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1 Common Core State Standards Math CCSS / ELA CCSS Overview Spring 2012.

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Presentation on theme: "1 Common Core State Standards Math CCSS / ELA CCSS Overview Spring 2012."— Presentation transcript:

1 1 Common Core State Standards Math CCSS / ELA CCSS Overview Spring 2012

2 2 Introduction: Activity Scale of Common Core Knowledge

3 3 Questions: Snowball Activity 1. Write one thing you know about Common Core State Standards (CCSS). 2. Write one question you have about CCSS.

4 4 Which one are you?

5 5 Emily Barton: Introduction 1.1 The Context In Tennessee_ Our Pu 1.m4v

6 6 Implementation of Common Core State Standards complements other work underway Student readiness for postsecondary education and the workforce (WHY we teach) Common Core State Standards provide a vision of excellence for WHAT we teach TEAM provides a vision of excellence for HOW we teach

7 7 Our transition to Common Core Standards is central to strengthening Tennessees competitiveness Source: Projections of Jobs and Education Requirements Through 2018 (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT Tennessees Competitiveness Only 21% of adults in TN have a college degree TN ranks 46 th in 4 th grade math and 41 st in 4 th grade reading nationally 54% of new jobs will require post- secondary education Only 15% of high school seniors in TN are college ready

8 8 Emily Barton 1.2A Differences Between ELA & Math 1.2 The Common Core State Standards.m4v

9 9 Common Core State Standards are narrower… # of TN Standards for 3 rd Grade Math:# of Common Core Standards for 3 rd Grade Math: There are 1,119 Tennessee ELA standards not covered in the Common Core CLECUGLESPIGrand Total

10 10 The Common Core State Standards represent six key instructional shifts MATH: 1.Focus strongly where the Standards focus 2.Coherence: think across grades, and link to major topics within grades 3.Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity. ELA: 1.Building knowledge through content-rich nonfiction and informational texts 2.Reading and writing grounded in evidence from text 3.Regular practice with complex text and its academic vocabulary

11 11 …and deeper. There were 28 cookies on a plate. Five children each ate 1 cookie. Two children each ate 3 cookies. One child ate 5 cookies. The rest of the children each ate 2 cookies. Then the plate was empty How many children ate 2 cookies? Use multiplication equations and other operations, if needed, to show how you found your answer. Jane thinks this question can be solved by dividing 28 by 2. She is wrong. Explain using equations and operations why this is not possible. 3 rd Grade Math 3OA.3 (Operations and Algebraic thinking): Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problems. Source: University of Pittsburgh, Copyrighted

12 12 Group Solve At your table, use the chart paper to solve the cookie problem. Be creative, How are some different ways your students might solve this problem? We will share out your work whole group

13 13 HOW ? Standards of Mathematical Practice

14 14 Mathematical Practices vs. Mathematical Standards At your table you will find copies of the Mathematical Practice Standards as well as the Mathematical Content Standards. Mathematics Practice Standards Share Out Mathematics Content Standards Share Out

15 15 Standards for Mathematical Practices 1.Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. 2. Reason abstractly and quantitatively. 6. Attend to precision. 3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure. 4. Model with mathematics.8. Look for and express regularity in repeated reasoning.

16 16 WHAT ? Standards of Mathematical Content

17 17 Mathematical Practices vs. Mathematical Standards At your table you will find copies of the Mathematical Practice Standards as well as the Mathematical Content Standards. Mathematics Practice Standards Share Out 2 nd - Mathematics Content Standards Share Out –What has changed? –What has stayed the same? –Discuss with your grade level groups.

18 18 Practices, Standards, Focus Standards, Critical Areas, Clusters, Domains ……..OH MY !!!

