Getting Started With Common Core

Laura ChamblessSt. Clair County RESA

www.protopage.com/lchambless

Learning Target

I can read, use, and understand the level in which I need to teach the Common Core State Standards.

CCSS

• What do you remember from last year’s introduction and/or this summers self exploration?

Alignment & Pacing Guide

• Is your grade level pacing guide done and aligned with CCSS?– What are you cutting out of your old

program?– What concepts are you increasing

teaching time on?– Are all the CCSS covered?

CCSS Document

Find these parts of the CCSS Document1. Critical Areas2. Grade Overview3. Mathematical Practices4. Standards

What can you tell me about each part?

Design and OrganizationElementary/Middle School

Content standards define what students should understand and be able to do

Clusters are groups of related standards Domains are larger groups that progress across

grades

Source: MDE- Math Common Core Power Point

MDE Crosswalk

Find these parts in the Crosswalk:1. Introduction2. Mathematical Practices3. Critical Area4. Progression of CCSS across grades5. Common Standards with GLCEs6. Content moving out7. Content moving in

Standards & Crosswalk

• On your CCSS document, circle all the CCSS that are common to the GLCEs.

• Star the standards that are coming into your grade level.

• On the front of the document, write the concepts that are moving out of your grade level. Then put an X over your writing.

How Are CCSS Different

1. Mathematical Practices are crucial2. Higher Order Thinking Verbs

– Understand – Comprehension Level (2)– Compare – Comprehension Level (2)– Solve – Application Level (3)– Classify – Analysis Level (4)– Analyze – Analysis Level (4)– Organize – Synthesis Level (5)– Relate – Evaluation Level (6)– Determine – Evaluation Level (6)

How Else Are They Different?

1. Each grade level is accountable for their critical areas.

2. Each grade level is building skills for the next grade level.

3. CCSS concepts have distinct starting and ending points.

4. Mathematical Practices are K-12

K-8 DomainsCounting

and Cardinality

Ratios & Proportion

Operations and Algebraic Thinking The Number System

Number and Operations in Base Ten Expressions & Equations

Fractions Functions

Measurement and Data

Geometry Geometry

Statistics and Probability

K 1st 2nd 3rd 4th 5th 6th 7th 8th

Starting Point

Ending Point

Starting Point

Ending Point

Mathematics/Standards for Mathematical Practice

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” CCSS, 2010

Standards for Mathematical Practice• Carry across all grade levels• Describe habits of a mathematically expert student

Standards for Mathematical Content• K-8 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

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Math Practices

http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice

1. Read Math Practices 1 and 3. 2. Take time to read about the practices. (5 min)3. Share what you learned with a partner. (2 min)

Activity

Freddy Fly and Martha Maggot have 9 sticky lollipoos - not lollipops. Don't ask what they are - you don't want to know. If Freddy Fly has 5 fewer lollipoos than Martha Maggot, how many lollipoos does Freddy Fly have?

http://www.homeschooling-paradise.com/math-word-problems-first-grade.html

1.Work with a partner(s) to solve this problem.2. Illustrate the problem and write an equation. (5 min)3. Is there another way you can illustrate the problem?4. Sharing Time: 1 minute group report5. Reflection Time: Which Mathematical Practices did you use.

Assessment

The SMARTER Balanced Assessment Consortium

http://www.k12.wa.us/smarter

Common State Achievement Assessments: Beginning 2014-15

A Multi-Mode Assessment

System•Multiple Choice•Short Answer•Essay•Technology Enhanced Items (e.g. simulations, tools)•Performance Events (short projects)•Performance Tasks (long projects)

An Online Assessment

System•Results returned quickly (within hours or days depending on the type of task included)•Paper and pencil offered the first few years•Hope to be paperless (except for accommodations) by 2017

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

Re-take option

The SBAC Assessment System

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Assessment Design

Summative Assessment

• Measure full range of CCSS

• Computer Adaptive Testing for precision

• Timely results• Performance Tasks

Assessment Design

Interim Assessment

•Allow for finer grain of measurement (e.g., end of unit)•Inform teachers if students are on track to be proficient on summative assessments•Multiple opportunities for students to participate

Assessment Design

Formative Assessment

•Repository of tools available to teachers to support quick adjustment and differentiated instruction•Help define student performance along the CCSS learning progressions•Concrete strategies for immediate feedback loops

SBAC: Two Components of the Summative Assessment

Apr 11, 2023 * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

•A computer adaptive assessmentgiven during final 12 weeks of theschool year*

•Multiple item types, scored byComputer, including tasks

•Students will have the opportunity to take the summative assessment twice

• Measure the ability to integrate knowledge and skills, as required in CCSS

• Each task administered in two hour-long sittings.

• Computer-delivered, during final 12 weeks of the school year*

• Results within 2 weeks

+

• Scores from the performance assessment and the computer adaptive assessment will be combined for annual accountability scores.

PERFORMANCE TASKS

COMPUTERADAPTIVE

ASSESSMENT

Last 12 weeks of year*

SBAC: Performance Tasks

One reading task, one writing task and 2 math tasks per year. Examples:

• ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay.

• Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it.

• Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies.

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.Apr 11, 2023

PERFORMANCETASKS

• Reading• Writing• Math

Last 12 weeks of year*

SBAC: End-of-Year Assessment

• Composed of approximately 40 to 65 questions per content

area

• Uses adaptive delivery for more efficient testing and more accurate measurement of all students, across the performance spectrum (important in measuring growth)• Scores from items that can be scored immediately will be reported, and then updated as scores from those requiring human scoring or artificial intelligence are completed

• Students who are approved to do so may take the assessment a second time, but will see a new set of items

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.Apr 11, 2023

COMPUTERADAPTIVE

ASSESSMENT

Re-take option

• Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual score for accountability.

• Performance tasks may begin prior to the final 12 weeks of the year, based on research studies and final implementation decisions.

Last 12 weeks of year*

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

Re-take option

SBAC: Summative Components

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.Apr 11, 2023

 

Sample Item

http://www.k12.wa.us/Mathematics/ReleasedItems.aspx

Teaching Strategies

Proof Drawings & Problem Solving

Math Talk

Proof Drawings Problem Solving

1. Video2. Problem Solving in Math Expressions

Article and/or NCTM Focus Points Book

Article1. Pg 2 Understanding The Situation2. Pg 4 Math Drawings vs Numeric Drawing3. Pg 5 Levels of Addition and Subtraction

Solution Methods

1. Make sense of problems andpersevere in solving them.

Students should be able to:• Explain the meaning of the problem. May

use concrete objects and/or pictorial representations.

• Come up with a strategy for solving the problem.

• Identify the connections between two different approaches to a problem.

• Determine whether or not the solution makes sense.

Source: LuAnn Murray- Mathematics Coordinator Genesee ISD

Math Talk

1. Video

2. Math Talk Article from Math Expression website http://www.eduplace.com/math/mthexp

1. Read Article 2. Talk to partner or group of 4

*Where is your teaching at in the gradual transformation elements on page 2.

3. Construct viable arguments and critique the reasoning of others.

Students should be able to:• Make conjectures.

• Use counterexamples in their arguments.

• Justify their conclusions and explain them to others.

• Listen and/or read other’s arguments and determine if they make sense.

• Ask questions to get clarification of an explanation.

Source: LuAnn Murray- Mathematics Coordinator Genesee ISD

Mathematical Practices

As a group, fill in the CCSS Mathematical Practice 6 question worksheet.

1. Impact on instruction2. Implementation look/sound like3. Students need4. Teachers need5. Assessment6. Grading

60 Minute Lessons

1. Start: quick review, game, video2. Lesson: manipulate, draw, talk,

write3. Differentiation: centers, sponge

activities4. Technology: white board activities,

iPod apps, computer games, flip camaras

Pacing Guide and Assessments

• How was it aligned to CCSS?• Does the pacing guide look

reasonable?• What needs to be done with

assessment?• Do you understand the depth of the

content standards so they can be assessed at the same level?

Learning Target

I can read, use, and understand the level in which I need to teach the Common Core State Standards.

Thanks

Evaluation