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COMMON CORE STATE STANDARDS FOR MATHEMATICS: TRANSITIONING FROM AWARENESS TO IMPLEMENTATION Harriet Pritchard – Office of Assessment Mathematics.

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Presentation on theme: "COMMON CORE STATE STANDARDS FOR MATHEMATICS: TRANSITIONING FROM AWARENESS TO IMPLEMENTATION Harriet Pritchard – Office of Assessment Mathematics."— Presentation transcript:

1 COMMON CORE STATE STANDARDS FOR MATHEMATICS: TRANSITIONING FROM AWARENESS TO IMPLEMENTATION Harriet Pritchard – Office of Assessment Mathematics

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5 PASS DATA

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7 Tabs at the bottom  2011 PASS  Column Descriptions  Ethnicity and Race data collected from PowerSchool  Standards writing domains and subject standards also found in the 2010–11 PASS State or District Data Layout.

8 2011PASS.XLSX  Found at  Has columns from A to DL (90 columns!)  Has rows from 1 to (45935 rows!)  To save changes, create a new copy on your computer. (“Enable editing” if necessary.)  Learn how to hide or delete columns and rows that you don’t need.  Use the “Column Descriptions” tab to crack the “code” for the column headings.

9 Column Descriptions  testid – PASS  recordtype – State-level, District-level, or School-level  distcode – 1 st 4 BEDS digits  districtname – “State” or district name  BEDS – all 7 BEDS digits  schoolname – “State” or District name or School name

10 Column Descriptions, continued  mathPCT1 – % scoring “Not Met” on overall math  math2PCT1 – % scoring “Not Met” on Numbers and Operations N/O is 2 nd math standard Last # refers to Not Met (1), Met (2), or Exemplary (3)  What does math5PCT3 mean as a column heading?

11 PASS State Results # tested mean score Overall test “Not Met” Overall test “Met” Overall test “Exemplary” Grade Grade Grade Grade Grade Grade

12 PASS State Results Math2pct1 Numbers and Op Not Met Math2pct2 Numbers and Op Met Math2pct3 Numbers and Op Exemplary Grade Grade Grade Grade Grade Grade

13 PASS State Results Math3pct1 Algebra Not Met Math3pct2 Algebra Met Math3pct3 Algebra Exemplary Grade Grade Grade Grade Grade Grade

14 PASS State Results Math4pct1 Geometry Not Met Math4pct2 Geometry Met Math4pct3 Geometry Exemplary Grade Grade Grade Grade Grade Grade

15 PASS State Results Math5pct1 Measurement Not Met Math5pct2 Measurement Met Math5pct3 Measurement Exemplary Grade Grade Grade Grade Grade Grade

16 PASS State Results Math6pct1 Data and Stats Not Met Math6pct2 Data and Stats Met Math6pct3 Data and Stats Exemplary Grade Grade Grade Grade Grade Grade

17 State-wide – Percent Not Met GradeNo/OpAlgebra Geometry Measurement Data/Stats

18 State-wide vs. Your School  Looking at state-wide data gives you a point of reference.  More important, drill through the data to look at your data.  Compare with the state if you want.  Use what you learn to inform teaching.

19 One Issue to consider  PASS Testing in and  Teachers must address all of the current Standards/Indicators (2007 for math and 2008 for ELA).  Teachers must look to CCSS to address skills that might be skipped because of the transition.

20 Consider-  Tell time to the minute.  Elapsed time (12 hr.)  Elapsed time (24 hr.)  3MD1 Tell time to the minute; time intervals and word problems  4MD2 Any operation to find time, any unit

21 Consider-  Measure angles with protractor  Complementary and supplementary angles  4MD6 Measure angles with protractor  4MD7 Find unknown angles in a diagram

22 Consider-  Perimeter & area of trapezoids  Surface area & volume of prism, pyramid, cylinder  6G1 Area of special quadrilaterals  6G4 Surface area of 3-D figures

23 Assessment and Teaching  PASS and CCSS “Overlap” Assessment in  More than the “Overlap” should be taught  CCSS Assessment in  If ONLY Assessment drives instruction, students will be left out in the cold for many skills.  Long before CCSS impacts large-scale assessment, it must impact teaching.

24 NAEP DATA

25 services/44/NAEPStateReports.cfm  NAEP website  which contains The Nation's Report Card, Mathematics 2011 The full set of national and state results in an interactive database Released test questions, scoring guides, and question-level performance data

26 services/44/NAEPStateReports.cfm

27 NAEP Reports  Scale Scores  0 to 500 for grades 4 and 8.  Scores cannot be compared across subjects or across content areas within the same subject.  Achievement Levels:  Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.  Proficient represents solid academic performance for each grade assessed.  Advanced represents superior performance.

28 Common Core Math in the High School  Organized by conceptual category  Algebra  Functions  Modeling  Geometry  Statistics and Probability  Algebra I  Geometry  Algebra II  Fourth Course  Math I  Math II  Math III  Math IV GeneralCourse specific

29 EOCEP DATA

30 EOCEP   Separate tabs for state, district, and school  Only 15 columns  Gives %A, %B, %C, %D, and %F  Testid indicates which test  1 = Algebra I or Math Tech II  2 = Biology I or Applied Biology II  3 = English I  4 = Physical Science  5 = U. S. History and the Constitution

31 HSAP DATA

32 HSAP   Only math and ELA  Only 27 columns  Separate tabs for state, district, and school  Additional tab for “HSAP Spring Passed Both”

33 ACT AND SAT DATA

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35 SAT

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37 Other Assessment-related Resources  PARCC (Partnership for Assessment of Readiness for College and Careers) –  SBAC (Smarter Balanced Assessment Consortium) –


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