Math Curriculum Alignment Workshop

Deb RomanekNDE – Math Specialist

Carol Jessen and JaLena SlackESU 8

March 16, 2010

Agenda What’s New from NDE?

o Standards

o Nebraska State Accountability (NeSA)

o Table of Specifications

Overview of Nebraska Math Standards

Alignment of Curriculum to New Math Standards

Next Steps

What’s New from NDE?

Year Test Grade Levels

2008-2009 STARS Reading………………………………………………………STARS Mathematics………………………………………………..STARS Science………………………………………………………Statewide Writing Assessment…………………………………… AYP – STARS Reading and Mathematics, Writing (4, 8)Pilot – New State Reading Tests

3-8, High School3-8, High School4 or 5, 8 and 114, 8, and 11

2009-2010 STARS Mathematics………………………………………………..STARS Science……………………...…………………………………Statewide Writing Test ......….....…………………………………New State Reading Tests……………...........…………………….AYP – New State Reading Tests & STARS Mathematics, Writing (4, 8)Pilot – New State Mathematics Tests

3-8, High School4 or 5, 8, 114, 8, 113-8, High School

2010-2011 STARS Science……………………………………………………..State Reading Tests……………………………………….State Mathematics Tests…………………………………Statewide Writing Tests………………………………….AYP – New State Reading and Mathematics Tests, Writing (4, 8)Pilot – New State Science Tests………………………..

4 or 5, 8, 113-8, High School3-8, High School4, 8, 11Three Grades

2011-2012 State Reading Tests………………………………………State Mathematics Tests………………………………...State Science Tests………………………………………Statewide Writing Tests………………………………….AYP -- State Reading and Mathematics Tests, Writing (4, 8)

3-8, High School3-8, High SchoolThree Grades4, 8, 11

Reporting Schedule 2008-2012Includes Alternate and Tests for Students with Disabilities

Content By

Reading-(RWSL) July 1, 2009

Mathematics July 1, 2010

Science

July 1, 2011

Social Studies July 1, 2013

Standards Revision Schedule

STANDARDS REVISION UPDATE

Reading –State Board Approved – December 11, 2008

Mathematics – State Board Approved – October 8, 2009

Districts must adopt within one year – December 2009 and

October, 2010

http://www.nde.state.ne.us/ndestandards/AcademicStandards.html

NeSA-R and NeSA-M built on newly revised standards

Science Standards Review Beginning December 2009

Alternate Assessment (For students most cognitively

challenged) - same process

Nebraska State Accountability - NeSA

State Test Administration Proposal

Content Name Pilot Test Year

Full Implementation

YearProjected Timeline

Grades

Writing NeSA-W ---- Ongoing February- weeks 1, 2

4, 8, 11

Reading NeSA-R 2008-09

2009-10 Spring 3-8, 11

Math NeSA-M 2009-10

2010-11 Spring 3-8, 11

Science NeSA-S 2010-11

2011-12 Spring 3 grades 5, 8, 11

Nebraska Department of Education --- CHATS 2008

2010 NESA TESTING – WHAT’S AHEAD?

83% of the students will be testing NeSA-Reading online77% of the students will be field testing – NeSA-

Mathematics

February 1-19 – NeSA-Writing (English and Spanish) February 15 - March 26 – ELDA March 29-April 30 o NeSA-Readingo NeSA-M (Field test)o NeSA-AA-Readingo NeSA-AA-M (Field test)

What do we know about NeSA-M? Four concepts will be measured:

number sense geometric/measurement algebraic data analysis/probability

Grades 3 through 8, 11 Two sessions Approximately 60 multiple choice items

Including embedded field test items No calculators, but common reference sheet provided.

(Student IEP may allow) No student results provided – field testing the items.

WEBB’S DEPTH OF KNOWLEDGE (DOK)

DEPTH OF KNOWLEDGE• Focuses on content standard in order

to successfully complete an assessment/standard task.

