Common Core State Standards Mathematics High School CC Lanier Maria Ordoyne

Common Core State Standards Mathematics

High School

CC Lanier Maria Ordoyne

Agenda• Implementation

OverviewReform Implementation ScheduleTextbook Adoption Schedule

• Mathematical StandardsMathematical PracticesCritical Focus AreasMathematics GlossaryVideo and Numbered Heads TogetherTerminologyThe Crosswalks

How to read a crosswalk document – Version BComparison Charts

How to read content comparison documentWest Ed Content

Louisiana State Department • Assessments

Testing SchedulePARCC overview

• Resources• Mind Map Closing Activity

We will win the raceWe will win the raceRelaxRelax

Louisiana Department of EducationLouisiana Department of Education 44

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

PreK Current Current New New

K Current New New New

Grade 1 Current New New New

Grade 2 Current Transitional New New

Grades 3-8 Current Transitional Transitional New

High School

Current Transitional Transitional New

Implementation OverviewNew assessments and new LCC for ELA and mathematics will

be phased in over several years

No changes - current curriculum, current assessments

Curriculum and assessments based on CCSS only

Curriculum - some GLEs deleted, some GLEs remain, some CCSS added

Assessments – based on GLEs that remain in curriculum

Louisiana Department of EducationLouisiana Department of Education

Curriculum Implementation Plan

ELA and Math Implement

• new LCC in grades K -1 aligned to ELA and math CCSS

• transitional LCC in grades 2 and higher in ELA and math

Create

• new LCC for grades 2 and higher aligned to ELA and math CCSS

2012-13: Transition Year #1

55

Social Studies and Science Implement

• new LCC* in Civics and US History courses (required)

• new LCC* in World Geography and World History (recommended)

Create

• new LCC in grades K-12 science

*or locally-developed curriculum

Create new PreK integrated curriculum based on CCSS and new social studies and science standards



ELA and Math

Implement

• new LCC in grades 2 and higher in ELA and math

Continue to use

• transitional LCC in grades 3 and higher

2013-14: Transition Year #2

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Social Studies and Science

Continue to use

• new LCC in Civics and US History courses (required)

• new LCC in World Geography and World History (recommended)

Implement new PreK integrated curriculum based on CCSS and new social studies and science standards



• Full Implementation at all grades and core content areas– Common Core State Standards in ELA and math– State-revised standards for social studies and science– New LCC for all grades and subjects

• According to the 5/3/12 LDE newsletter from State Superintendent, John White, “..the state will no longer produce a Louisiana-specific comprehensive curriculum. Instead, districts will choose from curricular materials and frameworks that are nationally validated. This means that districts will have the freedom to select the materials that align to the needs of their students, while teachers will have freedom to determine the set of classroom activities that will get students to achieve ambitious goals.”

2014-15: Full CCSS Implementation

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Louisiana Reform Implementation Schedule

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Draft July 2010 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Standards Common Core Standards/State Standards

BESE adopts English/Math standards (June 2010)

English/Math Standards Awareness; BESE adopts state Sci/SS standards

Revised Comprehensive Curriculum

E/M/S/SS Curriculum developed

Transition to new curriculum required

Transition to new curriculum required

Implementation required

Assessments LEAP/iLEAP/GEE

LEAP/iLEAP/GEE LEAP/iLEAP/GEE LEAP/iLEAP/GEE (gr 11 only)

LEAP/iLEAP LEAP/iLEAP

End-of-Course (current standards)

Algebra 1, English 2, Geometry

Algebra 1, English 2, Geometry, Biology

Algebra 1, English 2, Geometry, Biology, English 3

Algebra 1, English 2, Geometry, Biology, English 3, American History

Algebra 1, English 2, Geometry, Biology, English 3, American History

3-8 and EOC consortium tests (based on CCSS)

Item development Item development Field tests Field tests New 3-8 and EOC tests implemented

EAGLE ELA: 3-12 Math: 3-12 Science: 9-12 SS: 9-12

ELA: 1-12 Math: 1-12 Science: 4, 8, 9-12 SS: 4, 8, 9-12

ELA: 1-12 Math: 1-12 Science: 3-12 SS: 3-12




Accountability Accountability Model

AUS bar to 65; begin adjusting grad index w/grad rate

AUS to 75; EOC replaces GEE in accountability/implement value added

New accountability model based on common assessments

Letter grade accountability

Develop model Implement letter grades

Teacher accountability

Develop web tools, model, and pilot 24 schools, curriculum verification begins statewide

Develop training tools, lock in model, pilot roll out in 20 districts

First year live implementation, but no stakes attached

First year implementation at 50% of teacher evaluation


Textbook Adoption ScheduleNOTE: Adoption schedule may follow current cycle with changes made to follow and align with any planned revisions to state content standards, Grade-Level Expectations, and/or state assessment

content. (Bulletin 1794, Section 901 Adoption Cycle)

99

State Adoption 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

School District Implementation 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

World

Languages (Includes

Immersion)

English as a Second

Language (ESL)

Handwriting

Music and

Arts

Health and Physical

Education

Mathematics

K-12

K-2 Mathematics

K-5 Reading/

English Language

Arts

K-12

Social Studies

3-12

Mathematics

6-12 Reading/ English

Language Arts

Reading

and Literature

K-12

K-12 Social

Studies

Language

Arts K-12

Career and Technical Education

Career and Technical Education

K-12 Science

Computer Education

Health and

Physical Education

Science

K-12

Computer Education

Health and

Physical Education

World

Languages (Includes

Immersion)

English as a Second

Language (ESL)

Handwriting

Music and

Arts

World

Languages (Includes

Immersion)

English as a Second

Language (ESL)

Handwriting

Music and

Arts

K-12 Mathematics

According to the 5/3/12 LDE newsletter from State Superintendent, John White

“BESE empowered districts to choose the texts best for them, by eliminating the requirement Bulletin 741 that districts spend 90 percent of textbook budgets on state-approved items. In the years to come, textbook publishers will be producing content that is meant to align with the Common Core standards. So in the years to come, the state will assess the quality of all available texts and will make recommendations to districts. But district leaders and school leaders should be free to choose the content that is best for their children. At the same time, texts will be increasingly digital, allowing for regular updating of textbooks, and allowing teachers to modify, mix, and develop texts themselves. We have begun a pilot assessment of 10 districts' technological capacity (devices, broadband, and electrical) and will be expanding this to every district in the months to come, providing you a picture of how ready your schools are to use digital content. The assessment will result in a "district technology footprint" that will guide you in making technology investments, as you consider how to transition from a paper-and-pencil world to one where students read, work, and text on tablets and laptops.”

https://mail.tangischools.org/owa/redir.aspx?C=30b1af2f4df4492aa4a0b11ae4d5a8ec&URL=http%3A%2F%2Fr20.rs6.net%2Ftn.jsp%3Fe%3D001RhRtFrUjfiEkVR3sOkr4DCLdlPvbOsYU-YEJSFZzhut98ayxZxyBKBfXhD5_Pzll8pvV25Xp_6JZ0JL3S81C4y-o5auQzWnMwNpJAxSyTnPwn9efVMaC5Cn1hTZX6pj0gNUjuHFGBdQgo0VEZjGRp4gTAMyfxGYw

Mathematics Standards

• 8 Mathematical Practices• Conceptual Categories• Pathways• Mathematics Glossary• Video and Numbered Heads Together• The Standards

• Crosswalk Documents – Version B• Content Comparison Documents• LDE Document

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

High School Conceptual High School Conceptual CategoriesCategories

• The big ideas or critical areas that connect mathematics across high school

• A progression of increasing complexity• Description of the mathematical content to

be learned, elaborated through domains, clusters, and standards

Conceptual Categories • Number and Quantity

• The Real Number System• Quantities• The Complex Number System• Vector and Matrix Quantities

• Algebra• Seeing Structure in Expressions• Arithmetic with Polynomials and Rational Expressions• Creating Equations• Reasoning with Equations and Inequalities

• Functions• Interpreting Functions• Building Functions• Linear, Quadratic, and Exponential Models• Trigonometric Functions

Conceptual Categories

• ModelingModeling links classroom mathematics and statistics to everyday

life, work, and decision-making. Technology is valuable in modeling. A model can be very simple, such as writing

total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object.

• Geometry• Congruence• Similarity, Right Triangles, and Trigonometry• Circles• Expressing Geometric Properties with Equations• Geometric Measurement and Dimension• Modeling with Geometry

• Statistics and Probability• Interpreting Categorical and Quantitative Data• Making Inferences and Justifying Conclusions• Conditional Probability and the Rules of

Probability• Using Probability to Make Decisions

Conceptual Categories

High School Pathways• Traditional Pathway: Consists of two

algebra courses and a geometry course, with some data, probability, and statistics infused throughout each

• Integrated Pathway: Typically seen internationally, consisting of a sequence of 3 courses, each of which treats aspects of algebra; geometry; and data, probability, and statistics.

• Louisiana is following the Traditional Pathway.

How to Read the Pathways

• Each pathway consists of two parts. • The first is a chart that shows an

overview of the pathway. Organized by course and by conceptual category these charts show which clusters and standards appear in which course. All high school standards in the CCSS are located in at least one of the courses in this chart.