19 19 Math Standards for Mathematical Content

20 20 Break – 10 min

21 21 Emily Barton 1.2B PARCC

22 22 Source: PARCC PARCC timeline SY Launch and design phase SY Development begins SY Development continues SY Pilot/field testing and related research and data collection SY Full administration of PARCC assessments Achievement and college-ready performance levels set in summer 2015

23 23 English Language Arts and Literacy Standards Roadmap READING WRITING SPEAKING & LISTENING LANGUAGE 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR ELA Standards K- 12 Literacy Standards 6-12 ELA Standards K-12 Literacy Standards 6-12 Literary Text Hist. / S.S. Sci. / Tech Subj. Inform Text 1 K K K K K Found- ational Skills K

24 24 National Assessment of Educational Progress (NAEP) Reading Framework Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework GradeLiteraryInformational 450% 845%55% 1230%70% (Common Core State Standards Initiative 2010a, 5) # 10

25 25 Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations K–1N/A 2–3450–725450–790 4–5645–845770–980 6–8860– –1155 9–10960– – –CCR1070– –1355 Lexile Ranges (Common Core State Standards Initiative 2010b, 8)

26 26 Progression of Informational/ Explanatory Writing StandardGrade: 2Grade: 3Grade: 4 Writing Standard 2 Students write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Students write informative/explanatory texts in which they introduce a topic and group related information together; develop the topic, transition in a way that makes sense to readers, and provide a concluding statement or section.. Students write informative/explanatory texts in which they introduce a topic clearly; organize information into paragraphs; develop the topic with facts, definitions, concrete details, or quotations; transition in a way that makes sense to readers; use precise word choice; and provide a concluding statement or section.

27 27 This opinion piece about a work of literature was produced in class. Annotation The writer of this piece tells the reader the name of the book (in the title of the paper). o My fabit (favorite) Book is do you Want to be my FRIEND states an opinion or preference about the book. o... my fait (favorite) pot (part) is the hos (horse)

28 28 Writing in MATH Grade 3 Math Sample

29 29 Teacher Sample Think Aloud I want students to be able to recognize a point of view, think about how the story is impacted by point of view, and be able to compare and contrast stories based on point of view. In 4th grade, students really enjoy the story Charlottes Web by E.B. White. This story is told in third person. I wonder how it would be different if it was written in first person. It would be interesting to have students compare and contrast how the story would change if Wilbur told the story instead of Fern. I think I will have students choose a section to write from the perspective of a character, to contrast with the original work, which is written in third person.

30 30 Sample PBA After reading Charlottes Web by E.B. White and identifying that the story is told in third person, choose one section of the book that you would like to rewrite in first person. You may choose any character of the book to be the narrator. Be sure to show how the story is different depending on who is telling the story.

31 31 Emily Barton video 1.3 Overview To Tennessee's Approach.m4v

32 32 We believe there are three legs to the stool in our implementation plan Assessment alignment and transparency Instructional materials and curriculum Quality training & meaningful support Effective communication about the standards, importance, and potential Alignment of accountability structure for LEAs, schools, teachers, and vendors Student achievement

33 33 Curriculum and Instruction Division priorities for Common Core implementation Assessment alignment, and transparency Instructional materials and curriculum Quality training & meaningful support Effective communication about the standards, importance, and potential Alignment of accountability structure for LEAs, schools, teachers, and vendors We will place significant focus on involvement of school and district leaders throughout Common Core implementation. Without committed leadership, especially at the building level, we believe our preparation will be significantly compromised.

34 34 We will begin state-wide implementation of 3-8 math standards this coming school year Grades K-2 Math and ELA Grades 3-8 Math (partial)Math and ELA Grades 9-12 Math and ELA Grades 6-12 Literacy for social studies, math, and science

35 35 Emily Barton 1.4 Math Transition in Grades 3-8.m4v

36 36 We will identify TNCore Focus Standards for each grade level for mathematics in grades 3-8 GradeTNCore Focus Standards 3 rd Grade Represent and solve problems involving multiplication and division Understand properties of multiplication and the relationship between multiplication and division 4 th Grade Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers 5 th Grade Use equivalent fractions as a strategy to add and subtract fractions Apply and extend previous understanding of multiplication and division to multiply and divide fractions 6 th Grade Understand ratio concepts and use ratio reasoning to solve problems Apply and extend previous understanding of arithmetic to algebraic expressions 7 th Grade Analyze proportional relationships and use them to solve real-world and mathematical problems Solve real-life and mathematical problems using numerical and algebraic expressions and equations 8 th Grade Define, evaluate, and compare functions Understand the connections between proportional relationships, lines, and linear equations The 3-8 Math TNCore Focus Standards for the school-year are:

37 37 Dropped Tennessee Math SPIs 3 rd Grade – dropped 8 Standards 6 th Grade – dropped 8 Standards 4 th Grade – dropped 9 Standards 7 th Grade – dropped 8 Standards 5 th Grade – dropped 5 Standards 8 th Grade – dropped 5 Standards

38 38 SPI - Checks…not necessarily One word of Caution Just because an SPI will be cut from the TCAP, this DOES NOT necessarily mean that all the s and GLEs that go with that SPI are gone as well.

