rigor/relevance for all students. what will our students need to: know know do do

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

What will our Students need to:What will our Students need to:

KnowKnow DoDo

EXTERNAL DRIVERS

• Education Trends

• Changing Society/Workplace

• Technology

• Global Competition

Of Walmart’s 6,000 suppliers, 5,000 are in China

Source: National Academy of Science

Work to Worker

Global Economics

• Software written in India . . .

• MRI’s read moments later by radiologist in Australia

• Pilots in U.S. guide unmanned aircraft in Afghanistan


U.S. now ranks 22nd worldwide in the density of broadband

Internet penetrationand

72nd . . . density of mobile telephone subscriptions


IBM’s PC business is now owned by a Chinese

company


Hon Hai Precision Industry Co. (computer manufacturing)

employs more people worldwide than Apple, Dell, Microsoft, Intel and Sony

combined


GE has now located the majority of its R & D

personnel outside the U.S.


8 of 10 global companies with the largest R & D

budgets have established R & D facilities in China, India,

or both


In a survey of global firms planning to build new R & D facilities, 77% say they will

build in China or India


During a recent period, 2 high-rise buildings were

constructed in LA - over 5,000 were built in

Shanghai



High Speed RailJapan 1,524 Miles

France 1,163 Miles

China 742 Miles

U.S. 225 Miles

China has 5,612 miles now under construction and one plant produces 200 trains each year capable of

operating at 217 mph


High Speed RailJapan 1,524 Miles

France 1,163 Miles

China 742 Miles

U.S. 225 Miles

The U.S. has none under construction

U.S. Strengths

• Stability

• Rule of Law


EXTERNAL DRIVERS

• Education Trends


• Technology


U.S. Economy

• There were 32 unemployed individuals competing for each opening in the Construction Industry

• 7 competing for each Manufacturing Job

June 2010:


U.S. Economy

• 4,755,000 private sector jobs eliminated

• 676,000 government jobs added

In Past 5 Years:


U.S. Economy

• Over half of U.S. workforce

• Work hours reduced

• Took pay cut

• Forced to take unpaid leave

• Work part time

June 2010:


30 years ago, 10% of CA’s General Fund went to Higher Education and

3% to PrisonsToday . . . Nearly 11% goes to

Prisons and8% to Higher Education


Challenges for U.S. Business

• Highest corporate tax rate and going higher

• Spend twice as much on litigation as on research / development


Economic Growth

• Innovation

• Entrepreneurship


EXTERNAL DRIVERS• Education Trends


• Technology


• Economic Trends

• Focus on Math and Science

The great majority of newly created jobs are the indirect

or direct result of advancements in science

and technology


The World Economic Forum ranks the U.S. 48th in quality of mathematics and science

education


The U.S. ranks 27th among developed nations in the

proportion of college students receiving undergraduate

degrees in science or engineering


U.S. International Test Scores30 Most Industrialized Nations

• Mathematics 25

• Science 21


93 % of U.S. public school students in grades 5-8 are

taught the physical sciences by a teacher without a degree or certificate in the physical

sciences


China graduates more English-speaking engineers than the

U.S.


Saudi Arabia just created a new Research University

with an Endowment of $10 Billion

It took MIT 142 years to obtainthat level of endowments


In 2009, 51% of U.S. patents were awarded to non-U.S.

companies


The total annual federal investment in research in mathematics, the physical

sciences and engineering is now equal to the increase in U.S. healthcare costs every

nine weeks


EXTERNAL DRIVERS• Education Trends


• Technology


• Economic Trends

• Demographics

The main reason the retirement system is in trouble…

People are living longer

1935 life expectancy in the U.S. - 60

Source: Social Security Administration

2010 life expectancy in the U.S. - 78

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

Schools are Improving

School Improvement


School Improvement

Changing World

Skills GapSkills Gap


School Improvement

Changing World


School

Impro

vement

Changing World

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

BloomBloom’’ss

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

StateTests

StateStandards

TAKS English LAStudent Expectations Tested

High Medium Low

Grade 3 12 2 60

Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42

Grade 11 25 4 39

StateTests

StateStandards

Now

StateTests

StateStandards

AA

AA

National Essential Skills Study

NESS StudySubgroup Rankings

ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2

Other Non-educators 10

English Language Arts Teachers 25

Other Educators 8


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24


Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.

Group Rank

Overall 12

Business/Industry 3


Mathematics Teachers 30

Other Educators 8


Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.

Group Rank

Overall 22

Business/Industry 3


Social Studies Teachers 57

Other Educators 18


Social Studies Skill (History): Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results.

Group Rank

Overall 21

Business/Industry 24


Social Studies Teachers 8

Other Educators 23

Standards Charge

Common Core Standards Criteria

• Rigorous

• Clear and specific

• Teachable and learnable

• Measurable

• Coherent

• Grade by grade standards

• Internationally benchmarked

Percentage of State Standards Not Aligned to Common Core Standards

ELA Mathematics

FL 2.81 21

HI 3.4 33

IN 16.99 33.41

KY 27.5 24.37

MS 14.89 48.42

NC 15.94 28.7

OH 5.88 26.62

OK 8.35 39.36

TN 32 48

Common Core State Standards

Fewer


Fewer, Clearer, Higher

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

What is Proficiency?

