1. Common Core State Standards Mathematics Grades 2 - 4
CC Lanier
Maria Ordoyne

2. Agenda Implementation Mathematical Standards Assessments Resources
Overview
Reform Implementation Schedule
Textbook Adoption Schedule
Mathematical Standards
Mathematical Practices
Critical Focus Areas
Mathematics Glossary
Video and Numbered Heads Together
Terminology
The Crosswalks
How to read a crosswalk document – Version B
Comparison Charts
How to read content comparison document
West Ed Content
Louisiana State Department
Assessments
Testing Schedule
PARCC overview
Resources
Mind Map Closing Activity

3. We will win the race Relax

4. Implementation Overview
New assessments and new LCC for ELA and mathematics will be phased in over several years
PreK
Current
New K
Grade 1
Grade 2
Transitional
Grades 3-8
High School
No changes - current curriculum, current assessments
Curriculum - some GLEs deleted, some GLEs remain, some CCSS added
Assessments – based on GLEs that remain in curriculum
Curriculum and assessments based on CCSS only

5. Curriculum Implementation Plan
: Transition Year #1
ELA and Math
Implement
new LCC in grades K -1 aligned to ELA and math CCSS
transitional LCC in grades 2 and higher in ELA and math
Create
new LCC for grades 2 and higher aligned to ELA and math CCSS
Social Studies and Science
Implement
new LCC* in Civics and US History courses (required)
new LCC* in World Geography and World History (recommended)
Create
new LCC in grades K-12 science
*or locally-developed curriculum
Create new PreK integrated curriculum based on CCSS and new social studies and science standards

6. Curriculum Implementation Plan
: Transition Year #2
ELA and Math
Implement
new LCC in grades 2 and higher in ELA and math
Continue to use
transitional LCC in grades 3 and higher
Social Studies and Science
Continue to use
new LCC in Civics and US History courses (required)
new LCC in World Geography and World History (recommended)
Implement new PreK integrated curriculum based on CCSS and new social studies and science standards

7. Curriculum Implementation Plan
: Full CCSS Implementation
Full Implementation at all grades and core content areas
Common Core State Standards in ELA and math
State-revised standards for social studies and science
New LCC for all grades and subjects
According to the 5/3/12 LDE newsletter from State Superintendent, John White, “..the state will no longer produce a Louisiana-specific comprehensive curriculum. Instead, districts will choose from curricular materials and frameworks that are nationally validated. This means that districts will have the freedom to select the materials that align to the needs of their students, while teachers will have freedom to determine the set of classroom activities that will get students to achieve ambitious goals.”

8. Louisiana Reform Implementation Schedule

9. Textbook Adoption Schedule NOTE: Adoption schedule may follow current cycle with changes made to follow and align with any planned revisions to state content standards, Grade-Level Expectations, and/or state assessment content. (Bulletin 1794, Section 901 Adoption Cycle)

10. According to the 5/3/12 LDE newsletter from State Superintendent, John White
“BESE empowered districts to choose the texts best for them, by eliminating the requirement Bulletin 741 that districts spend 90 percent of textbook budgets on state-approved items. In the years to come, textbook publishers will be producing content that is meant to align with the Common Core standards. So in the years to come, the state will assess the quality of all available texts and will make recommendations to districts. But district leaders and school leaders should be free to choose the content that is best for their children. 
At the same time, texts will be increasingly digital, allowing for regular updating of textbooks, and allowing teachers to modify, mix, and develop texts themselves.  We have begun a pilot assessment of 10 districts' technological capacity (devices, broadband, and electrical) and will be expanding this to every district in the months to come, providing you a picture of how ready your schools are to use digital content. The assessment will result in a "district technology footprint" that will guide you in making technology investments, as you consider how to transition from a paper-and-pencil world to one where students read, work, and text on tablets and laptops.”

11. Mathematics Standards
8 Mathematical Practices
Critical Focus Areas
Mathematics Glossary
Video and Numbered Heads Together
The Standards
Crosswalk Documents– Version B
Content Comparison Documents
LDE Document

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

13. Critical Focus Areas Second Grade
Four critical areas:
Extending understanding of base- ten notations
Building fluency with addition and subtraction
Using standard units of measure
Describing and analyzing shapes
CCSS Domains:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry

14. Critical Focus Third Grade
Four critical areas:
Multiplication and division and strategies for multiplication and division within 100
Develop understanding of fractions, especially unit fractions
The structure of rectangular arrays and of area
Describe and analyze 2D shapes
CCSS Domains:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Numbers and Operations - Fractions
Measurement and Data
Geometry

15. Critical Focus Fourth Grade
Three critical areas:
Multi-digit multiplication and division to find quotients involving multi-digit dividends
Fractions equivalence, addition and subtraction with like denominators and multiplication of fractions by whole numbers
Geometric figures can be analyzed and classified based on their properties such as having parallel sides, perpendicular sides, particular angle measures, and symmetry
CCSS Domains:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Numbers and Operations - Fractions
Measurement and Data
Geometry

16. Mathematics Glossary
Video
Numbered Heads Activity
Groups number off 1 – 4
QUESTION
Think Time – 30 seconds
At signal stand - Heads Together
When team reaches a consensus, take a seat.
Instructor calls a number
The individual with that number stands to answer question.
Repeat

17. The Standards Crosswalk Documents - Version B
Content Comparison Documents
LDE Document

18. CCSS Mathematics Terminology

19. Math CCSS ID Numbers
7.NS.2
Grade
Domain
Standard
Number
The math Common Core State Standards document provides each domain name and its abbreviation. The domain in this example is The Number System.

