MathematicsCommon Core State Standards (CCSS)

- Math updates (CCSS)- K-12

-Audience: Roton Middle School (Faculty) + Guests

Presenter: Craig M. Creller, K-12 Instructional Specialist

-Date: Monday, March 26, 2012

                

                                                                                                                                                                                                                                                                                                                                                                                                                                                                            

                                                          

Recent Changes in CT…• 2005 – new State “Frameworks” along with the

4th generation CMT

• 2006 – New Connecticut Benchmark Assessment System (CBAS)

• 2007 – First ever Grade level Expectations (G.L.E.s)

• 2009 – First ever Pacing Guides for grades K-8

Recent Changes in America…

• Common Core State Standards movement(CCSS)• - Voluntary, but almost Universal (46 States)• - Two testing Consortiums (PARC & SBAC), both

promising computerized testing and performance assessments.

• - Change in content AND teaching practices

• * Common Core State Standards (CCSS):http://www.corestandards.org/

MISSION

• “The DDDMT will form a District Common Core Transition Committee. The purpose of this subcommittee will be to direct and oversee the transition to Common Core State Standards at all 19 schools.”

• Norwalk Public Schools• District Improvement Plan (DIP)

• 20l1-2014• (p. 22)

ROLES & RESPONSIBILITIES• 1.) member of the CCTT – a subcommittee of the

District Data-Driven Decision Making Team (DDDMT).

• 2.) member and/or leader of a work group assigned by the CCTT.

• 3.) Liaison between the CCTT and your school building.

• * for additional information – Please see expanded description in the packet.

ORGANIZATION• (See chart on next slide or in packet)

Connecticut Assessment and Learning Initiative (CALI) linking the CCSS:

Data TeamsCommon Formative Assessments

Effective Teaching StrategiesDecision Making for Results

The Role of the District Common Core Transition Team (CCTT) and Stakeholders of the Norwalk Public Schools (NPS) Community

The District Common Core Transition Committee (CCTT) is a subcommittee of the District Data Team. The purpose of the CCTT is to direct and oversee the transition to Common Core State Standards at all 19 schools with clear and consistent communication to all NPS stakeholders.

Monitors and evaluates Monitors and assesses

Monitors progress of

Maintains communication with

Communicates vision to

Coordinates

Focused on CCSS

State Dept of Education required

English Language Arts

K-12

MathK-12

Develops curriculum & professional development

PRIORITY # 1

•COMMUNICATION • Strategy #1 - Develop the multi-media

communications package about the CCSS• Strategy #2 – Develop the internal and

external roll out plan

FUTURE PRIORITIES• Stakeholder Involvement and Collaboration

• Technology

• District Capacity

• Leadership Development

• Funding

QUESTIONS…

Major Shifts K-5• Numeration and operation intensified, and introduced earlier

• Memory of basic addition and multiplication facts at specific grades

• Early place value foundations

• Regrouping as composing / decomposing

• Specific references are made to using the “standard algorithm”

• • Emphasis on using unit fractions

• • Emphasis on number line as visualization /structure

• Focus on properties of operations

Why GO Math???

• Alignment to Common Core – 100%• English Language Learner (ELL) accessibility – Not just

translations, Audio components, Interventions & Activities.

• Differentiation and SRBI interventions – Tiered instruction, Enrichment, Strategies & Materials.

• Teacher and Technology tools – PD Tutorials, Abundant resources, Data warehouse and control, electronic assessment, unlimited access…

Math CONTENT changes… Surprises

•Some topics held “sacred” at certain grade levels have changed.

•K – No time, money, calendar, graphs or patterning. Count by 10’s and 1’s to 100, using fingers to represent addition and subtraction.

•Gr. 1 – No money or fractions. Count, read, write and represent numbers to 120.

•Gr. 2 – No fractions, perimeter and area. Memory of all addition facts.

•Gr. 3 – Memory of all multiplication facts. Study of fractions begins.

•Gr. 4 – Fluently add and subtract multi-digit problems using the standard algorithm. Emphasis on unit fractions and using the numberline.

•Gr. 5 – No ratio, proportion and percent – starts in grade 6.

•Gr. 6-12 – To be determined (2018-2021); but we know there will be “EXIT” exams in Algebra 1, geometry, biology, American history, and grade 10 English as per CT Statute 10-221.

Math PRACTICE changes …

Instructional Shifts in MATH

• FOCUS“Less is more”, “Depth over Breadth”, Fewer topics

• COHERENCEDevelopmentally appropriate progressions: ie – What can or should a

child learn at each grade level

• RIGOR (balanced)Fluency (“fast & accurate”), Concepts (“Deep Understanding”) &

Application (“Real World”)

MATH Department Update

• K-5 Common Core Curriculum and Pacing Guides already complete (and on website).

