Moms Club of Roxbury Curriculum Night 2014 - Sept. 8th

8/11/2019 Moms Club of Roxbury Curriculum Night 2014 - Sept. 8th

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Common CoreState Standards& PARCCMonday September 8, 20147:00 PMMOMS Club

CommonCoreStateStandards&PARCC


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The AgendaDr. Chris Van Woert Introduction to the CCSS

Jennifer Wnuk ELA CCSS

Melissa Cosgrove NGSS supports CCSS ELA

Michele Stanton Math CCSS

Dr. Chris Van Woert PARCC and Accountability Conclusion


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They are designed to setclear, consistent and high

learning goals.

*Originally adopted by 46states across the country.

Where did theStandards come

from?The National Governors

Association (NGA) and theCouncil of Chief State

School Officers (CCSSO)led the development of the

Common Core StateStandards with the

participation of educatorsthroughout the country.

The standards were

adopted by the State ofNew Jersey in 2010.


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www.achievethecore.org

Common Core cross the Nation

*


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The standards are NOT acurriculum. They identifywhat students should knowand be able to do at the endof each grade level K - 12 inELA and Math to ultimatelybe prepared for college andcareer readiness.

The Common Core StateStandards preparestudents to succeed incollege course work andfuture employment.

The standards:

- Set clear and consistent

standards for every student;

- Foster students developmentof critical thinking skills andability to solve real-worldproblems rather than memorizefacts;

- Are benchmarked to academicstandards from the highestperforming countries;

- Are the same standards thatstudents will be tested on whenthey take the SAT or ACTcollege entrance exams.


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A 6th Grade Example . . .

NJCCCS (2004): Produce written work and oral workthat demonstrate comprehension of informational materials.

After CCSS (2010): Determine a central idea of a textand how it is conveyed through particular details; provide asummary of the text distinct from personal opinions or

judgments.


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Why Balanced Literacy?

Balanced literacy cultivates

this described analyticalthinking by engaging

students in complex textsand writing experiences, to

meet the rigorousstandards of theCommon Core.


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Why Balanced Literacy?

Balanced literacy isindividualized

to meet the needs of

every learner.


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How balanced literacy aligns toPARCC . . .


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How balanced literacy aligns toPARCC . . .


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English: 6 - 12

The stuff of English...


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New Standards, New Stuff.

Reading Informational Texts Analyze how the author unfolds a series of ideas Analyze how an authorsclaims are developed Delineate and evaluatethe argument...


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Curricular Upgrades!


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PARCC


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Synthesis!


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The home connec tion . . .

P review the Curriculu m Website:Parent Friendly Curriculum

Parent ResourcesCCSS Roadmaps

Websites:http://www.corestandards.org/https://www.parcconline.org/

http://achievethecore.org/
https://www.parcconline.org/http://achievethecore.org/http://achievethecore.org/https://www.parcconline.org/http://www.corestandards.org/


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Adoption of Next GenerationScience Standards...

Adopted by NJ on July 9th 2014; Implementation for grades 6-12 in2016-17 School Year and for grades K-5 the 2017-18 SY.Resources available: Sept 2014

- Sample Classroom Assessment Tasks

- NGSS Evidence Statements- Accelerated Model Course Pathways- State of Science Education Research- NGSS Data Portal- Alignment Institutes- Publishers Criteria- NGSS Model Content Frameworks- STEM Works (Spring 2015)

Currently available:- EQuIP Rubric for lessons & Units: Science- State Science Education Standards Comparison Tool

Next Generation Science Standards
http://www.nextgenscience.org/


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Blended Practices:

One Mind One Practice


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The Three Dimensional Vision...

Cross Cutting Concepts

PatternsCause and effectScale, proportion, and quantitySystems and system models

Energy and matter Structure and functionStability and change


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The Three Dimensional Vision...

Disciplinary Core Ideas

Physical SciencesLife Sciences

Earth Space SciencesEngineering, Technology and Applications of

Science


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How can I help at home.

* Select a variety of genres for reading time.

* Encourage questions and foster curiosity.

* Create a maker space to develop a love forbuilding, creating and discovering.

* Apply learning in context; take advantage ofteachable-moments.


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Mathematics Overview The K-5 standards provide students

with a solid foundation in wholenumbers, fractions and decimals

The 6-8 standards describe robust

learning in geometry, algebra, andprobability and statistics


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3 Shifts in Mathematics Focus:

Focus strongly on where thestandards focus.

