Presentation on theme: "Mathematics Common Core State Standards (CCSS) - Math updates (CCSS) - K-12 -Audience: Roton Middle School (Faculty) + Guests Presenter: Craig M. Creller,"— Presentation transcript:
Mathematics Common Core State Standards (CCSS) - Math updates (CCSS) - K-12 -Audience: Roton Middle School (Faculty) + Guests Presenter: Craig M. Creller, K-12 Instructional Specialist -Date: Monday, March 26, 2012
Recent Changes in CT… 2005 – new State Frameworks along with the 4 th generation CMT 2006 – New Connecticut Benchmark Assessment System (CBAS) 2007 – First ever Grade level Expectations (G.L.E.s) 2009 – First ever Pacing Guides for grades K-8
Recent Changes in America… C ommon C ore S tate S tandards movement (CCSS) - Voluntary, but almost Universal (46 States) - Two testing Consortiums (PARC & SBAC), both promising computerized testing and performance assessments. - Change in content AND teaching practices * Common Core State Standards (CCSS): http://www.corestandards.org/
MISSION The DDDMT will form a District Common Core Transition Committee. The purpose of this subcommittee will be to direct and oversee the transition to Common Core State Standards at all 19 schools. Norwalk Public Schools District Improvement Plan (DIP) 20l1-2014 (p. 22)
ROLES & RESPONSIBILITIES 1.) member of the CCTT – a subcommittee of the District Data-Driven Decision Making Team (DDDMT). 2.) member and/or leader of a work group assigned by the CCTT. 3.) Liaison between the CCTT and your school building. * for additional information – Please see expanded description in the packet.
ORGANIZATION (See chart on next slide or in packet)
Connecticut Assessment and Learning Initiative (CALI) linking the CCSS: Data Teams Common Formative Assessments Effective Teaching Strategies Decision Making for Results The Role of the District Common Core Transition Team (CCTT) and Stakeholders of the Norwalk Public Schools (NPS) Community The District Common Core Transition Committee (CCTT) is a subcommittee of the District Data Team. The purpose of the CCTT is to direct and oversee the transition to Common Core State Standards at all 19 schools with clear and consistent communication to all NPS stakeholders. Monitors and evaluates Monitors and assesses Monitors progress of Maintains communication with Communicates vision to Coordinates Focused on CCSS State Dept of Education required English Language Arts K-12 Math K-12 Develops curriculum & professional development
PRIORITY # 1 COMMUNICATION Strategy #1 - Develop the multi-media communications package about the CCSS Strategy #2 – Develop the internal and external roll out plan
FUTURE PRIORITIES Stakeholder Involvement and Collaboration Technology District Capacity Leadership Development Funding
Major Shifts K-5 Numeration and operation intensified, and introduced earlier Memory of basic addition and multiplication facts at specific grades Early place value foundations Regrouping as composing / decomposing Specific references are made to using the standard algorithm Emphasis on using unit fractions Emphasis on number line as visualization /structure Focus on properties of operations
Why GO Math??? Alignment to Common Core – 100% English Language Learner (ELL) accessibility – Not just translations, Audio components, Interventions & Activities. Differentiation and SRBI interventions – Tiered instruction, Enrichment, Strategies & Materials. Teacher and Technology tools – PD Tutorials, Abundant resources, Data warehouse and control, electronic assessment, unlimited access…
Math CONTENT changes… Surprises Some topics held sacred at certain grade levels have changed. K – No time, money, calendar, graphs or patterning. Count by 10s and 1s to 100, using fingers to represent addition and subtraction. Gr. 1 – No money or fractions. Count, read, write and represent numbers to 120. Gr. 2 – No fractions, perimeter and area. Memory of all addition facts. Gr. 3 – Memory of all multiplication facts. Study of fractions begins. Gr. 4 – Fluently add and subtract multi-digit problems using the standard algorithm. Emphasis on unit fractions and using the numberline. Gr. 5 – No ratio, proportion and percent – starts in grade 6. Gr. 6-12 – To be determined (2018-2021); but we know there will be EXIT exams in Algebra 1, geometry, biology, American history, and grade 10 English as per CT Statute 10-221.
Instructional Shifts in MATH FOCUS Less is more, Depth over Breadth, Fewer topics COHERENCE Developmentally appropriate progressions: ie – What can or should a child learn at each grade level RIGOR (balanced) Fluency (fast & accurate), Concepts (Deep Understanding) & Application (Real World)
MATH Department Update K-5 Common Core Curriculum and Pacing Guides already complete (and on website). Textbook/program already chosen and being piloted in 6 elementary schools. All 12 schools begin September 2012 (GO Math). Ongoing PD for Teachers and Administrators. 6-8 program already selected and PD and pilots begun (Big Ideas). 9-12 – To be determined. CT has delayed reform to 2018-2021. Curriculum drafts have been released; Expect exit exams.
Key Points Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable.
Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
STATE OF CONNECTICUT RFI - 11SDE0099RFI Department of Education Request for Information For Next Generation Statewide Assessment Related to Common Core State Standards Issue Date: May 16, 2011
CCSS is coming … The Connecticut Frameworks was a guiding document for statewide curriculum until July 2010 when the State Board of Education adopted the CCSS, which is the current guidance for curriculum.
Exit exams for Secondary subjects… Finally, Connecticut General Statutes Section 10-221 provides that, beginning with classes graduating in 2018, a requirement for graduation will be for students to pass five end-of-course examinations. These examinations are for the following high-school courses: Algebra 1, geometry, biology, American history, and grade 10 English. The CSDE is expected to develop and administer these examinations.
Curriculum Revision Schedule Content Areas 2010-20112011-20122012-20132013-20142014-2015 ELL K-5 Implementation 6-8 Implementation 9-12 Development K-5 Implementation 6-8 Implementation 9-12 Implementation K-5 Evaluation 6-8 Implementation 9-12 Implementation K-5 Development 6-8 Evaluation 9-12 Implementation K-5 Implementation 6-8 Development 9-12 Evaluation Science K-12 ImplementationK-5 Implementation 6-12 Evaluation K-5 Program Evaluation 6-12 Development K-12 DevelopmentK-5 Development 6-12 Implementation Business 9-12 Evaluation9-12 Development9-12 Implementation Social Studies ImplementationK-5 Implementation 6-12 Evaluation K-5 Evaluation 6-12 Development K-5 Development 6-12 Implementation K-5 Implementation 6-12 Implementation Mathematics K-12 EvaluationDevelopmentImplementation Language Arts K-5 Implementation 6-12 Implementation K-5 Implementation 6-12 Evaluation K-5 Evaluation 6-12 Development K-5 Development 6-12 Development K-5 Development 6- 12 Implementation World Languages 6-12 ImplementationEvaluationDevelopmentImplementation Physical Education ImplementationEvaluationDevelopmentImplementation Art K-12 ImplementationEvaluationDevelopmentImplementation Music K-12 Implementation EvaluationDevelopmentImplementation Academically Talented DevelopmentImplementation Evaluation Family and Consumer Sciences Program Implementation EvaluationDevelopmentProgram Implementation Health Program EvaluationDevelopmentImplementation Technology Education Implementation Program EvaluationDevelopmentImplementation Pre-School Program EvaluationDevelopmentImplementation
Two 6-8 paths in CCSS 1.) Traditional – 6 th, 7 th, 8 th (Pre-Algebra) 2.) Advanced/accelerated – 6 th, 7 th, 8 th (Algebra) Norwalk/Roton – Very advanced – 6 th, 7 th (Algebra) & 8 th (Geometry)