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

North Carolina 82 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %

South Carolina 35 %


ProficientRequired

NAEP Score

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

South Carolina 35 % 228


ProficientRequired

NAEP Score

North Carolina 88 %

Texas 83 %

Iowa 72 %

Florida 44 %

California 39 %

South Carolina 30 %


ProficientRequired

NAEP Score

North Carolina 88 % 217

Texas 83 % 225

Iowa 72 % 250

Florida 44 % 265

California 39 % 262

South Carolina 30 % 276

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics


On-the Job On-the Job Lexile RequirementsLexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992

International Center for Leadership in Education 2009

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

www.corestandards.org

Design and Organization

Three main sections

K-5 (cross-disciplinary)

6-12 English Language Arts

6-12 Literacy in History/Social Studies, Science, and Technical Subjects


Three appendices

A: Research and evidence; glossary of key terms

B: Reading text exemplars; sample performance tasks

C: Annotated student writing samples


Shared responsibilities for students’ literacy development


Focus on results rather than means


Four strands:

– Reading (including Reading Foundational Skills)

– Writing

– Speaking and Listening

– Language


An integrated model of literacy


Media skills blended throughout

Reading Design and Organization

Three sections:

1. Literature

2. Informational Text

3. Foundational Skills (K-5)

Literary/Informational TextLiterature Literature Literature Informational

Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics


K−12 standards• Grade-specific end-of-year

expectations• Developmentally appropriate,

cumulative progression of skills and understandings

• One-to-one correspondence with CCR standards

College and Career Readiness Standards for Reading

Correspond to the College and Career Readiness anchor stand organized in four key areas:

1. Key Ideas and Details2. Craft and Structure3. Integration of Knowledge and

Ideas4. Range of reading and Level of

Text Complexity


Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.


Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Range of Reading and Level of Text Complexity

10 .Read and comprehend complex literary and informational texts independently and proficiently.

Table Discussion:

How does your current curriculum align to the CCR Anchor standards

in Reading?

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Text Complexity Matters

• ACT 2006 Reading Between the Lines:

• Students who reached benchmark score and did well in college:– Ability to make inferences while reading or

answering questions– Ability to answer questions associated with

complex text

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

92

Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Reading Standards: Foundational Skills

Four categories (standards 1-4)• Print concepts ( K-1)

• Phonological awareness (K-1)

• Phonics and word recognition (K-5)

• Fluency (K-5)

Not an end in and of themselves

Differentiated instruction

Teach what they need, not what they know

Writing Standards

College and Career Readiness Writing Standards

Text Types and Purposes1.Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Table Discussion

Why is the student’s ability to write sound arguments on substantive topics and issues important?

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%


Production and Distribution of Writing4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Research to Build and Present Knowledge7. Conduct short, as well as more sustained research

projects based on questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Range of Writing10.Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing Standards/Research

First Grade• 7. Participate in shared research and

writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

• 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• 9. (Begins in grade 4)


Third Grade

7. Conduct short research projects that build knowledge about a topic.

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

9. (Begins in grade 4)


Grade 57. Conduct short research projects that use several sources to

build knowledge through investigation of different aspects of a topic.

8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).


Grade 77. Conduct short research projects to answer a question,

drawing on several sources and generating additional related, focused questions for further research and investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).


Grade 9-107. Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

What types of writing are your students engaged in? Is it sufficient? What might you need to consider?

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English1. When writing or speaking.2. Use capitalization, punctuation, and spelling when writing.

Knowledge of Language3. To comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, 5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings6. Acquire and use accurately a range of general academic and domain-

specific words

Reading Standards for Literacy in History/Social Studies, Science and Technical

Subjects 6-12

Reading critical to building knowledgeAppreciation for the norms and conventionsEvidenceUnderstanding of domain specific wordsAnalyze, evaluate intricate argument,

synthesizeComplement the disciplines

CCR Students in Reading, Writing, Speaking, Listening, and Language

They demonstrate independenceThey build strong content knowledgeThey respond to varying demands of audience,

task, purpose, and disciplineThey comprehend as well as critiqueThey value evidenceThey use technology and digital mediaThey understand other perspectives and cultures

What is not included:

• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• The interventions needed for students well below

grade level• The full range of support for English language learners

and students with special needs• Everything needed to be college and career ready

Quantile FrameworkQuantile Framework

Numbers and OperationsNumbers and Operations

Algebra / Patterns & FunctionsAlgebra / Patterns & Functions

Data Analysis & ProbabilityData Analysis & Probability

MeasurementMeasurement

Geometry

500

600

700

900

1000

800Qu

anti

le M

easu

re (

Q)

