1. What is it? How will it help your child? Why now? What can you expect? Woodlin Elementary School September 2012 Welcome!

2. What is MCPS Curriculum 2.0? New Internationally-driven standards in mathematics, reading, and writing. Renewed focus on teaching the whole child. Integrates thinking, reasoning, and creativity for a lifetime of learning.

3. New internationally-driven standards in mathematics, reading, and writing Developed by a group of states to help U.S. students compete favorably with peers in leading academic nations. More challenging than current Maryland standards. Greater emphasis on depth of understanding at the elementary level in mathematics, reading, and writing. Learn more at corestandards.org

4. Elementary Integrated Curriculum Standards = Common Core State Standards = Maryland Common Core State Curriculum Standards

5. The Standards define what all students are expected to know and be able to do, not how teachers should teach. The Standards define what all students are expected to know and be able to do, not how teachers should teach. Common Core State Standards For English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

6. What is MCPS Curriculum 2.0?

7. EIC: Same & Different

8. Reading: Same & Different What’s the same with the EIC?What’s different with the EIC? Reading Reciprocity of reading and writing Small group instruction and guided reading Leveled text Reading strategies Vocabulary Word Work: phonics, spelling, structure Core books and resources M-Class Handwriting Junior Great Books, William & Mary Reading EIC aligned to Common Core Standards Whole group lessons connected with content Junior Great Books texts connect to reading indicators as well as science or social studies Author studies may be included where authentic connections to content occur Indicators sequenced by week

9. What’s the same in writing? 6+1 Traits of Writing 6+1 Traits of Writing Writing process Writing process Three purposes for writing Three purposes for writing Writing Workshop structure Writing Workshop structure Writing in journals Writing in journals

10. What’s different in writing? EIC aligned to Common Core State Standards EIC aligned to Common Core State Standards Writing in response to content stimuli Writing in response to content stimuli Topic choice for writing often suggested Topic choice for writing often suggested Up to three writing purposes in every marking period Up to three writing purposes in every marking period Writing in response to literature and art Writing in response to literature and art Integration with information literacy Integration with information literacy Purposes for writing (opinion, narrative informational/explanatory) Purposes for writing (opinion, narrative informational/explanatory) Indicators sequenced by week Indicators sequenced by week

11. MCPS and CCSS Strand Comparison

12. Mathematics: Same & Different What’s the same with the EIC?What’s different with the EIC? Mathematics MCPS Mathematics Goal Structure of the curriculum (standards, categories, indicators) Strands of mathematical proficiency (UCARE) Team planning for mathematics instruction Mathematics EIC aligned to Common Core State Standards Mathematical Practices Formative assessments organized by categories Fewer standards and categories to reflect the K-5 emphasis on number Standard algorithm for addition and subtraction in Grade 4

13. Intertwined Strands of Mathematical Proficiency Understanding ComputingReasoning Applying Engaging

14. Common Core State Standards Mathematical Practices Practices Mathematically proficient students: Examples Mathematically proficient students: Make sense of problems and persevere in solving them Plan a solution pathway rather than simply jumping into a solution attempt Reason abstractly and quantitatively Attend to the meaning of quantities, not just how to compute them Construct viable arguments and critique the reasoning of others Justify their conclusions, communicate them to others, and respond to the arguments of others Model with mathematics Apply the mathematics they know to solve problems arising in everyday life Use appropriate tools strategically Consider the available tools when solving a mathematical problem, and make sound decisions about when each of these tools might be helpful Attend to precision Calculate accurately and efficiently; give carefully formulated explanations Look for and make use of structure Notice, for example, that 3 and 7 more is the same amount as 7 and 3 more or sort a collection of shapes according to how many sides the shapes have Look for and express regularity in repeated reasoning Look both for general methods and for shortcuts; evaluate the reasonableness of their intermediate results

15. Understanding Going Deeper: Deep Understandings Kindergarten  Understand the relationship between numbers and quantities.  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Grade 1  Understand and apply properties of operations and the relationship between addition and subtraction.  Understand place value.  Use place value understanding and properties of operations to add and subtract. Grade 2  Understand place value.  Use place value understanding and properties of operations to add and subtract. Grade 3  Understand properties of multiplication and the relationship between multiplication and division.  Use place value understanding and properties of operations to perform multi-digit arithmetic.  Develop understanding of fractions as numbers.  Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Grade 4  Generalize place value understanding for multi-digit whole numbers.  Use place value understanding and properties of operations to perform multi-digit arithmetic.  Extend understanding of fraction equivalence and ordering.  Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.  Understand decimal notation for fractions, and compare decimal fractions.  Geometric measurement: understand concepts of angle and measure angles. Grade 5  Understand the place value system.  Apply and extend previous understandings of multiplication and division to multiply and divide fractions.  Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 15

16. Enriched and Accelerated Instruction in Elementary Math - Who consistently demonstrate strong mastery in all five strands for an indicator All Students – In the grade level EIC/CCSS Curriculum Grade level expectations are at a higher level Fewer topics per grade level Enrichment–mastery of the 5 UCARE strands requires greater depth for all students Few Students – grade level advancement

17. Building a Stronger Foundation Enrichment and Acceleration Implementation Plan School YearKindergarten, Grade 1, Grade 2Grade 3, Grade 4, Grade 5 2011-2012Common Core State Standards/ Elementary Integrated Curriculum Grade Level Math Curriculum with enrichment and acceleration MCPS 2001 Curriculum Continue acceleration within grade level and next grade level up School YearKindergarten, Grade 1, Grade 2, Grade 3 Grade 4, Grade 5 2012-2013Common Core State Standards/ Elementary Integrated Curriculum Grade Level Math Curriculum with enrichment and acceleration MCPS 2001 Curriculum Continue acceleration within grade level and next grade level up

18. Refocusing the Assessment Vision Components of the Assessment System2001EIC Assessment as learning Student takes responsibility for learning – metagcognition. Portfolios, Using feedback, the writing process, Baldrige notebook Assessment for learning Pre-assessments, formative assessments Assessment of learning Summative Unit Assessments (used for monitoring) Benchmarks Assessments (Used for monitoring) Reading Reading & math Multiple formats, modes, and opportunities Evaluation – Built in standards-based grading and reporting

19. MSA and the Partnership for Assessment of Readiness for College and Careers Maryland joined a consortium of states to develop assessments that measure the Common Core State Standards. It is expected that the PARCC assessments will be incorporated into, and eventually replace MSA.

20. MCPS Benchmark Assessments  MCPS schools use the MAP-P (K–2) and MAP-M (3–5) to augment the school’s assessments and to provide a national comparison for math.  We will continue to use mClass (K-2) and MAP-R (3-5) for reading.

21. School Year PARCC Assessment Timeline CCSS/EIC Implementation 2011-2012 Item and Task Development K12* 2012-2013 Development/ Field Testing 123 2013-2014234 2014-2015New Summative Assessment In Use 345 Projected PARCC Assessment Development and EIC Implementation Timeline * Voluntary for Non-OARS Schools

22. Where can I learn more? http://www.montgomeryschoolsmd.org/curriculum/2.0/ Definitions and examples of Thinking and Academic Success Skills Parent Guides for the content in each grade level – K-2 (what will my student learn?) Video examples of integration Video on Mathematics changes Share your feedback with MCPS Detailed curriculum framework (philosophy, research, content area learning objectives)

23. The End!