Alicia HoltzclawJune 20, 2012

Please be sure you have signed in Take out your nametag (front pocket of your binder)

Write any burning questions you have on the index card at your seat

Begin working on the Mathematical Practices questions at your seat

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Welcome! Rigorous Activities Introductions History of the Common Core Mathematical Practices 3-2-1 Summary Sheet

What Cognitive Demand Level is this?

What Mathematical Practice is this?

What Strategies helped you?

What are some benefits of this type of problem?

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Work on the practice problems at your table

After 20 minutes of work time we will regroup

Groups: study your problem◦ What MATHEMATICAL PRACTICES are used?◦ How does this problem assess real-world thinking?

Purpose:Examine and understand structure of

new standards and supporting documents

Explore elements of effective instruction and Model Content Frameworks

Consider implications for implementation of the new standards and impact on instruction

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It is the research base (how understanding of the core concepts and essential skills of mathematics typically develop over time when supported by high quality, targeted instruction), not standards that have driven this work. We have not simply rearranged’ the standards. It is our hope that with a better understanding of how to apply the research to classroom practice (instruction and assessment) teachers will be better able to prepare all students to be productive citizens in the 21st century world beyond high school.

In 2009, initial work began… Council of Chief State School Officers

(CCSSO) National Governor’s Associate for Best

Practice In partnership with:

◦ ACT◦ College Boards◦ Achieve, Inc.

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A national set of standards - written by experts, teachers, and administrators that are:

• Designed for college and career readiness• Mastery focused vs. exposure• Optional for state-adoption• Evidence/Research-based• Internationally benchmarked

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Emphasis on both concepts and skills

(learning progressions):

• Fewer standards• Clear, focused outcomes• Higher–order thinking skills

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◦Consistency among states promotes:

• common high-quality assessments• sensible instructional materials• clear, focused professional development

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◦Common Core Consortium considered:

• teacher input (NEA, AFT, NCTM, NCTE)• built from strengths and lessons learned◦ by current state standards• the avoidance of duplicity or repetition• the end goal for student mastery of◦ concepts and skills

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*Minnesota adopted the CCSS in ELA/literacy only

ANCHORED IN COLLEGE AND CAREER READINESS

• More demanding standards and new topics

• New assessments measuring more complex reasoning

• Urgency to address performance gaps• Need to reform professional

development

PARCC- Partnership for Assessment of Readiness for College and Careers

Common Core State Standards are critical, but they are just the first step

Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

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1. Create high-quality assessments

2. Build a pathway to college and career readiness for all students

3. Support educators in the classroom

4. Develop 21st century, technology-based assessments

5. Advance accountability at all levels

Shift #1 – Focus: The PARCC assessments will focus strongly where the Standards focus

Advance: PARCC assessments will focus strongly where the Standards focus (70% or more on the major work in grades 3-8). Focus allows for a variety of problem types to get at concept in multiple ways.Students will have more time to master concepts at a deeper level.

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Shift #2 - Coherence: Think across grades, and link to major topics within gradesAdvance: The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks.Key beginnings are stressed (e.g., ratio concepts in grade 6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3).

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Shift #2 - Coherence: Think across grades, and link to major topics within gradesAdvance: Integrative tasks draw on multiple standards to ensure students are making important connections.The Standards are not treated as a checklist.

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Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design…

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End-of-Year Assessment

• Innovative, computer-based items

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills

Summative,Required assessment

Non-summative, optional assessment

Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD

Speaking And

Listening

Flexible

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

English Language Arts/Literacy and Mathematics, Grades 3-11

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Sept. 2011

Development phase begins

Sept. 2012

First year field testing and

related research and

data collection begins

Sept. 2013

Second year field testing begins and

related research and

data collection continues

Sept. 2014

Full administration

of PARCC assessments

begins

Oct. 2010

Launch and design phase

begins

Summer 2015

Set achievement

levels, including

college-ready performance

levels

For more information see, www.PARCCConsortium.org/Timeline

Common Core Tool Box

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Take some time to explore the following sites:

-www.ccsstoolbox.com-www.illustrativemathematics.org-www.parcconline.org/samples/

mathematics

Key Advances Fluency Expectations With-in Grade Dependencies Connections In-Depth Focus Connections and MPs Content Emphasis by Cluster

For K-2, Progressions

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LPs are developed (and refined) using available research and evidence

LPs have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline)

LPs articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding)

LPs go hand-in-hand with well-designed and aligned assessments

Read just your grade level section

Highlight the 3 biggest ideas in your area

Collaborate with your group to agree on 3 big ideas

Where are our kids coming from?

Where are they headed?

What can we use these for?

1 - Incorporate ongoing cumulative review into every day’s lesson.

2 - Adapt what we know works in our reading programs and apply it to mathematics instruction.

3 - Use multiple representations of mathematical entities. 4 - Create language-rich classroom routines. 5 - Take every available opportunity to support the

development of number sense. 6 - Build from graphs, charts, and tables. 7 - Tie the math to such questions as: “How big?” “How

much?” “How far?” to increase the natural use of measurement throughout the curriculum. 

8 - Minimize what is no longer important. 9 - Embed the mathematics in realistic problems and real-

world contexts 10 - Make “Why?” “How do you know?” “Can you explain?”

classroom mantras.

Quick review

Independent, success!!

Different methods (oral, word problem, math facts)

Try to hit: number, estimate, term, skill, picture, measurement

Ask “Why?” “What do you think?” “How did you get that?”—probe for more

Work with kids in small groups (guided math)

Less is more—not quantity of practice, quality of practice

Frequent pictorial representations

Manipulatives, number line, bar models

Frequent opportunities for students to use multiple representations/drawing

Siti packs a bag and it weighs 29 kg. Rahim packs a bag and it weighs 11 kg. less

than Siti’s bag How much do Siti and Rahim’s bags weigh

together?

Write your own problem and solve it using a bar model

Read your chapter

Create an interactive presentation for your shift

Present your shift in about 3 min.

How can we increase the rigor in our classrooms as we also come into alignment with the common core?

https://arizona2010commoncoremath.wikispaces.com/homeMy website with all resources from today and others added when I find them http://www.ade.gov Updated information, links, and resources for implementation and transition to the

2010 standards and PARCC assessment.

http://www.achieve.org/ Achieve website.  Achieve is the project management partner for PARCC.

http://www.parcconline.org/ PARCC website.  PARCC is the assessment consortium that Arizona is part of. 

Arizona is a governing state within the consortium.

http://www.cehd.umn.edu/NCEO/ Here you will find the NCEO briefs and additional information related to assessing

our current AIMS-A students (1%). 

http://www.corestandards.org/ This site will give you background and additional information about the standards. 

Much of this same information can be found on the new Arizona Department of Education website.

http://www.ccsso.org/ Council of Chief State School Officers website. Excellent link to Hunt Institute and

CCSSO Common Core Implementation Video Series.

Purpose:Using more rigorous work and activities

History of Common CorePARCCFrameworks and ProgressionsMathematical Shifts