39 39

40 40 We will narrow the focus of the TCAP and expand use of Constructed Response Assessments NAEP PARCC NAEP TCAP We will remove 15-25% of SPIs that are not reflected in Common Core State Standards from the TCAP NEXT year. The specific list of SPIs will be shared on May 1. Constructed Response We will expand the constructed response assessment for allgrades 3-8, focused on the TNCore focus standards for math.

41 assessment plan, math 3-8 Official Constructed Response Assessment (paper-based only, scored by state, results reported in July) May CRA 2 (paper and online option, scored by teachers in Field Service Center region, reported by school team) February CRA 1 (paper and online option, scored by teachers in Field Service Center region, reported by school team) October Small Field Test, May 2012 Student performance on the Constructed Response Assessments will not affect teacher, school, or district accountability for the next two years.

42 42 PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative, Required assessment Interim, optional assessment Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD ELA - Speaking And Listening Assessment Locally scored Non-summative, required Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard-to- measure standards Potentially summative

43 43 Grades 3-8 math: training and support Selection and training of Core Coaches Orientation for district leaders and supervisors Optional units for post-TCAP preparation Videos explicating TNCore Focus Standards released May Spring 3-day summer training for school teams* Online courses released for all teachers on TNCore Focus Standards Summer Core Coaches available for questions and PLC support Optional follow-up Saturdays for school-teams to review student work Ongoing online courses, model units, and lesson plan sharing Fall/Winter Our training and support plan will focus on preparing educators with instructional strategies to support student success on the focus standards. * The full building administrative team will be needed at all three days of training.

44 44 Emily Barton My Movie 1.5z.wmv

45 45 K-2 focus areas We want to support districts implementing Common Core State standards in K-2 and encourage all districts to move towards full implementation in the school year. We will: Support K-2 assessments in math and reading across all districts (more information to come after a review of pilots underway for teacher evaluation) Release TNCore Focus Standards for reading and math for each grade and provide online courses for educators to support instruction on the focus standards Conduct a survey of districts to better understand current implementation through First to the Top partnership meetings. Convene focus groups of districts with promising practices and share best practices with districts. Encourage districts to focus on direct instruction* in reading, especially for students at risk of reaching third grade behind grade level * The TDOE is not endorsing a specific curriculum but the approach of explicit instruction grounded in the science of reading

46 46 Literacy in 6-12 History/Social Studies, Science, and Technical Subjects pilots We believe the implementation of Common Core State Standards is a full- school endeavor, not just a project of math and ELA teachers. To support the integration of all standards and, in particular, the literacy standards, this year we will: Select and convene Core Coaches in social studies, science, CTE, fine arts, and physical education to embed literacy (and, where appropriate, math) standards into instruction. We will select a group of Core Coaches focused in middle school and a group of Core Coaches for high school. Explore writing assessments based on informational texts in the relevant content area

47 47 Emily Barton My Movie 1.6.wmv

48 48 Communications from the TDOE Throughout implementation, we will place a premium on consistent and high- quality communications with districts. The TNCore website (www.tncore.org) will launch April 15 th and serve as the site for all state materials on implementationwww.tncore.org Questions can be directed to: Districts will appoint a team of 2-5 people to serve as the Common Core leadership team. All appointed members will receive monthly TNCore updates beginning in March. We will not lose sight of the importance and power of strong student and parent communications and we will provide resources to support this across implementation Expect More, Achieve More website will be updated with information about Common Core implementation

49 49 Table Talk In your groups discuss: 1.Something new you have learned about CCSS. 2.What will your role be in implementing this change? Help Me Help You

50 50 In closing… Help Me Help You

51 51


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