• Textbook/program already chosen and being piloted in 6 elementary schools. All 12 schools begin September 2012 (GO Math).

• Ongoing PD for Teachers and Administrators.• 6-8 program already selected and PD and pilots begun (Big

Ideas).• 9-12 – To be determined. CT has delayed reform to 2018-

2021. Curriculum drafts have been released; Expect exit exams.

Key PointsFocus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.Balance of concepts and skills• Content standards require both conceptual

understanding and procedural fluency.Mathematical practices• Foster reasoning and sense-making in mathematics.College and career readiness• Level is ambitious but achievable.

Design and OrganizationStandards for Mathematical Practice• Carry across all grade levels• Describe habits of mind of a mathematically expert student

Standards for Mathematical Content• K-8 standards presented by grade level• Organized into domains that progress over several grades• Grade introductions give 2–4 focal points at each grade level• High school standards presented by conceptual theme

(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

STATE OF CONNECTICUT RFI - 11SDE0099RFI

Department of Education Request for Information

For Next Generation Statewide Assessment

Related to Common Core State Standards

Issue Date: May 16, 2011

CCSS is coming …

• “The Connecticut Frameworks was a guiding document for statewide curriculum until July 2010 when the State Board of Education adopted the CCSS, which is the current guidance for curriculum.”

Exit exams for Secondary subjects…

• “Finally, Connecticut General Statutes Section 10-221 provides that, beginning with classes graduating in 2018, a requirement for graduation will be for students to pass five end-of-course examinations. These examinations are for the following high-school courses: Algebra 1, geometry, biology, American history, and grade 10 English. The CSDE is expected to develop and administer these examinations.”

Curriculum Revision ScheduleContent Areas

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

ELL

K-5 Implementation 6-8 Implementation 9-12 Development

K-5 Implementation 6-8 Implementation 9-12 Implementation

K-5 Evaluation 6-8 Implementation 9-12 Implementation

K-5 Development 6-8 Evaluation 9-12 Implementation

K-5 Implementation 6-8 Development 9-12 Evaluation

ScienceK-12 Implementation K-5 Implementation

6-12 Evaluation

K-5 Program Evaluation 6-12 Development

K-12 Development K-5 Development 6-12 Implementation

Business 9-12 Evaluation 9-12 Development 9-12 Implementation 9-12 Implementation 9-12 Implementation

Social StudiesImplementation K-5 Implementation

6-12 Evaluation K-5 Evaluation 6-12 Development

K-5 Development 6-12 Implementation

K-5 Implementation 6-12 Implementation

Mathematics K-12 Evaluation Development Implementation Implementation Implementation

Language ArtsK-5 Implementation 6-12 Implementation

K-5 Implementation 6-12 Evaluation

K-5 Evaluation 6-12 Development

K-5 Development 6-12 Development

K-5 Development 6- 12 Implementation

World Languages

6-12 Implementation Evaluation Development Implementation Implementation

Physical Education

Implementation Evaluation Development Implementation Implementation

Art K-12 Implementation Evaluation Development Implementation Implementation

Music K-12 Implementation K-12 Implementation Evaluation Development Implementation

Academically Talented

Development Implementation Implementation Implementation Evaluation

Family and Consumer Sciences

Program Implementation

Program Implementation

Evaluation Development Program Implementation

Health Program Evaluation Development Implementation Implementation Implementation

Technology Education

Implementation Implementation Program Evaluation Development Implementation

Pre-School Program Evaluation Development Implementation Implementation Implementation

Two 6-8 paths in CCSS

• 1.) “Traditional” – 6th, 7th, 8th (Pre-Algebra)

• 2.) “Advanced/accelerated – 6th, 7th, 8th(Algebra)

• Norwalk/Roton – Very advanced – 6th, 7th (Algebra) & 8th (Geometry)

QUESTIONS…

Resources/Links/Contacts• Norwalk Common Core (CCSS) math website:

http://portal.norwalkps.org/curriculum/K12/math/Pages/Common%20Core(Math).aspx

• More CCSS info: http://www.smartbrief.com/servlet/encodeServlet?issueid=7AEA4AE6-593B-4FE7-BECE-AB23F4BA7311&sid=156fe0e9-3089-4f61-85db-959fe27118bd

Craig M. CrellerK-12 Instructional Specialist, MathematicsNorwalk Public Schools(203)-854-4111, crellerc@norwalkps.org

Sandra FisherNumeracy CoachNorwalk Public Schools(203)-854-4111, fishers@norwalkps.org

Leeann GlickNumeracy CoachNorwalk Public Schools(203)-854-4111, glickl@norwalkps.org