Julie Wagner - WA-ACTE

Report
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Time…
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1 hour without the math practices
1.5 with the math practices
Materials
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CCSS document (possibly by grade band)
Kindergarten CCSS example
Three year plan
Transition documents
Poster paper with dots and markers
CTE Conference
November 3-4, 2011
Please place a dot on the chart that best
describes your knowledge of CCSS.
CTE Conference
November 3-4, 2011

Kristen Maxwell
Regional Mathematics Coordinator
ESD 105
[email protected]

Julie Wagner
Elementary Mathematics Specialist
OSPI
[email protected]
CTE Conference
November 3-4, 2011
You can’t wring your hands and roll
up your sleeves at the same time.
Patricia Schroeder
4
Who is participating today and what is your
familiarity with the CCSS?
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Reflection …Where do you stand with the
CCSS?
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Individuals complete 1-page poll/pre-reflection
Short partner (on-site) sharing
Introductions…
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Who is in the room?
CTE Conference
November 3-4, 2011
A.
B.
C.
D.
E.
Review history, adoption, and implementation of the
CCSS
Consider the advantages of the Common Core State
Standards
Become acquainted with the organization of the
CCSSM
Learn about the shifts the CCSS brings to mathematics
and explore these
Be aware of resources to support the implementation of
the CCSS
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011
Every Washington public school student will
graduate from high school globally competitive
for work and postsecondary education and
prepared for life in the 21st century.
CTE Conference
November 3-4, 2011
1.
2.
3.
4
Read with comprehension, write effectively, and communicate
successfully in a variety of ways and settings and with a variety of
audiences;
Know and apply the core concepts and principles of mathematics; social,
physical, and life sciences; civics and history, including different cultures
and participation in representative government; geography; arts; and
health and fitness;
Think analytically, logically, and creatively, and to integrate technology
literacy and fluency as well as different experiences and knowledge to
form reasoned judgments and solve problems; and
Understand the importance of work and finance and how performance,
effort, and decisions directly affect future career and educational
opportunities. (Updated in 2011: SSB 5392)
CTE Conference
November 3-4, 2011
…describe the knowledge and skills in English
language arts and mathematics that students will
need when they graduate, whatever their choice of
college or career.
…are based on the best national and international
standards, giving our students a competitive
advantage in the global economy.
CTE Conference
November 3-4, 2011
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Developed by:
 Council of Chief State School Officers (CCSSO)
 National Governor’s Association (NGA)
Adopted by Washington State in July 2011
More than 40 states have adopted the CCSS standards
Focus on ELA and Mathematics skills students will
need to be career or college ready.
Offers our students a competitive edge in the global
economy
Creates a common equity and access to learning
CTE Conference
November 3-4, 2011
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Two sets of standards K-12
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English – Language Arts & Literacy
includes integrated reading and writing standards for
History/Social Studies, Science, and Technical
Subjects
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Mathematics
Created by nationally recognized experts in
each field
An evolution of our current standards – not
a replacement
CTE Conference
November 3-4, 2011
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Do not dictate curriculum or teaching method
Do not dictate the order or sequence within a
grade level
Do not define intervention methods or
materials
A federal product or directive
CTE Conference
November 3-4, 2011
Who else has adopted?
CTE Conference
November 3-4, 2011
2010-11
2011-12
Phase 1: Awareness and
Understanding, Alignment, and
Adoption
Phase 2: Build Statewide
Capacity, Collaboratively
Develop and Align Resources
and Materials
Phase 3: Classroom
Transitions
Phase 4: Statewide
Implementation through the
Assessment System
CTE Conference
November 3-4, 2011
2012-13
2013-14 2014-15
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What key messages stand out for you for the
overall CCSS initiative?
What stands out for you that has implications
to you in your role and your work?
What questions do you have?
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011

A nation-wide answer to the questions:
What should kids learn?
 What should teachers teacher?
 What can parents, colleges, and workplaces expect
kids to know?
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Provide consistent college and career ready
standards for a mobile society
Collaboration and economy of resources
CTE Conference
November 3-4, 2011
Collaboration will affect:
 Assessments
 Materials
 Resources
 Extensions
 Enrichments
 Software
 Conferences
 CTE
 Etc.
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011
WA Mathematics Standards
Common Core State Standards
Grades K-8, high school standards
presented through six mathematical
domains including specially noted
STEM standards - denoted by (+)
symbols.
Presentation of
Standards
Grade K-8, high school standards
presented in traditional and integrated
pathways.
Organization
Grade-level standards are broken into
core content areas, additional key
content, and mathematical processes.
Grade-level standards are broken into
clusters of learning under several
domains and all have Standards for
Mathematical Practice.
Examples
Standards are accompanied by
explanatory comments and examples.
Standards have occasional examples in
italics.
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011
Two to five
areas of focus
How the grade
or course
standards are
developed in
each critical
area
CTE Conference
November 3-4, 2011
Domain
Clusters
Mathematical
Practices
CTE Conference
November 3-4, 2011
Domain
Cluster
Cluster
Standards
CTE Conference
November 3-4, 2011
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The CCSSM Model Pathways
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Two models that organize the CCSSM into coherent, rigorous
courses
NOT required. The two sequences are examples, not
mandates
Pathway A: Consists of two algebra courses and a
geometry course, with some data, probability and
statistics infused throughout each (traditional)
Pathway B: Typically seen internationally that consists
of a sequence of 3 courses each of which treats aspects
of algebra, geometry and data, probability, and statistics.
Accelerated pathways for both
CTE Conference
November 3-4, 2011
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Common Core Math Standards are very closely
aligned, content-wise, to the Washington State
Math Standards (2008) and..
With the critical areas of focus, there are less
topics covered which allows you time to teach
these deeply and allow students to reach
mastery, but …
shifts happen!
CTE Conference
November 3-4, 2011
Focus
Fewer
big ideas --- learn more
Learning of concepts is emphasized
Coherence
Articulated
progressions of topics and performances that
are developmental and connected to other progressions
Application
Being
able to apply concepts and skills to new situations
CTE Conference
November 3-4, 2011
Graphic
CTE Conference
November 3-4, 2011
Read the first three words for each mathematical
practice.
What do you notice?
32
Read the first practice.
Highlight the verbs that illustrate the student
actions for each practice.
What do you notice?
Discuss at your tables.
33
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What is this practice standard asking of students?
What would this practice look like in your
classroom?
To what extent could your course promote
students’ proficiency with this practice?
What is challenging about helping students
develop proficiency in this standard in your
course work?
34
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This is where I think you would put your
activity, Kristen.
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011
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Common Core State Standards for Mathematics
Progressions for the Common Core State
Standards in Mathematics – support for formative
assessment
State Documents
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Arizona – examples and explanations, Mathematics
Practices by grade level
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Three-year transition plan
Transition documents
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http://www.k12.wa.us/Corestandards/default.aspx
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CTE Conference
November 3-4, 2011
Number and Quantity: Quantities (N-Q)
Reason quantitatively and use units to solve problems.
Standards
Label
Mathematical Practices
Explanations and Examples
HS.MP.4. Model with
mathematics.
Include word problems where quantities are given in different units, which must be
converted to make sense of the problem. For example, a problem might have an
object moving12 feet per second and another at 5 miles per hour. To compare speeds,
students convert 12 feet per second to miles per hour:
Students are expected to:
HS.N-Q.1. Use units as a
way to understand problems
and to guide the solution of
multi-step problems; choose
and interpret units
consistently in formulas;
choose and interpret the
scale and the origin in
graphs and data displays.
9-10
+

