AN ADMINISTRATOR‘S GUIDE TO IMPLEMENTING THE CCSS AND SUPPORTING MATHEMATICS EDUCATION Cindy Bryant, Mathematics Consultant Cindy.Bryant@dese.mo.gov Missouri Department of Elementary March, 2012 and Secondary Education
Agenda Mathematics Common Core State Standards • Priorities • Practices~~processes & proficiencies • Professional learning
College and Career Ready Common Core State Standards Mathematics Standards for Mathematical Content Standards Practice (Show-Me Content Standards) (Show-Me Process Standards) Procedure & Understanding Processes & Proficiencies 2014 – 2015 Assessments Aligned to the CCSS in Mathematics
2011 – 2015 Assessment At-A- Glance Mathematics Assessment Implementation School Year Grades 3 - 8 High School 2011 – 2012 MAP End-of-Course Aligned to v2.0 GLEs/CLEs Algebra I, Geometry, Algebra II 2012 – 2013 MAP End-of-Course Aligned to v2.0 GLEs/CLEs Algebra I, Geometry, Algebra II 2013 – 2014 MAP End-of-Course Aligned to v2.0 GLEs/CLEs Algebra I, Geometry, Algebra II Aligned to CCSS SBAC (Pilot/Field Test) SBAC Grade 11 Summative (Pilot/Field Test) 2014 – 2015 SBAC Grades 3 – 8 SBAC Grade 11 Summative Aligned to CCSS Operational Assessment Operational Assessment & EOC Exams
Begin at the beginning… Introduction Standards for Mathematical Practice K – 12 Mathematics Content Standards K – 12 Glossary Sample of Works Consulted
Priorities Common Core State Standards Mathematics Content Standards (Show-Me Content Standards) Procedure & Understanding
Organization of the Standards Standards -define what students should know Clusters -groups of related standards. Domains -larger groups of related standards. Number and Operations in Base Ten 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic. C L Use place value understanding to round whole numbers to the U 1. S nearest 10 or 100. T Fluently add and subtract within 1000 using strategies and E 2. algorithms based on place value, properties of operations, R and/or the relationship between addition and subtraction.
CCSS Mathematics K - 8 Domains 8/2011 Domain K 1 2 3 4 5 6 7 8 Counting and K.CC.1, 2, 3, 4a, 4b, 4c, 5, 6, 7 Cardinality K.OA.1, 2, 3, 4, 5 1.OA.1, 2, 3, 4, 2.OA.1, 2, 3, 4 3.OA.1, 2, 3, 4, 4.OA.1, 2, 3, 4, 5 5.OA.1, 2, 3 Operations and 5, 6, 7, 8 5, 6, 7, 8, 9 Algebraic Thinking Numbers and K.NBT.1 1.NBT.1, 2a, 2b, 2.NBT.1a, 1b, 2, 3.NBT.1, 2, 3 4.NBT.1, 2, 3, 4, 5.NBT.1, 2, 3a, 2c, 3, 4, 5, 6 3, 4, 5, 6, 7, 8, 9 5, 6 3b, 4, 5, 6, 7 Operations in Base Ten Numbers and 3.NF.1, 2a, 2b, 4.NF.1, 2, 3a, 5.NF.1, 2, 3, 3a, 3b, 3c, 3d 3b, 3c, 3d, 4a, 4a, 4b, 5a, 4b, Operations - 4b, 4c, 5, 6, 7 5a, 5b, 6, 7a, Fractions 7b, 7c Measurement and K.MD.1, 2, 3 1.MD.1, 2, 3, 4 2.MD.1, 2, 3, 4, 3.MD.1,2, 3, 4, 4.MD.1, 2, 3, 4, 5.MD.1, 2, 3a, 5, 6, 7, 8, 9, 10 5a, 5b, 6, 7a, 7b, 5a, 5b, 6, 7 3b, 4, 5a, 5b, Data 7c, 7d, 8 5c K.G.1, 2, 3, 4, 5, 1.G.1, 2, 3 2.G.1, 2, 3 3.G.1, 2 4.G.1, 2, 3 5.G1, 2, 3, 4 6.G.1, 2, 3, 4 7.G1, 2, 3, 4, 5, 8.G.1a, 1b, 1c, Geometry 6 6 2, 3, 4, 5, 6, 7, 8, 9 Computations Fractions 6.RP.1, 2, 3a, 7.RP.1, 2a, 2b, Ratios and 3b, 3c, 3d 2c, 2d, 3 Proportional Relationships 6.NS.1, 2, 3, 4, 7.NS.1a, 1b, 8.NS.1, 2, The Number 5, 6a, 6b, 6c, 1c, 1d, 2a, 2b, System 7a, 7b, 7c, 7d, 2c, 2d, 3 8 6.EE1, 2a, 2b, 7.EE.1, 2, 3, 4a, 8.EE.1, 2, 3, 4, Expressions and 2c, 3, 4, 5, 6, 7, 4b 5 ,6, 7a, 7b, 8a, Equations 8, 9 8b, 8c Statistics and 6.SP.1, 2, 3, 4, 7.SP.1, 2, 3, 4, 8.SP.1, 2, 3, 4 5a, 5b, 5c, 5d 5, 6, 7a, 7b, 8a, Probability 8b, 8c Solving Systems of Equations Functions 8.F.1, 2, 3, 4, 5
Focus on….Doing MORE of Less NCTM Curriculum Focal Points Mathematics K – 8 One of the characteristics of the most instructional time should effective schools is their willingness to focus on these critical areas in: declare that some things are more Grade 2 important than others; they are willing to abandon some less important content so as to be able to (1) extending have enough time dedicated to those understanding of base areas that are valued most. ten notation; (2) building fluency with Lezotte, L. W. (1991). Correlates of effective addition and schools: The first and second generation. subtraction; Okemos, MI: Effective School Products.
