Develop a deeper understanding of how students progress in their understanding of the CCSS,

Engage in hands-on activities that connect content to the standards for mathematical practice.

Fist to five: What is your level of knowledge about the

Common Core State Standards for Mathematics?

What is your level of knowledge about the Smarter Balanced Assessment Consortium? (SBAC)

A Quick Overview

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Clear, consistent, rigorous standards in English language arts/literacy and mathematics;

Define the knowledge and skills students need for college and career success;

Developed voluntarily and cooperatively by states with input from teachers and college faculty;

Forty-five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.

Source: www.corestandards.org

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

○ Educators, students, and parents have a shared understanding of a set of clear educational standards and what is expected of students

○ Consistent academic framework for preparing students for success in college and work

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C: Clarity. The standards are focused on what’s most important. They are coherent and clear.

C: Collaboration. States can pool resources and expertise to implement the standards.

S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful.

S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.

•Focus: strongly where the standards focus

•Coherence: Think across grades and link to major topics within grades

•Rigor: Require conceptual understanding, fluency, and application

K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

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11

Grade

Cluster Heading

Standards

Cluster Heading

Cluster

Domain

Conceptual Category -Statistics & Probability

Cluster Heading

○ Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

○ Rest on critical processes and proficiencies with longstanding importance in mathematics education.

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1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others4. Model with mathematics

5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Graphic

2 minutes to work on independently Work in table groups to discuss thinking

Small groups Read the 8 practices & predict which you

might see in a classroom working on this task:

What will the students be doing? Use specific language from the practice descriptions

What moves will the teacher be making to support them?

Whole group share out

Inside Mathematics Public Lesson: Quadratic FunctionsWatch the video and capture evidence of the Standards for Mathematical practice in play:(Count off in table groups)

1’s: What are the students doing? Use specific language from the practice descriptions

2’s: What moves is the teacher making to support them?

How is this different from our current assessments?

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School Year Last 12 weeks of the year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

English Language Arts/Literacy and Mathematics, Grades 3-8 and High School

Computer Adaptive

Assessment andPerformance

Tasks

Computer Adaptive

Assessment andPerformance

TasksScope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

PERFORMANCE TASKS

•ELA/Literacy•Mathematics

Re-take option

COMPUTER ADAPTIVE

TESTS

•ELA/Literacy•Mathematics

Optional Interim

Assessment

Optional Interim

Assessment

Class of 2013 & 2014 Algebra 1 EOC OR Geometry EOC (2008

standards, last year given) Class of 2015, 2016, 2017, 2018

Algebra 1 EOC (counts if already passed, test no longer available),

OR Geometry EOC (counts if already passed, test no longer available),

OR new 11th Smarter Balanced Comprehensive Math Test,

OR new Algebra 1 EOC Exit Exam (CCSS-M via SBAC),

OR new Geometry EOC Exit Exam (CCSS-M via SBAC)

Class of 2019 and beyond - 11th Smarter Balanced Math Test

SBAC Assessment Claims for Mathematics

Overall Claim (Gr. 3-8)

Overall Claim (High School)Claim 1

Concepts and Procedures

Claim 2

Problem SolvingClaim 3

Communicating Reasoning

Claim 4

Modeling and Data Analysis

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Grade Level

Number of Assessment

Targets

3 11

4 12

5 11

6 10

7 9

8 10

11 16

Assessment Targets =

Clusters

HS

HS

HS

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace

B. Select and use tools strategically

C. Interpret results in the context of the situation

D. Identify important quantities in a practical situation and map their relationships.

Claim 2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

HS

A. Test propositions or conjectures with specific examples.

B. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.

C. State logical assumptions being used.

D. Use the technique of breaking an argument into cases.

E. Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

G. Determine conditions under which an argument does and does not apply.

Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

HS

A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.

C. State logical assumptions being used.D. Interpret results in the context of a situation.E. Analyze the adequacy of and make improvement to an

existing model or develop a mathematical model of a real phenomenon.

F. Identify important quantities in a practical situation and map their relationships.

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems.

Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

FYI - Same calculator for Part C as for Part B

Same calculator as Part B above

Sample scoring info

Students

Content

Teacher

Inside Mathematics Video excerpts of mathematics lessons correlated with the practice standards, resources on content standards alignment, and videos of exemplary lessons in both elementary and secondary settings.

Illustrative Mathematics Guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards.

Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels.

Publishers Criteria Provides criteria for aligned materials to CCSS. Based on the two major evidence-based design principles of the CCSSM, focus and coherence, the document intends to guide the work of publishers and curriculum developers, as well as states and school districts, as they design, evaluate, and select materials or revise existing materials.

Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.

Regional Math Coordinator created materials on our website:CCSS Transition DocumentsCCSS Implementation PlanCCSS PD modulesCCSS Parent GuidesMore links to CCSS resources