Coherence: Think across grades and link to major

topics Rigor:

Require fluency, application and deepunderstanding


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Standards in Mathematical Practice

1. Make sense of problems and persevere in solvingthem2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoningof others4. Model with mathematics5. Use appropriate tools strategically

6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning


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The Importance of

Mat hematical Practices
http://www.youtube.com/watch?v=m1rxkW8ucAIhttp://www.youtube.com/watch?v=m1rxkW8ucAIhttp://www.youtube.com/watch?v=m1rxkW8ucAI


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Priorities in Mathematics K 2: Addition and Subtraction ,

measurement using whole number quantities 3 5: Multiplication and division of whole

numbers and fractions 6: Ratios and proportional reasoning; early

expressions and equations 7: Ratios and proportional reasoning;

arithmetic of rational numbers 8: Linear algebra


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Domains, K-8


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Addition & Subtraction of

Whole NumbersKindergarten Understanding

Grade 1 Facts to 20 Add with & without regrouping to 100

Subtract multiples of 10

Grade 2 Add up to four 2-digit numbers

Add & subtract up to 3 digitsGrade 3 Fluent within 1000

Grade 4 Fluency with standard algorithms


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Multiplication and Division of

Whole NumbersGrade 2 Introduction to multiplication

Grade 3 UnderstandFacts

1 digit x multiple of 10

Grade 4 Using multiplication to compare1 digit x up to 4 digits

2 digits x 2 digitsUp to 4 digits divided by 1 digit

Grade 5 Fluency with multiplication standardalgorithm

Up to 4 digits divided by 2 digits

Grade 6 Fluency with division standard algorithm


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RIGORConceptual Understanding:3.NF.1 Understand a fraction 1/ b as the quantity formed by 1 partwhen a whole is partitioned into b equal parts; understand a fractiona/b as the quantity formed by a parts of size 1/ b .

Procedural Skill and Fluency:5.NBT.5 Fluently multiply multi-digit whole numbers using thestandard algorithm.

Application:7.NS.3 Solve real-world and mathematical problems involving thefour operations with rational numbers.

-From AchieveTheCore.org


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Conceptual Understanding Teach more than how to get the answer

and instead support students ability toaccess concepts from a number ofperspectives

Students are able to see math as more thana set of mnemonics or discrete procedures

Conceptual understanding supports the otheraspects of rigor (fluency and application)


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Conceptual Understanding Amber didnt know what 7 x 5 equals, but she does

know that 5x5 = 25 and 2 x 5 = 10. Use drawings,words, and/or equations to explain why Amber canfigure out what 7 x 5 equals.

Write 4 fractions that are all equal to 5

Plot each on the number line 2, 5/4, 3 x1/2, + , 2 - 1/10

What are two different equations with the samesolution as 3(y-1)=8?


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Procedural Skills and Fluency The standards require speed and accuracy in

calculations Teachers structure class time and/or

homework time for students to practice corefunctions such as single digit multiplication sothat they are more able to understand and

manipulate more complex concepts


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Required Fluencies K-6


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Procedural Skills and Fluency Compute the following

357 + 17,999 + 1 37 x 25 x 4

Mark each true or false 8 x 9 = 80 - 8 54/9 = 24/6 7x5=25

If A = 356 x 618 and B = 2/4/0.1, what is A/Bdivided by 18?


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Application Students can use appropriate concepts and

procedures for application even when not

prompted to do so Teachers provide opportunities at all grade

levels for students to apply math concepts inreal world situations

Teachers in content areas outside of math,particularly science, ensure that students areusing grade-level-appropriate math to makemeaning of and access science content


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ApplicationSale Prices:Max bought 2 items that were on sale.

One item was 10% off. One item was 20% off.

Max says he saved 15% altogether.a) Could Max be right?b) Could Max be wrong?


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Do they have to stop forgas? Explain yourreasoning.

Suppose they do stop forgas and drinks. The stoptakes 30 minutes. If theycontinue on at the samerate they are going now,what time will it be whenthey reach LosAngeles?


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Transition from NJASK toPARCC The Transition Plan outlined from the State was to pilot

PARCC field test questions on the NJASK tests of 2012,2013 and 2014.

They are also surveying districts to ensure that they will beable to administer the tests online.

Chester and Roxbury are ready right now. BRMS piloted the Math Assessment in 8th grade. Bragg has piloted the ELA Assessment in third grade. Roxbury has participated in the field test from grade three to

high school level for either Math and/or ELA. The assessments will be administered in March and May of

2015.


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How will they measure studentachievement? Using Student Growth Percentiles (SGP)

Growth model describes a method of

measuring individual student progress onstatewide assessments by tracking studentscores from one year to the next. Each studentwith at least two consecutive years of NJASKscores will receive a Student Growth Percentilewhich measures how much the studentchanged relative to the other students statewidewith similar scores in previous years.


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Moms Club of Roxbury Curriculum Night 2014 - Sept. 8th

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