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

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

We will win the race Relax

Implementation Overview New assessments and new LCC for ELA and mathematics will be phased in over several years 2011-12 2012-13 2013-14 2014-15 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

Curriculum Implementation Plan 2012-13: 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

Curriculum Implementation Plan 2013-14: 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

Curriculum Implementation Plan 2014-15: 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.”

Louisiana Reform Implementation Schedule

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)

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.”

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

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

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

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

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

Mathematics Glossary Video www.teachingchannel.org/videos/common-core-state-standards-for-math 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

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

CCSS Mathematics Terminology

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.

Common Core State Standards Crosswalk Documents

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.

Page 3: How to Read Math Version B Document

Common Core State Standards Grade-Level Content Comparison Reports

Page 1: How to Read Math Content Comparison

Page 2: How to Read Math Content Comparison

Page 3: How to Read Math Content Comparison

Page 4: How to Read Math Content Comparison

GLEs and CCSS to be taught in 2012-13 and 2013-14 Grade 4 Mathematics GLEs and CCSS to be taught in 2012-13 and 2013-14 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.

Assessment Transition Plan ELA and Math 2012-13 and 2013-14: 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 2014-15 Science and Social Studies 2012-13 and 2013-14: New US History EOC No change in other social studies and science assessments (still under consideration)

New Information – June 2012 Transitional Assessments (2012-2013) and (2013-2014) 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 http://www.louisianaschools.net/lde/uploads/19679.pdf

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.

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

Resources http://illustrativemathematics.org/ 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

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