• Descriptive, not a taxonomy• Not the same as difficulty

DEPTH OF KNOWLEDGE

Webb’s Depth of Knowledge levels:

Recall and Reproduction: Level 1

Skills & Concepts: Level 2

Strategic Thinking: Level 3

Extended Thinking: Level 4

ONLINE DOCUMENTSwww.nde.state.ne.us/Assessment

Two New Practice Tests – Math and Reading

Tables of Specifications – Note change

Performance Level Descriptors

NeSA Approved Accommodations

Alternate Assessment – Extended standards document

COMMON CORE STANDARDS

49 states are participating in a conversation around “Common Core” standards for Language Arts and Mathematics

End of High School out now

K-12 by the end of the year

All states encouraged to adopt

LET’S GET STARTED

COMPARISON OF COMPONENTS

Strands

Grade Levels

Specificity

Indicators

NEW OLD

K-12 Comprehensive Content Standard in each section reflects the broad learning standards for students related to mathematics.

NUMBER SENSE CONCEPTS: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

GEOMETRIC/MEASUREMENT CONCEPTS: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

ALGEBRAIC CONCEPTS: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

DATA ANALYSIS/PROBABILITY CONCEPTS: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

TIERS OF SPECIFICITY

K-12 Comprehensive Content StandardsIdentify broad K-12 learning standards for studentsrelated to mathematics

Grade Level StandardsStatements that identify what students know and be able to do by the end of each identified grade

Curricular Indicators Examples that further define what a student shouldlearn at each specified grade level

STANDARDS NUMBERING SYSTEM

Vertical Format of StandardsNebraska Mathematics Standards

Kindergarten

MA 0.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. MA 0.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. MA 0.1.1.a Count, read and write numbers 0 – 20 MA 0.1.1.b Count objects using one-to-one correspondence 0 - 20 MA 0.1.1.c Sequence objects using ordinal numbers (1st through 5th) MA 0.1.1.d Match numerals to the quantities they represent 0-20, using a variety of models and representations

Horizontal Format of Standards

NUMBER SENSE CONCEPTS: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

GEOMETRIC CONCEPTS AND MEASUREMENT CONCEPTS: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems and make connections within mathematics and across disciplines.ALGEBRAIC CONCEPTS: Students will communicate algebraic concepts using multiple representations to reason, solve problems and make connections within mathematics and across disciplines.

DATA ANALYSIS/PROBABILITY CONCEPTS: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems and make connections within mathematics and across disciplines.

Mathematics Standards

CITE EXAMPLES OF THE FIVE PROCESSES

Spring Board Video 1

Video Clip 2

TAKE FIVE MINUTES TO INDIVIDUALLY REVIEW THE NEW MATH STATE STANDARDS FOR YOUR GRADE LEVEL. NOTE THE MAJOR CONCEPTS AND UNDERSTANDINGS FOR YOUR GRADE LEVEL.

Based on the new math standards, are there any additions or changes to your

math curriculum?

Determined by Local School Districts/ Classroom Teachers

Determined by State Board Guidance for Districts, Schools, and Teachers

Determined by State BoardRequired for all

Standards Curriculum Instruction

LET’S ALIGN CURRICULUM

1. Review the new standards document, noticing the color-coding and the format.

2. Align current curricular statements (The Learner Will) with the new standards by starting with number sense standards (yellow) and your curricular document (The Learner Will statements).

LET’S ALIGN CURRICULUM

3. Align remaining curricular statements using the same process.

4. Identify Gaps—What is missing in your current curricular document?

5. Begin the process of adding new TLW statements in your electronic format.

What Should Every District Do?

Examine the new standards documents.

-Alignment to curriculum-Alignment with current local assessment

Involve all staff.Examine all local assessments and

their uses. Which are critical?

Math Action Plan

HOW CAN ESU 8 HELP WHEN YOU RETURN TO YOUR DISTRICT?

KEEP INFORMED Mathematics: www. nde.state.ne.us/math

www.nde.state.ne.us/ndestandards/academicstandards

www.nde.state.ne.us/Assessment

3 – 2 – 1 COUNTDOWN

3 Ideas or insights that have come to mind are:

2 Questions or issues I still have are:

1 Action I will take immediately is: