Interpreting CaCCSS Comparing the New and Former CA Mathematics Standards
Desired Outcomes In this activity, participants will: • Identify examples of increased clarity and specificity in the new standards at your grade level • Describe similarities and differences of the old and the new standards by using the crosswalk documents • Discuss implications for teaching and learning • Identify areas where you would like support in implementation
Crosswalk Activity – Individual Work • Highlight standards or parts of standards that you currently teach and are comfortable with. • Boxanything new. • Circle any terms or phrases that are unfamiliar or unclear to you, or anything you wish to explore further.
Structure of the Standards Comparison Table How to read this crosswalk • Column 1: Mathematics Standards for 2011 • Column 2: Related standards from 1997 California Math Standards (may be direct or partial relationship; more than one standard may match) • Column 3: Appropriate comments Unmatched standards – those no longer taught at the specific grade level • 2011 standards that match at a different grade level • 1997 standards that are not included in the 2011
Main Activity Overview • We will examine the new standards through: • Individual work time to mark up our Standards (20 minutes) • Complete the comments on the comparison document (10 minutes) • Complete Summary Sheet (10 minutes)
Crosswalk Summary Sheet In a small group, discuss the following summary questions. • In general, describe how the new standards are clearer and more precise than the former standards. • How will the topics at your grade level change? • How do you envision these new standards changing the teaching and learning (i.e., instruction) in your school/classroom? • What specific areas from your grade level would you like to further explore?
Grade Shifts: Examples © 2011 California County Superintendents Educational Services Association • Mathematics General Overview Developed by SCFIRD