Personal Use Employment High School First-Year College

1200

1100

1300

1500

1400


2005-06 Quantile Framework® for Math

8th

10th11th


Fewer, Clearer, Higher

STANDARDS FOR

MATHEMATICS

JUNE 2010

Toward greater focus and coherence

Research in high-performing countries has shown that the US must:– Must substantially be more focused and

coherent– Must address the “mile wide and an inch

deep” issue– “Fewer standards” are no substitute for

focused standards

Grade-Level Standards

K-8 grade-by-grade standards organized by domain

9-12 high school standards organized by conceptual categories

The K-5 standards: whole numbers addition subtraction multiplication

division fractions and decimals

6-8 standards:

geometry

algebra

probability and statistics

High school standards:

Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability

Standards for Mathematical Practice Describe mathematical “habits

of mind” Standards for mathematical

proficiency: reasoning, problem solving, modeling, decision making, and engagement

Connect with content standards in each grade

Mathematics/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

How to read the grade level standards

Standards define what the student should understand and be able to do

Clusters are groups of related standards

Domains are larger groups of related standards

Grade 1 Focus Areas

1. Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20;

2. Developing understanding of whole number relationships and place value, including grouping in tens and ones;

3. Developing understanding of linear measurement and measuring lengths as iterating length units; and

4. Reasoning about attributes of, and composing and decomposing geometric shapes.

Grade 1, Number and Operations

Number and Operations in Base Ten

• Extend the counting sequence

• Understand place value• Use place value

understanding and properties of operations to add and subtract

• Operations and Algebraic Thinking

• Represent and solve problems involving addition and subtraction

• Understand and apply properties of operations and the relationship between addition and subtraction

• Add and subtract within 20• Work with addition and

subtraction equations

Fractions, Grades 3–6

3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal

fractions. 5. Use equivalent fractions as a strategy to add and subtract

fractions. 5. Apply and extend previous understandings of multiplication and

division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and

division to divide fractions by fractions.

Statistics and Probability, Grade 6

Develop understanding of statistical variability• Recognize a statistical question as one that anticipates variability in the

data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

• Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Algebra, Grade 8

Graded ramp up to Algebra in Grade 8• Properties of operations, similarity, ratio and proportional relationships, rational number system.

Focus on linear equations and functions in Grade 8• Expressions and Equations

– Work with radicals and integer exponents.– Understand the connections between proportional relationships, lines, and linear equations.– Analyze and solve linear equations and pairs of simultaneous linear equations.

• Functions– Define, evaluate, and compare functions.– Use functions to model relationships between quantities.

HS Pathways

1.) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course

2.) International (integrated) three courses including number , algebra, geometry, probability and statistics each year

3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade

4.) Compacted integrated model, allowing students to reach Calculus or other college level courses

Geometry, High School

Middle school foundations• Hands-on experience with transformations.• Low tech (transparencies) or high tech

(dynamic geometry software).

High school rigor and applications• Properties of rotations, reflections,

translations, and dilations are assumed, proofs start from there.

• Connections with algebra and modeling

High School - Modeling

• Linking mathematics and statistics to everyday life, work, etc. - Quadrant D

• Process of choosing and using appropriate mathematics and statistic - Quadrant C

Key Advances

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.

• Individually complete the Mathematics Characteristics Checklist

• Compare your choices with team

• Underline items rated Pervasive or Considerable

• Circle items rated Initiated or Absent

• Come to consensus on item (s) of concern

CommonCore

StandardsNESS

StateTests

StateStandards

CC

CommonCore

StandardsNESS

StateTests

StateStandards

CCAA

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

CommonCore

StandardsNESS

StateTests

StateStandards


3 Years

DD

CommonCore

StandardsNESS

StateTests

StateStandards


CommonCore

StandardsNESS

StateTests

StateStandards


DDAA

NESSStateTests

StateStandards

Now

AA

CC

CommonCore

StandardsNESS

StateTests

StateStandards


3 Years

DDCC

AA BB

DDCC

Race to the Top Assessment Program Competition

$350 million of Race to the Top Fund set aside for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards.

Competition asked consortia to design assessment systems that meet dual needs of: Accountability Instructional improvement

In September 2010, the U.S. Department of Education awarded two grants: Partnership for Assessment of Readiness for College and Careers

(PARCC) Smarter Balanced Assessment Consortium (SBAC)

The winning consortia have four years to develop assessments systems, and participating states will administer new assessments statewide by 2014-2015.

148

149

Formative Tools:

Partnership Resource Center (PRC): an online, digital resource that includes two supports – Released items with item data, student work, rubrics. Model curriculum frameworks.

Text Complexity Diagnostic Tool: a computer-adaptive tool to identify students’ proximate zone of development and supply suggestions for appropriate texts for students to read.

K-2 Assessments in ELA/Literacy and Mathematics.

Assessment System Design:Formative Assessment

You need a Three-Year Transition Plan

AA BB

DDCC

rigor/relevance for all students. what will our students need to: know know do do

Documents

national academy of

national academy of

national academy of

national academy of

miles china742 miles

miles france1

r d personnel

new r d facilities