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North Carolina Department of Public Instruction Curriculum and Instruction Division

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  1. North Carolina Department of Public InstructionCurriculum and Instruction Division “FOCUS” on CCSS-M Spring 2012 RESA K-5 Mathematics

  2. Introductions Microsoft

  3. Agenda • Assessment Overview • Professional Development • Three Mathematical Shifts: Focus • Major Work of the Grade • Mile Wide and an Inch Deep • Mathematical Task • Navigating through Navigations

  4. Norms • Listen as an Ally • Value Differences • Maintain Professionalism • Participate Actively 9/16/2014 • page 4

  5. Breaks Parking Lot cc: Microsoft.com cc: Microsoft.com Technology Session Materials cc: Microsoft.com cc: Microsoft.com

  6. K-2 ASSESSMENT

  7. K-2 State Assessment Requirements • State Statute(115C-174.11): • (a) Assessment Instruments for First and Second Grades. – The State Board of Education shall adopt and provide to the local school administrative units developmentally appropriate individualized assessment instruments consistent with the Basic Education Program for the first and second grades, rather than standardized tests. Local school administrative units may use these assessment instruments provided to them by the State Board for first and second grade students, and shall not use standardized tests except as required as a condition of receiving federal grants.

  8. K-2 State Assessment Requirements • The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.

  9. K-2 State Board Requirements Intended purposes of these assessments: • to provide information about the progress of each student for instructional planning and early interventions; document growth over time • to inform parents about the status of their children relative to grade-level standards • to provide next-year teachers with information about the status of each of their incoming students • to provide the school and school district information about the achievement status and progress of groups of students in K, 1, and 2

  10. K-2 Assessment • 2012 K-2 Assessment Committee • Identify Assessment Critical Components. • Write K-2 Assessment Items. • Re-design the K-2 Observation Profile. • Create a “How To” resource for assessment implementation. • Completion & Distribution: June 15* *Final date subject to change

  11. K-2 Assessment • On-Going Assessment • Bank of Items • 1-3 items per cluster/standard • Mostly consists of Performance Tasks • Summative Assessment • Focuses on the Critical Areas • Mostly consists of Performance Tasks • Is in similar format to current summative assessment • Distributed only to each LEA K-2 Math Administrator

  12. 3-5 ASSESSMENT

  13. Timeline for Common Core Mathematics Implementation Common Core State Standards Adopted June, 2010

  14. Technology and Testing Content of the North Carolina assessments is aligned to the CCSS-M; however, the technology will not be as sophisticated as in assessments created by the Smarter Balanced Assessment Consortium (SBAC).

  15. Let’s look at a familiar problem…

  16. a. Which of the following represents ? b. c. d.

  17. Same problem- a new twist…

  18. For numbers 1a – 1d, state whether or not each figure has of its whole shaded. 1a. ο Yes ο No ο Yes ο No 1b. ο Yes ο No 1c. ο Yes ο No 1d.

  19. Turn and Talk • This item is worth 0 – 2 points (depending on the responses). • What series of Yes and No responses would a student earn • 2 points? • 1 point? • 0 points?

  20. For numbers 1a – 1d, state whether or not each figure has of its whole shaded. 1a. ο Yes ο No ο Yes ο No 1b. ο Yes ο No 1c. ο Yes ο No 1d.

  21. Or numbers 1a - 1d, state whether or not each figure has of its whole shaded. 2 points: YNYN 1 point: YNNN, YYNN, YYYN 0 point: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN NYYY, NYNY, NNYN, NNNY, YYNY, YNYY

  22. Let’s Do Some Math!

  23. Sample Open-Response Question In the barnyard is an assortment of chickens and pigs. Counting heads I get 13; counting legs I get 46. How many pigs and chickens are there? - Bill McCallum, 2012

  24. Standards for Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  25. http://www.k12.wa.us/smarter/

  26. Shifting Gears…. How did you become an effective teacher?

  27. PHI DELTA KAPPA InternationalResearch Bulletin “If we spend more money on traditional form of professional development, such as workshops, conferences, presentations, and courses remotely related to the daily challenges of teaching, we can expect little return on our investments.”http://www.pdkintl.org/research/rbulletins/resbul27.htm

  28. Key Points Professional development should involve teachers in the identification of what they need to learn and, when possible, in the development of the learning opportunity and/or process. Phi Delta Kappan, 2005

  29. Key Points Professional development should be primarily school based and integral to the school operations. Phi Delta Kappan, 2005

  30. Key Points Professional development should provide opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned. Phi Delta Kappan, 2005

  31. “Despite virtually unanimous criticism of most traditional forms of professional development, these ineffective practices persist.” Phi Delta Kappan, 2005

  32. Horizon Research • After a one year study on the traditional model of Professional Development, the study found… • Impact on teachers’ use of instructional practices to elicit student thinking

  33. “But NO Impact on….” • Teacher content knowledge • Teachers’ use of representations in instruction • Teachers’ focus on mathematics reasoning in instruction • Student achievement Garet et al., 2010

  34. What Works? Effective Teacher Development • Collaboration • PLCs • Coaching Steve Leinwand, 2012

  35. Turn and Talk • Take a moment to: • Reflect on the information about effective teacher development. • Share strategies for supporting teacher development.

  36. Three Mathematical Shifts Focus Coherence Rigor

  37. Coleman & Zimba (2012) www.achievethecore.org

  38. PLC for Today • Norm • Keep a focus on the students • Goal • Know and articulate the major work of your grade level or course.

  39. A focus on “FOCUS” • In your PLC: • Discuss the three topics provided for each grade level. • Decide which of the three should not receive intense focus at the indicated grade.

  40. Table of Contents

  41. Time to Reflect

  42. Major Work