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Let’s Get Ready to Rumble…..

Let’s Get Ready to Rumble…. Common Core State Standards VS. YOU. Please Sign In!. Agenda – PART 1 (Make-up) Thursday, December 15, 2011. Change is coming! What I “Think” I know about CCSS Teach Less – Learn More With David Coleman CCSS Background

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Let’s Get Ready to Rumble…..

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  1. Let’s Get Ready to Rumble….. Common Core State Standards VS. YOU Please Sign In!

  2. Agenda – PART 1 (Make-up)Thursday, December 15, 2011 • Change is coming! • What I “Think” I know about CCSS • Teach Less – Learn More • With David Coleman • CCSS Background • What are CCSS and Why are they important? • SC Dept. of Ed. Video – Implementing the CCSS • Wrap UP

  3. Stages of Change Not Ready

  4. Stages of Change Getting Ready

  5. Why this is important • Every state had its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

  6. Stages of change Ready

  7. Stages of change - resources • Hord, Shirley (1990), “Realizing School Improvement Through Understanding the Change Process,” Issues… about Change, Volume 1 Number 1, http://www.sedl.org/change/issues/isssues11.html, April 7, 2011. • Also see Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon, p. 61, 63.

  8. CCSS – What I Know • Using chart paper – 2 minutes • List all that you “think” you know about CCSS • Share – 1 minute

  9. CCSS – Knowledge Sheet • As we go through this introduction, use this sheet to record new findings about CCSS

  10. What do you think of when you hear…. • Common • Collaborative (multi-states) • Core • Focus (spending more time on fewer things)

  11. What is the difference? 2007 Math Standards CCSS

  12. Teach Less – Learn More • What does this mean? • Do less more effectively (fewer things done well)  • This is the CORE of the Common Core • David Coleman’s Math Intro

  13. Just a little background… • College and career readiness standards developed in summer 2009 • What this actually means… • Based on the college and career readiness standards, K-12 learning progressions developed • Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public • Final Common Core State Standards released on June 2, 2010

  14. So, what are the CCSS? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • State led – coordinated by NGA Center and CCSSO

  15. Assessment Consortia • Partnership for the Assessment of Readiness for College and Careers (PARCC)http://www.fldoe.org/parcc/ • SMARTER Balanced Assessment Consortium http://www.k12.wa.us/SMARTER/

  16. Implementing CCSS • Challenge: • CCSS assessments not available for several years (2014-2015 deadline) • Recognizing that CCSS are not “business as usual”

  17. Straight from the horse’s mouth… • What you need: • Your CCSS – open to page 5 • Implementation sheet – from Helms/Griffin • CCSD Transition Plan – from H/G • Format of K-8 Standards sheet – from H/G Implementing CCSS – segment 1

  18. What’s different about CCSS? These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

  19. CCSSMath Please Sign In!

  20. Agenda – PART 2Tuesday, December 13, 2011 • CCSS for Mathematics • Design and Organization • Standards for Mathematical PRACTICE • Standards for Mathematical CONTENT • What the CCSS promise… • What’s next?

  21. CCSS for Mathematics In a nutshell

  22. Two types of mathematics standards • Standards for Practice • Standards for Content

  23. Design and Organization Standards 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 • These do not mean, “skip everything else” • High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

  24. Key Advancements Focus and coherence • Focus on key topics at each grade level. • Coherent progressions across grade levels. Balance of concepts and skills • Content standards require bothconceptual understandingand procedural fluency. Mathematical practices • Foster reasoning and sense-making in mathematics. College and career readiness • Level is ambitious but achievable.

  25. Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

  26. Underlying Frameworks National Council of Teachers of Mathematics 5 ProcessStandards • Problem Solving • Reasoning and Proof • Communication • Connections • Representations NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

  27. Conceptual Understanding Strategic Competence Productive Disposition Adaptive Reasoning Procedural Fluency Underlying frameworks Strands of Mathematical Proficiency NRC (2001). Adding It Up. Washington, D.C.: National Academies Press.

  28. Strands of mathematical proficiency • Conceptual Understanding– comprehension of mathematical concepts, operations, and relations • Procedural Fluency– skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • Strategic Competence– ability to formulate, represent, and solve mathematical problems • Adaptive Reasoning– capacity for logical thought, reflection, explanation, and justification • Productive Disposition– habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy.

  29. Standards for mathematical practice • 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.

  30. The standards for mathematical practice Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice? Mathematically Proficient Students… We will delve deeper into each of these 8 mathematical practices during our after school sessions.

  31. A closer look at… Mathematical Content

  32. Progression Model • Coherence in mathematics: everything you learn, builds…it’s not wasted

  33. Major Flows leading to Algebra Whole numbers and their manipulation What you learn about the role of operations, like the role of subtraction, like the commutative property Crucial

  34. You may see…3.NBT.2This refers to the 3rd grade Number and Operations in Base Ten standard 2

  35. The promise of standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

  36. “Elementary school teachers will be the busiest. They are critical to the success of this Common Core initiative yet have more than mathematics to teach. …as Denise Mewborn wrote, “solve a problem several different ways, compare and contrast the various solution strategies, explain the connections among the strategies,” and “explain why each strategy works”? Whoa: That is a lot. But that sounds to me like a darn interesting and valuable class – and a class that will prepare students for thoughtful and successful mathematics study in the future.” • Mathematics musings: the Common Core, algebra, and instruction by Abner Oakes

  37. Next steps… • We have seen an overview. • Our next step will be to look at the “meat” of CC. • We will do this through a comparative lens…comparing what we are teaching to what is required by the CCSS.

  38. Questions:

  39. Resources • http://www.mathedleadership.org/ccss/materials.html • www.insidemathematics.org • http://player.discoveryeducation.com/index.cfm?guidAssetId=DF245DFE-F3E8-478A-BC7C-58FD1C4CA1AD&blnFromSearch=1&productcode=US • www.assm.us • www.nctm.org

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