20. Common Core State Standards
Crosswalk Documents

21. Page 1: How to Read Crosswalk Document
Crosswalks are in EXCEL Format
There are two versions of the crosswalks for each grade, each under a separate tab in the EXCEL file (see graphic).
Version A starts with the CCSS and identifies the GLE or GLEs that best match the content of the CCSS.
Version B starts with the GLE and identifies the CCSS that best matches the GLE.
The tabs labeled MathVersA-All and MathVersB-All contain the math alignments for all grades on a single worksheet.
In the ELA crosswalk, the tabs are labeled ELAVersA-All and ELAVersB-All.

22. Page 3: How to Read Math Version B Document

23. Common Core State Standards
Grade-Level Content Comparison Reports

24. Page 1: How to Read Math Content Comparison

25. Page 2: How to Read Math Content Comparison

26. Page 3: How to Read Math Content Comparison

27. Page 4: How to Read Math Content Comparison

28. GLEs and CCSS to be taught in 2012-13 and 2013-14
Grade 4 Mathematics
GLEs and CCSS to be taught in and
M.4.1
Read and write place value in word, standard, and expanded form through 1,000,000
4.NBT.1
4.NBT.2
[1] This GLE was moved to another grade but will be taught and tested in this grade to decrease
the possibility that the transition will create curricular gaps.

29. Assessment Transition Plan
ELA and Math
and : Transitional assessments for grades 3-8 and high school
Aligned with transitional LCC
Adjust by using existing items that best align with CCSS that match GLE
Content focus may change
“Cut scores” and level of difficulty will remain the same
Omit content that will be discontinued, emphasize existing content that aligns with CCSS
New CCSS content will not be added until
Science and Social Studies
and :
New US History EOC
No change in other social studies and science assessments (still under consideration)

30. New Information – June 2012
Transitional Assessments ( ) and ( ) LEAP, iLEAP, and EOC Tests
The LDOE is developing transitional LEAP, iLEAP, and EOC assessments for grades 3–8 and high school in English language arts (ELA) and mathematics that will be more closely aligned to the Common Core State Standards (CCSS). These tests will be administered in 2012–2013 and 2013–2014. 
Mathematics The mathematics transitional tests will include items that measure content common to the current grade-level expectations and the CCSS. Content coverage will narrow to more closely match the CCSS focus areas. For example, the major emphasis for elementary school math is Number and Operations. More detailed information will be provided in the Summer Institutes. 
The transitional tests are not designed to be more difficult than the current LEAP, iLEAP, or EOC tests, but teachers will need to shift their instruction for their students to be fully prepared for the tests.  Grades 4 and 8 will be grade specific and will not cover grade spans. See the following site for more information from LDE on transitional assessments

31. 2014-15 PARCC Assessment Plan
PARCC will develop an assessment system composed of four components. Each component will be computer- delivered and will leverage technology to incorporate innovations.
Two formative assessment components designed to
Generate timely information for informing instruction, interventions, and professional development during the school year
In ELA/literacy, an additional third formative component will assess students’ speaking and listening skills
Two summative assessment components designed to
Make “college- and career-readiness” and “on-track” determinations
Measure the full range of standards and full performance continuum
Provide data for accountability uses, including measures of growth
For those that have been following the development of PARCC, the Governing Board did make some refinements to the design based on the input from the PARCC states.
As with PARCC’s initial design, there will be four components to the PARCC system.
PARCC will develop all four components – the first two will be available for all PARCC states and districts to use and administer flexibly.
Summative assessment components will:
Measure the full range of the CCSS and the full range of student performance, including low- and high-performing students
Include achievement levels that signify whether students are “college- and career-ready” by the end of high school and on-track in earlier grades
Produce data that can be used to make a variety of accountability determinations, including measures of student growth
The formative components will be designed to generate timely information during the academic year that can inform instruction, professional development, and supports and interventions for students.
In ELA/literacy, there will be an additional formative component that will assess the speaking and listening standards in the Common Core.

32. 2014-15 PARCC Assessment Plan
Formative Assessment Components:
Early Assessment
indicator of student knowledge and skills
allows instruction, supports, and professional development to be tailored to meet student needs
Mid-Year Assessment
performance-based items and tasks
emphasis on hard-to-measure standards
Summative Assessment Components:
Performance-Based Assessment (PBA) administered as close to the end of the school year as possible.
ELA/literacy PBA focus - writing effectively when analyzing text
Mathematics PBA focus - applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools
End-of-Year Assessment (EOY) administered after approx. 90% of the school year.
ELA/literacy EOY focus - reading comprehension
Math EOY - composed of innovative, machine-scorable items
Overview of formative components:
Early Assessments:
Designed to be administered close to the beginning of the year.
Will provide an early snapshot of achievement knowledge and skills so that educators can tailor instruction, supports for students, and professional development to meet students’ needs.
Mid-Year Assessment:
Designed to be administered near the middle of the school year.
Performance-based
Will focus on hard-to-measure standards in the CCSS
Teachers could score this assessment to get quick feedback on student learning relative to the CCSS.
These components are:
are formative assessments
are developed by PARCC with its grant funds
are available to all PARCC states and their local districts
are intended to be administered early and midway through the school year
however, allow for flexible administration-- they can be administered at locally determined times, including at the discretion of the classroom teacher
can be scored quickly -- some can be computer administered and scored, others

33. Resources
Mind Map Activity
Questions
Answers
If we don’t know the answer, we
can use a life line
Complete the on-line evaluation in
the staff development portal

34. Math Common Core State Standards
Mind Map
EXAMPLE
Implementation
Standards
Math Common
Core State
Standards
Math practices
Assessment