MCPS Curriculum 2.0

Report
What is it?
How will it
help your
child?
Why now?
What can you
expect?
Woodlin Elementary School • September 2012
What is MCPS Curriculum 2.0?
 New Internationally-driven standards in
mathematics, reading, and writing.
 Renewed focus on teaching the whole
child.
 Integrates thinking, reasoning, and
creativity for a lifetime of learning.
New internationally-driven standards in
mathematics, reading, and writing
 Developed by a group of states to help U.S.
students compete favorably with peers in
leading academic nations.
 More challenging than current Maryland
standards.
 Greater emphasis on depth of understanding
at the elementary level in mathematics,
reading, and writing.
 Learn more at corestandards.org
Elementary Integrated Curriculum
Standards
=
Common Core State Standards
=
Maryland Common Core State
Curriculum Standards
The Standards define what all
students are expected to know
and be able to do, not how
teachers should teach.
Common Core State Standards
For English Language Arts &
Literacy in History/Social Studies,
Science and Technical Subjects
What is MCPS Curriculum 2.0?
Staying The Same
Strong focus on reading and
mathematics
Upgrade
Internationally-driven standards in
mathematics, reading, and writing
• Separate times for art, music, and
physical education and other specials
Integration of content areas through
• Classroom teachers providing
Thinking and Academic Success Skills
instruction in science and social
studies
Thinking skills included in content
areas
• Specific instruction on Thinking and
Academic Success skills across
content areas
• Clearly defined critical thinking,
creative thinking, and academic
success skills
EIC: Same & Different
Reading: Same & Different
What’s the same with the EIC? What’s different with the EIC?
Reading
Reading
• Reciprocity of reading and writing
• Small group instruction and guided
reading
• Leveled text
• Reading strategies
• Vocabulary
• Word Work: phonics, spelling, structure
• Core books and resources
• M-Class
• Handwriting
• Junior Great Books, William & Mary
• EIC aligned to Common Core Standards
• Whole group lessons connected with
content
• Junior Great Books texts connect to
reading indicators as well as science or
social studies
• Author studies may be included where
authentic connections to content occur
• Indicators sequenced by week
What’s the same
in writing?
• 6+1 Traits of Writing
• Writing process
• Three purposes for
writing
• Writing Workshop
structure
• Writing in journals
What’s different in
writing?
• EIC aligned to Common Core State
Standards
• Writing in response to content stimuli
• Topic choice for writing often
suggested
• Up to three writing purposes in every
marking period
• Writing in response to literature and
art
• Integration with information literacy
• Purposes for writing (opinion,
narrative informational/explanatory)
• Indicators sequenced by week
Percent of Content
Percent of Content
Math Math Math Math Math Math Math Math Math
K
1
2
3
4
5
6
7
8
Number
Algebra
Geometry
Measurement
Statistics
Probability
Final Common
Core Standards
Number
Algebra
Geometry
Measurement
Statistics
Probability
MCPS and CCSS Strand
Comparison
Math Math Math Math Math Math Math Math Alg.
K
1
2
3
4
5
6
7 Prep
Current MCPS
Curriculum
Mathematics: Same & Different
What’s the same with the EIC? What’s different with the EIC?
Mathematics
Mathematics
• MCPS Mathematics Goal
• Structure of the curriculum (standards,
categories, indicators)
• Strands of mathematical proficiency
(UCARE)
• Team planning for mathematics
instruction
• EIC aligned to Common Core State
Standards
• Mathematical Practices
• Formative assessments organized by
categories
• Fewer standards and categories to reflect
the K-5 emphasis on number
• Standard algorithm for addition and
subtraction in Grade 4
Intertwined Strands of
Mathematical Proficiency
Applying
Computing
Understanding
Reasoning
Engaging
Common Core State Standards
Mathematical Practices
Practices
Examples
Mathematically proficient students:
Mathematically proficient students:
Make sense of problems and persevere in Plan a solution pathway rather than simply jumping
solving them
into a solution attempt
Reason abstractly and quantitatively
Attend to the meaning of quantities, not just how to
compute them
Construct viable arguments and critique the
Justify their conclusions, communicate them to
reasoning of others
others, and respond to the arguments of others
Model with mathematics
Apply the mathematics they know to solve
problems arising in everyday life
Use appropriate tools strategically
Consider the available tools when solving a
mathematical problem, and make sound decisions
about when each of these tools might be helpful
Attend to precision
Calculate accurately and efficiently; give carefully
formulated explanations
Look for and make use of structure
Notice, for example, that 3 and 7 more is the same
amount as 7 and 3 more or sort a collection of
shapes according to how many sides the shapes
have
Look for and express regularity in repeated
Look both for general methods and for shortcuts;
reasoning
evaluate the reasonableness of their intermediate
results
Deep Understandings
Understanding
Going Deeper:
Kindergarten


