1. 2012 Parent Engagement Summit. Common Core State Standards in Mathematics

3. Common Core State Standards Outlines the skills and knowledge young people need to be successful in college and in their careers

4. What? • Are aligned with college and workforce expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high order skills; • Build upon the strength of our current state standards; • Are informed by standards in other top performing countries, so all students are prepared to succeed in the global economy and society; • Are evidence-and research-based.

5. Why? • To insure that all students are college and career ready in literacy and mathematics no later than the end of high school. • A set of expectations based on research, evidence of success, and high‐achieving international models rather than opinion and tradition. • Many feel the standards are an important milestone in helping America close its achievement gap with other countries in math and science education • Clear to every student, parent, and teacher what the standards of success are in every school.

6. Why? • Approximately 30% of students do not graduate high school in four years, a rate that grows to nearly 50% for minority and low-income students. • Approximately 20% of students entering four-year colleges, and at least 40% of students entering two-year community colleges, must take remedial courses in English and/or math in order to learn, or relearn, high school level skills before they can even begin taking credit-bearing college courses—all the while paying college tuition. • Education Week (2011). Graduation in the United States. http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf • National Center for Education Statistics (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.

7. How? The Timeline for MNPS 2011-2012 ELA and Math CCSS K-2 2012-2013 ELA and Math CCSS K-8 ELA 9-12 2013-2014 ELA and Math K-12 2014-2015 New CCSS Assessments

10. Shift in Mathematics Topic Placement for U. S. with Common Core

12. Common Core State Standards for Mathematics

13. Common Core State Standards in Mathematics • is a breakthrough in focus and coherence • articulates a progression of learning that deepens a student’s ability to understand and use mathematics • concentrates on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well – and to give students the opportunity to really master them.

14. Common Core State Standards- Math • Focus as seen in high performing countries. • critical elements for future learning and application, giving students more time to develop the procedural fluency and conceptual understanding • A solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. • attention to these building blocks, thus aligning with practices of high performing countries and the recommendations of our own National Research Council’s Early Math Panel report.

15. Key Instructional Shifts in Mathematics • The Common Core State Standards emphasize coherenceat each grade level – making connections across content and between content and mathematical practices in order to promote deeper learning. • The standards focuson key topics at each grade level to allow educators and students to go deeper into the content. • The standards also emphasize progressionsacross grades, with the end of progression calling for fluency – or the ability to perform calculations or solving problems quickly and accurate. • The Standards for Mathematical Practicedescribe mathematical “habits of mind” or mathematical applicationsand aim to foster reasoning, problem solving, modeling, decision making, and engagement among students. • Finally, the standards require students to demonstrate deep conceptual understanding by applying them to new situations. Source:

16. Focus- learn more about lessTeach Less, Learn More

17. Activity- FOCUS Imagine you are on a 1 minute escalator and a parent asks you to explain the meaning of FOCUS and its impact on instruction. Take 2 minutes to think your response then share your response with a neighbor.

18. Overview of K-8 Mathematics Standards • The K- 8 standards: • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content • Students who have completed middle school and mastered the content and skills will be prepared for algebra

19. Common Core State Standards- Math • Preparation for algebra • “The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.”- National Mathematics Advisory Panel • Application to the real world. • The middle school and high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically

20. Skills Across the Grades

21. Know It- Do It!

22. Assessments- THEN

23. Assessments- Now

24. Difference in Thinking

25. Assessments • Partnership for Assessment of Readiness for College and Careers (PARCC) • develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers • www.parcconline.org • Assessment Services Supporting ELs through Technology Systems (ASSETS) • build a comprehensive and balanced technology-based assessment system for English language learners • http://www.wida.us/assessment/assets.aspx

26. Resources • Common Core State Standards www.corestandards.org • PTA Guide to Student Success http://www.pta.org/5307.htm • Council of the Great City Schools’ Parent Roadmaps to CCSS http://cgcs.schoolwires.net/Page/244