An Introduction to the Kansas Common Core Standards for Mathematics

1. An Introduction to the Kansas Common Core Standards for Mathematics KATM ANNUAL CONFERENCE October 3, 2011 Margie Hill - University of Kansas Sarah Meadows—Topeka, USD 501

2. BASIC INFORMATION ON THE COMMON CORE STANDARDS • A joint initiative of the Council of Chief State School Officers (CCSSO) and the National Governors Board • Intent is to create a more consistent and focused vision for mathematics teaching and learning across the country • 48 states and 6 territories have formally adopted the Common Core. • Kansas officially adopted these in Oct. 2010

3. CHARACTERISTICS • Fewer and more rigorous. • Aligned with college and career expectations • Internationally benchmarked • Rigorous content and application of higher-order skills. • Builds on strengths and lessons of current state standards. • Research based

4. INTENT OF THE COMMON CORE • The same goals for all students • Coherence • Focus • Clarity and Specificity

5. COHERENCE • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned

6. FOCUS • Key ideas, understandings, and skills are identified • Deep learning of concepts is emphasized • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

7. CLARITY AND SPECIFICITY • Skills and concepts are clearly defined • Being able to apply concepts and skills to new situations is expected

8. BENEFITS TO ADOPTING THE COMMON CORE STANDARDS • Allows collaborative professional development based on best practices • Allows development of common assessments and other tools • Enables comparison of policies and achievement across states and districts • Creates potential for collaborative groups to get more economical mileage for: • Curriculum development, assessment, and professional development

9. THE STANDARDS FOR MATHEMATICS 3 Major Sections The Practice Standards The Content Standards for grades K-12 Appendix A (a resource for high schools) Source:

10. Standards for Mathematical Practice pp.6-8 The Core of the Core Standards Source:

11. WHAT ARE PRACTICE STANDARDS? The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

12. 8 Standards for Mathematical Practice Source:

13. THE CONTENT STANDARDS Some of the major changes for Kansas A.) Format and terminology of the components B.) Content coverage at earlier grade levels C.) High School encompasses grades 9-12 versus 9-10 AND includes two levels--non-advanced (intended for ALL students) and advanced (higher level content especially important for all students pursuing STEM fields)

14. COMPARING COMPONENTS Structure of former Ks. Standard Documents STANDARD BENCHMARK INDICATOR Structure of Ks. Core Document DOMAIN CLUSTER STANDARD

15. Format of Mathematics Content Standards • Domains:overarching ideas and larger grouping of related standards • Clusters:illustrate progression of increasing complexity from grade to grade; related standards within a domain • Standards:define what students should know and be able to do at each grade level – part of a cluster

16. FORMAT OF THE COMMON CORE K-8 Grade Domain Cluster Standards (There are no preK Common Core Standards) High School Conceptual Category Domain Cluster Standards

17. COMPARING COMPONENTS Structure of former Ks. Standard Documents 4 STANDARDS—Number/Computation Algebra Geometry Data were consistent across all grade levels Structure of Ks. Core Document DOMAINS— Number of and names of domains vary across the grade levels HOWEVER coherence still exists

18. Coherence: Flows leading to Algebra K-5 6-8 High School

19. Critical Areas Grade Levels

20. Grade Level - Overview Domains Ratios and Proportional Reasoning The Number System Expressions and Equations Geometry Statistics and Probability Cluster Statements

21. Page 42 Domain Grade Level Standard Format of K-8 Standards 6.NS.1 Cluster Cluster Standard Standard Standard

22. HIGH SCHOOL FORMAT No individual grade levels are used. 6 CONCEPTUAL CATEGORIES provide the main organizing structure Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

23. Page 60 Conceptual Category Number & Quantity Domain Standard Standard High School Format N-RN.1 Cluster Cluster Standard

24. Regular Standard High School Format Modeling STEM

25. DOMAINS, CLUSTERS & STANDARDS How many of each?

26. HIGH SCHOOL DETAILSDOMAINS, CLUSTERS & STANDARDS

27. HELPING HIGH SCHOOLS TO INFUSE THE CORE STANDARDS INTRODUCING APPENDIX A

28. HIGH SCHOOL PATHWAYS • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses • The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates

29. HIGH SCHOOL PATHWAYS • Four years of mathematics: • One course in each of the first two years • Followed by two options for year three and a variety of relevant courses for year four • Course descriptions • Define what is covered in a course • Are not prescriptions for the curriculum or pedagogy

30. HIGH SCHOOL PATHWAYS • Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional) • Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.

31. APPENDIX A

32. NEW STATE ASSESSMENTS Created and used by a 32 state consortium Will measure student progress based on the Core Curriculum Standards Most likely to arrive in spring 2015 Still in the planning stages but a few details on how things look for now— • Given during the last 12 weeks of the school year at grades 3rd through 8th and at 11th grade • Computer Adaptive • Varied item formats—NOT JUST MULTIPLE CHOICE Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

33. ADDITIONAL INFORMATION • For grades preK-8, a model of implementation can be found in NCTM’s CURRICULUM FOCAL POINTSPoints • For the secondary level, please see NCTM’s FOCUS IN HIGH SCHOOL MATHEMATICS: REASONING AND SENSE MAKINGin Hi • gh School Mathematics: Reasoning and Sense MakingFocus in High School Mathematics: Reasoning and Sense Making www.nctm.org/cfp www.nctm.org/FHSM

34. ADDITIONAL INFORMATION For a variety of support and informational items relating to Kansas Common Core Standards for Mathematics go to the Kansas Association of Teachers of Mathematics website (www.katm.org)