COMMON CORE STANDARDS MATHEMATICS
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COMMON CORE STANDARDS MATHEMATICS Overview and Implementation Proposal for White Hill Middle School, RVSD April 2012
MATH DIRECTIONSCommon Core State Standards Mathematics (CCSS-M)TALK-12 committeeProposal for course sequences and implementation of CCSS-M K-12Question & Answer time
COMMON CORE STATE STANDARDS MATHEMATICS (CCSS-M) DEVELOPMENTCORE DEVELOPMENTCommon Core State Standards were developed in an effort to bring US standards in line with high performing international countries.Written by 3 math educators as opposed to a committee of bureaucrats, like most previous state standards.Most states have adopted them in order to qualify for Race to the Top funds.
CHARACTERISTICSCTERISTICSFewer and more rigorous topicsAligned with college and career expectationsInternationally benchmarkedRigorous content and application of higher-order skillsBuilds on strengths and lessons of current state standardsResearch basedIntent is to be coherent, focused, clear and specific
OVERVIEW OF STANDARDSGreater opportunities for differentiationFocus on mathematical thinking rather than a discrete set of skills that result in simply correct or incorrect answers. Students can access this mathematical thinking at many different levels.Standards of Mathematical Practices are the same K-12.
MATHEMATICAL PRACTICESMake 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.
CURRENT VS. CCSS TESTINGGrades 2-11, writing at 4th and 7th Only paper & pencil optionOnly multiple choicePart of the state and federal accountability systemGrades 3-8 and 11, Grades 9 and 10 available for states that choose to use themDelivered via computer and are computer adaptive60% will be assessed using performance assessment and scored using an analytic point scoring rubric (fashioned after MARS rubrics)40% selected response will be machined scoredAccountability system has not been established yetCurrent STAR AssessmentsProposed CCSS Assessments
TALK-12 A subcommittee comprised of one to two teachers from each feeder district and three high school Teachers from Tam, Redwood and Drake H.SAddresses concern regarding students poor performance in high school Advanced Algebra 2 and discrepancies in placement decisions for studentsGOAL: Align math education in the feeder schools so that students have consistent opportunities
TALK-12 WHERE ARE WE NOW?We have developed into a strong, collaborative professional learning community across the Tam District feeder schools.The purpose of the group has now evolved into an advisory group to determine plans for implementation of the CCSS-M.At our February 17th meeting, we came up with an implementation proposal for CCSS-M.The challenge is that that not all districts have been given the same professional development opportunities and are at various levels of readiness for implementation.
THE 8TH GRADE ALGEBRA PENDULUM SWINGWHERE WEVE BEEN:Increase number of students taking Algebra in 8th gradeGoal- to take Calculus in 12th gradeReality- not all students are successfulWHERE WERE GOING:CC Algebra 1 course is a more rigorous and deep course than current Algebra courseDevelopmentally designed for high school students who have had a strong foundation in middle school mathCarefully select students taking Algebra in 8th grade
Pathways for CCSSM K-12
These pathways are fluid. It is possible that students could move to a different pathway during or at the end of the school year.Pathways in 11th and 12th grade may vary
K-67th grade8th grade9th grade:10th grade:11th grade12th grade
CCSSMCCSSM 7th grade math CCSSM 8th grade mathCCSSM Algebra 1CC SSM GeometryCCSSM Algebra 2PreCalculus/AP Statistics/Business MathCCSSM Accelerated 7th grade mathCCSSM Algebra 1CCSSM GeometryCCSSM Algebra 2 PreCalculus/ AP StatisticsAP Calculus/ AP Statistics
PROPOSED TRANSITION PLANS TO CCSS-MWHITE HILL MIDDLE SCHOOL (TALK-12)
2011-12CST 2012-13Practice Test2013-14TEST GIVEN2014-15TEST COUNTS2015-16TEST COUNTS2016-17TEST COUNTSCurrent 5th graders CA 5th grade math6th grade:CCSS-M 6th grade7th grade:CCSS-M 7th grade math8th grade:CCSS-M 8th grade math9th grade:CCSS-M Algebra 110th grade:CCSS-M Geometry7th grade:CCSS-M Accelerated 7th grade math8th grade:CCSS-M Algebra 19th grade:CCSS-M Geometry10th grade:CCSS-M Alg 2 Current 6th gradersCA 6th grade math7th grade:CCSS-M 7th grade math8th grade:CCSS-M 8th grade math9th grade:CCSS-M Algebra 110th grade:CCSS-MGeometry11th grade:CCSS-M Alg 2 OR Alg 2/precal 7th grade:CCSS-M Accelerated 7th grade math8th grade:CCSS-M Algebra 19th grade:CCSS-M Geometry10th grade:CCSS-M Alg 2 11th grade:PreCalculus
Current 7th graders CA PreAlgebra 8th grade:CCSS-M 8th grade math9th grade:CCSS-M Algebra 110th grade:CCSS-M Geometry11th grade:CCSS-M Alg 2 OR Alg 2/precal 12th grade:Precalculus/Statistics/ Business Math8th grade:CCSS-M Algebra * 9th grade:CC SS-M Geometry 10th grade:CCSS-M Alg 211th grade:PreCalculus 12th grade: AP CalculusCurrent 8th graders in P1-P29th grade:CA Algebra P3-P410th grade:CCSSS-M Geometry /CA Geometry11th grade:CCSS-M Alg 2 12th grade: Precalculus/Statistics/ Business MathCurrent 8th graders in Algebra 19th grade:CA Geometry10th grade:CCSS-M Alg 2 or CA Adv Alg11th grade:PreCalculus12th grade: AP Calculus
PROFESSIONAL DEVELOPMENT IN RSVDJosh Deis-2 years K-8Follow up observations and debrief among WH math teachersPhil Daro (co-author of CCSS-M)January 2nd professional development dayCalifornia Math Council STEM conference in AssilomarTalk-122 years collaboration and articulation with Tam District high schools and all feeder middle schoolsOngoing Articulation with Drake High School
*CA also has CELDT, CMA and CAPA etc. for special needs students. In CCSS assessment, all English language learners and students with disabilities will take the new assessments, with the exception of the one percent of students with the most significant cognitive disabilities. Unlike existing assessments, which often retrofit mediocre accommodations into tests, the new assessment system will be designed from the start, to accurately assess both English learners and students with disabilities and provide appropriate accommodations. For the one percent of students with most significant disabilities, states will have funds to develop alternate assessment as a result of a soon-to-be completed competition.
In CCSS computer adaptive assessment, questions will change depending on how a student answers an item whereas we have no such assessments in our current system. SBAC will create state-of the-art adaptive online exams, using "open source" technology. The online system will provide accurate assessment information to teachers and others on the progress of all students, including those with disabilities, English language learners and low- and high performing students. The system will include: The required summative exams (offered twice each school year); Optional formative, or benchmark, exams; and a variety of tools, processes and practices that teachers may use in planning and implementing informal, ongoing assessment.This will assist teachers in understanding what students are and are not learning on a daily basis so they can adjust instruction accordingly.
*LK and MJ Overview of Big Picture.*