HS.MP.5. Use appropriate
tools strategically.
9-10
+

HS.MP.4. Model with
mathematics.
HS.MP.6. Attend to precision.
Connection: SSHS-S5C5-01
HS.N-Q.3. Choose a level of
accuracy appropriate to
limitations on measurement
when reporting quantities.
sec 
1min
60 sec

1hr
60 min

1day
which is more than 8 miles per hour.
24 hr
Graphical representations and data displays include, but are not limited to: line
graphs, circle graphs, histograms, multi-line graphs, scatterplots, and multi-bar
graphs.
Connections:
SCHS-S1C4-02;
SSHS-S5C5-01
HS.N-Q.2. Define
appropriate quantities for
the purpose of descriptive
modeling.
24000
HS.MP.6. Attend to precision.
9-10

Examples:

What type of measurements would one use to determine their income and
expenses for one month?

How could one express the number of accidents in Arizona?
HS.MP.5. Use appropriate
tools strategically.
The margin of error and tolerance limit varies according to the measure, tool used,
and context.
HS.MP.6. Attend to precision.
Example:

Determining price of gas by estimating to the nearest cent is appropriate
because you will not pay in fractions of a cent but the cost of gas is . $ 3 . 479
gallon
CTE Conference
November 3-4, 2011
CTE Conference
November 3-4, 2011
WSASCD
14, 2011 3-4,
CTEConference
ConferenceOctober
November
2011
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Additional Progressions for the Common Core
State Standards in Mathematics
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The Illustrative Mathematics Project
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http://insidemathematics.org/
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NCTM Mathematical Practices
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Much, much more
CTE Conference
November 3-4, 2011
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OSPI Common Core State Standards website
http://www.k12.wa.us/Corestandards/default.aspx
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Quarterly CCSS Webinar Series:
 System-focused implementation supports
 Mathematics
 English Language Arts
http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx
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CCSS Symposia
 Fall 2011 / Winter 2012 (collaboration with WSASCD)
Common Core Website: http://www.corestandards.org/thestandards
CTE Conference
November 3-4, 2011
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Parent Resource Guides: http://www.pta.org/4446.htm
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Mathematics Curriculum Analysis Project
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Hunt Institute Videos
 http://www.youtube.com/
T&L monthly “newsflashes” and list-serve
http://k12.wa.us/CoreStandards/default.aspx
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Conference presentations throughout the year
CTE Conference
November 3-4, 2011
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Share what you thought was important – so far
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Questions that were answered for you
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Questions you hope will be answered in the
remaining presentation
CTE Conference
November 3-4, 2011
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Any alignment work should factor in CCSS-M
Any evaluation of curriculum should factor in
CCSS-M
CTE Conference
November 3-4, 2011
SUGGESTIONS FOR MOVING
FORWARD….
You should become familiar with the CCSS-M
and the transition documents and reflect on
how closely your current work aligns
What do you keep?
What do you drop?
What needs additional depth?
CTE Conference
November 3-4, 2011
SUGGESTIONS FOR MOVING
FORWARD….

Become conversant with the
“Mathematical Practices” and reflect on
where they are present in your current
work and where they could be added.
CTE Conference
November 3-4, 2011
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Divide into 4 groups of 6 teachers – each group
needs elementary, middle school and high school
teachers
In your group, discuss how you currently use the 2
Mathematical Practices these in your classroom.
Feel free to also share how you might use them in
the future.
Make one poster for each of your two
Mathematical Practices. Be sure to include
examples from all levels (elementary, middle
school and high school).
CTE Conference
November 3-4, 2011
A.
B.
C.
D.
E.
Review history, adoption, and implementation of the
CCSS
Consider the advantages of the Common Core State
Standards
Become acquainted with the organization of the
CCSSM
Learn about the shifts the CCSS brings to mathematics
and explore these
Be aware of resources to support the implementation of
the CCSS
CTE Conference
November 3-4, 2011

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