Understand the relationship between numbers and quantities.
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
Grade 1
 Understand and apply properties of operations and the relationship between addition and
subtraction.
 Understand place value.
 Use place value understanding and properties of operations to add and subtract.
Grade 2
 Understand place value.
 Use place value understanding and properties of operations to add and subtract.
Grade 3
 Understand properties of multiplication and the relationship between multiplication and
division.
 Use place value understanding and properties of operations to perform multi-digit arithmetic.
 Develop understanding of fractions as numbers.
 Geometric measurement: understand concepts of area and relate area to multiplication and to
addition.
Grade 4
 Generalize place value understanding for multi-digit whole numbers.
 Use place value understanding and properties of operations to perform multi-digit arithmetic.
 Extend understanding of fraction equivalence and ordering.
 Build fractions from unit fractions by applying and extending previous understandings of
15
operations on whole numbers.
Enriched and Accelerated Instruction in Elementary Math
All Students – In the grade level EIC/CCSS Curriculum
• Grade level
expectations are at a
higher level
• Fewer topics per
grade level
• Enrichment–mastery
of the 5 UCARE
strands requires
greater depth for all
students
Many Students – who consistently
master all five
• Additional - Who consistently
UCARE strands
Enrichment demonstrate
strong
for a topic
• MCPS
mastery in all five
Acceleration strands for an indicator
in mastered
Few Students – grade
topics
level advancement
Building a Stronger Foundation
Enrichment and Acceleration Implementation Plan
School Year
2011-2012
School Year
2012-2013
Kindergarten, Grade 1, Grade 2
Common Core State Standards/
Elementary Integrated Curriculum
Grade Level Math Curriculum with
enrichment and acceleration
Kindergarten, Grade 1,
Grade 2, Grade 3
Common Core State Standards/
Elementary Integrated Curriculum
Grade Level Math Curriculum with
enrichment and acceleration
Grade 3, Grade 4, Grade 5
MCPS 2001 Curriculum
Continue acceleration
within grade level and next
grade level up
Grade 4, Grade 5
MCPS 2001 Curriculum
Continue acceleration
within grade level and next
grade level up
Refocusing the Assessment Vision
Components of the Assessment System
2001
EIC
Assessment as learning
Student takes responsibility for learning –
metagcognition. Portfolios, Using feedback,
the writing process, Baldrige notebook
Assessment for learning
Pre-assessments, formative assessments
Assessment of learning
Summative Unit Assessments
(used for monitoring)
Benchmarks Assessments
(Used for monitoring)






Reading
Reading
& math
Multiple formats, modes, and opportunities

Evaluation – Built in standards-based grading
and reporting

MSA and the Partnership for Assessment of
Readiness for College and Careers
• Maryland joined a consortium of states to
develop assessments that measure the
Common Core State Standards.
• It is expected that the PARCC assessments will
be incorporated into, and eventually replace
MSA.
MCPS Benchmark Assessments
 MCPS schools use the MAP-P (K–2) and MAP-M
(3–5) to augment the school’s assessments and to
provide a national comparison for math.
 We will continue to use mClass (K-2) and MAP-R
(3-5) for reading.
Projected PARCC Assessment Development
and EIC Implementation Timeline
School Year
PARCC
Assessment
Timeline
2011-2012
Item and Task
Development
K
1
2*
2012-2013
Development/
Field Testing
1
2
3
2
3
4
New Summative
Assessment In
Use
3
4
5
2013-2014
2014-2015
* Voluntary for Non-OARS Schools
CCSS/EIC Implementation
Where can I learn more?
http://www.montgomeryschoolsmd.org/curriculum/2.0/
 Definitions and examples of Thinking and Academic
Success Skills
 Parent Guides for the content in each grade level – K-2
(what will my student learn?)
 Video examples of integration
 Video on Mathematics changes
 Share your feedback with MCPS
 Detailed curriculum framework (philosophy, research,
content area learning objectives)
The End!

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