Doing MORE of less Providing more time for teaching to include high cognitive demand lessons that emphasize the mathematical practice standards Providing more time for students to think about and engage with mathematical ideas
First Steps: Priorities, Practices, & Professional Learning What content is currently included in our curriculum that is also included at the same grade/course in the CCSS? Are students learning the content? How do they perform on assessments? What attributes to high performance? What could improve performance? More emphasis/time on the content? Inclusion of the mathematical practice standards? What do they look like in the classroom? Professional learning opportunities for teachers?
First Steps: Priorities, Practices, & Professional Learning What content is currently included in our curriculum that is also included at the same grade/course in the CCSS? Are students learning the content? How do they perform on assessments? What attributes to high performance? What could improve performance? More emphasis/time on the content? Inclusion of the mathematical practice standards? What do they look like in the classroom? Professional learning opportunities for teachers?
Missouri CCSS Implementation Activities & Resources http://www.dese.mo.gov/divimprove/curriculum/common-core-math.htm Identify the current GLEs/CLEs that align at the same grade or course level to the CCSS.
Mathematics Commonalities
CCSS Grades K – 8 Domain and Cluster Alignments to v2.0 GLEs/CLEs K 1 2 Domain Below At Grade Above Below At Grade Above Below At Above Grade Level Grade Grade Level Grade Grade Grade Grade Level Level Level Level Level Level Level N1AK N1A1 Counting and N1DK N1D1 Cardinality N3BK N3BK A3AK N1A1 N1CK N2A1 N2A1 N3C2 Operations and A3AK A2A1 A3A2 Algebraic Thinking A3A1 N3B2 N1C1 N1D1 A3A2 N1D3 A2B1 N2A3
Missouri CCSS Implementation Activities & Resources •A comprehensive listing of all CCSS for mathematics and their alignment to the GLEs/CLEs in grades K – 8, Algebra I, Geometry, and Algebra II. •These are useful in identifying content to be addressed in each grade or course in updating curriculum and preparing students for assessments aligned to the CCSS.
CCSS/v2.0 GLEs Alignment Analysis Domain CCSS Cluster/Standards Missouri v2.0 CCSS GLE Alignment to v2.0 GLE/CLE K.CC4a When counting N1AK * rote count Partial alignment Counting objects, say the number to 100 and to bold, italicized and names in the standard order, recognize portion of GLE Cardinality pairing each object with one numbers up to 31 (CC) and only one number name and each number name with one and only one object. N1D1 * skip count Partial alignment by 2s, 5s and 10s to bold, italicized portion of GLE
In development…Identifying non -aligned CCSS mathematics content Domain CCSS Cluster/Standards Missouri v2.0 CCSS GLE Alignment to v2.0 GLE/CLE K.CC2 Count forward beginning No complete or Counting from a given number within the partial alignment to and known sequence (instead of any GLE/CLE Cardinality having to begin at 1). (CC) K.CC3 Write numbers from 0 to N1A1 *read, write , Partial alignment to 20. Represent a number of and compare whole bold, italicized objects with a written numeral 0- numbers less than portion of Grade 1 20 (with 0 representing a count 100 GLE of no objects). N3BK * connect Partial alignment to number words bold, italicized (orally) and portion of GLE quantities they represent
Practices Common Core State Standards Mathematics Standards for Mathematical Practice (Show-Me Process Standards) Processes & Proficiencies
What Makes a Difference The quality of teachers and teaching. 1. Access to challenging curriculum, which ultimately 2. determines a greater quotient of students’ achievement than their initial ability levels; and Schools and classes organized so that students are 3. well known and well supported. Darling-Hammond, L. (2006) 2006 DeWitt Wallace-Reader’s Digest Distinguished Lecture – Securing the right to learn. Policy and practice for powerful teaching and learning. Educational Researcher, 35(7), 13 – 24.
Conceptually Engaging Tasks = Cognitively Demanding Tasks High cognitive demand lessons provide opportunities for students: to explain, describe, justify, compare, or assess; To make decisions and choices To plan and formulate questions To exhibit creativity; and To work with more than one representation in a meaningful way. Silver, E. (2010). Examining what teacher do when they display best practice: Teaching mathematics for understanding. Journal of Mathematics Education at Teachers’ College. 1(1), 1-6.
Some Features of Mathematical Practice of Effective Instruction – T 2 TASKS Conceptual Engagement & Productive Struggle TALK Mathematical Discourse
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