Courses

Clusters, notes, and standards

Domain

Conceptual Category

• The second part of the pathways show the clusters and standards as they appear in the courses. Each course contains the following components:• An introduction to the course and a list of the

units in the course• Unit titles and unit overviews. Units are critical

areas.• Units that show the cluster titles, associated

standards, and instructional notes

It is important to note that the units (critical areas) are intended to convey coherent groupings of content. The clusters and standards within units are ordered as they are in the Common Core State Standards, and are not intended to convey an instructional order.

Unit and Title Overview

Standards associated

with cluster

Cluster

Instructional Note

• Mathematics Glossary• Video

www.teachingchannel.org/videos/common-core-state-standards-for-math

• Numbered Heads Activity• Groups number off 1 – 4• QUESTION• Think Time – 30 seconds• At signal stand - Heads Together• When team reaches a consensus, take a seat.• Instructor calls a number• The individual with that number stands to answer

question.• Repeat

http://www.teachingchannel.org/videos/common-core-state-standards-for-math

http://www.teachingchannel.org/videos/common-core-state-standards-for-math


CCSS Mathematics Terminology

2323


Math CCSS ID Numbers

2424

7.NS.2Grade Domain Standard

Number

The math Common Core State Standards document provides each domain name and its abbreviation. The domain in this example is The Number System.

Format of High School Standards

STEMSTEMSTEMSTEM

ModelingModelingModelingModeling

Regular Regular StandardStandardRegular Regular

StandardStandard

• The Standards

• Crosswalk Documents – Version B

• Content Comparison Documents• LDE Document


Common Core State Standards

Crosswalk Documents


Page 1: How to Read Crosswalk Document

2828

There are two versions of the crosswalks for each grade, each under a separate tab in the EXCEL file (see graphic).

•Version A starts with the CCSS and identifies the GLE or GLEs that best match the content of the CCSS.

•Version B starts with the GLE and identifies the CCSS that best matches the GLE.

Crosswalks are in EXCEL Format

The tabs labeled MathVersA-All and MathVersB-All contain the math alignments for all grades on a single worksheet.

In the ELA crosswalk, the tabs are labeled ELAVersA-All and ELAVersB-All.


Page 3: How to Read Math Version B Document


Common Core State Standards

Grade-Level Content Comparison Reports


Page 1: How to Read Math Content Comparison





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3434


Grade 4 MathematicsGLEs and CCSS to be taught in 2012-13 and 2013-14

[1] This GLE was moved to another grade but will be taught and tested in this grade to decrease the possibility that the transition will create curricular gaps.

M.4.1

Read and write place value in word, standard, and expanded form through 1,000,000

4.NBT.1

4.NBT.2


Assessment Transition Plan

ELA and Math

2012-13 and 2013-14: Transitional assessments for grades 3-8 and high school• Aligned with transitional LCC

• Adjust by using existing items that best align with CCSS that match GLE

– Content focus may change

– “Cut scores” and level of difficulty will remain the same

– Omit content that will be discontinued, emphasize existing content that aligns with CCSS

– New CCSS content will not be added until 2014-15

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Science and Social Studies

2012-13 and 2013-14:

• New US History EOC

• No change in other social studies and science assessments (still under consideration)


• PARCC will develop an assessment system composed of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.

– Two formative assessment components designed to • Generate timely information for informing instruction, interventions, and

professional development during the school year

• In ELA/literacy, an additional third formative component will assess students’ speaking and listening skills

– Two summative assessment components designed to• Make “college- and career-readiness” and “on-track” determinations

• Measure the full range of standards and full performance continuum

• Provide data for accountability uses, including measures of growth

2014-15 PARCC Assessment Plan

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2014-15 PARCC Assessment Plan

• Formative Assessment Components:

– Early Assessment • indicator of student

knowledge and skills • allows instruction,

supports, and professional development to be tailored to meet student needs

– Mid-Year Assessment• performance-based

items and tasks• emphasis on hard-

to-measure standards

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• Summative Assessment Components:

– Performance-Based Assessment (PBA) administered as close to the end of the school year as possible.

• ELA/literacy PBA focus - writing effectively when analyzing text

• Mathematics PBA focus - applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

– End-of-Year Assessment (EOY) administered after approx. 90% of the school year.

• ELA/literacy EOY focus - reading comprehension

• Math EOY - composed of innovative, machine-scorable items

Resourceshttp://illustrativemathematics.org/

Mind Map ActivityQuestions Answers

If we don’t know the answer, we can use a life lineComplete the on-line evaluation in the staff development portal

http://illustrativemathematics.org/


Math Common Core State Standards

Implementatio

n

Math practices

Standards

Assess

ment

Mind MapEXAMPLE