 - Minimize what is no longer important. 9 - Embed the mathematics in realistic problems and real-
world contexts 10 - Make “Why?” “How do you know?” “Can you explain?”
classroom mantras.
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Quick review
Independent, success!!
Different methods (oral, word problem, math facts)
Try to hit: number, estimate, term, skill, picture, measurement
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Ask “Why?” “What do you think?” “How did you get that?”—probe for more
Work with kids in small groups (guided math)
Less is more—not quantity of practice, quality of practice
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Frequent pictorial representations
Manipulatives, number line, bar models
Frequent opportunities for students to use multiple representations/drawing
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Siti packs a bag and it weighs 29 kg. Rahim packs a bag and it weighs 11 kg. less
than Siti’s bag How much do Siti and Rahim’s bags weigh
together?
Write your own problem and solve it using a bar model
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Read your chapter
Create an interactive presentation for your shift
Present your shift in about 3 min.
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How can we increase the rigor in our classrooms as we also come into alignment with the common core?
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https://arizona2010commoncoremath.wikispaces.com/homeMy website with all resources from today and others added when I find them http://www.ade.gov Updated information, links, and resources for implementation and transition to the
2010 standards and PARCC assessment.
http://www.achieve.org/ Achieve website. Achieve is the project management partner for PARCC.
http://www.parcconline.org/ PARCC website. PARCC is the assessment consortium that Arizona is part of.
Arizona is a governing state within the consortium.
http://www.cehd.umn.edu/NCEO/ Here you will find the NCEO briefs and additional information related to assessing
our current AIMS-A students (1%).
http://www.corestandards.org/ This site will give you background and additional information about the standards.
Much of this same information can be found on the new Arizona Department of Education website.
http://www.ccsso.org/ Council of Chief State School Officers website. Excellent link to Hunt Institute and
CCSSO Common Core Implementation Video Series.
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Purpose:Using more rigorous work and activities
History of Common CorePARCCFrameworks and ProgressionsMathematical Shifts