COMMON CORE STANDARDS

MATHEMATICSCristine Wagner-Deitch, Barbara Lease & Corinne Murawski

Beaver Valley Intermediate Unit; Administrator PLC1

Goals

Beaver Valley Intermediate Unit; Administrator PLC

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Understand the organization of the Common Core State Standards (CCSS) as well as the rationale for their existence and use

Understand the differences between the Pennsylvania State Standards and the CCSS and the impact these differences should have on instruction and learning

Extract potential professional development strategies, resources and tools from the sessions

Create an action plan for the development of curricula that are aligned to CCSS

Develop a Professional Learning Community (PLC)

Day 3- Overall Agenda

Beaver Valley Intermediate Unit; Administrator PLC

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Updated information on Common Core State Standards and Pennsylvania

Introduction to some useful resources for moving forward in implementation of CCSS

Time for sharing and discussion What will you do now?

COMMON CORE TRANSITION October 2011

Revise Anchor/Eligible Content in Math and Reading in grades 3, 4, 5, 6, 7, 8, 11 to align to Common Core Standards

January 2012 Revise PA Academic Standards in Reading

and Math to create set of PA Common Core Standards

Begin development of Common Core aligned PSSA Reading and Math tests

COMMON CORE TRANSITION FEBRUARY 2012

Post PA Common Core Standards on SAS Develop PA Common Core train the trainer

modules for IU delivery to LEAs February to May 2012

Offer CC training sessions to LEAs February 2012 and ongoing

Align SAS resources to PA Common Core Standards

COMMON CORE TRANSITION Spring 2014

PSSA tests aligned to Common Core – Gr 3-5

Spring 2015 PSSA tests aligned to Common Core – Gr 6-

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Keystone Exams

Already aligned to Common Core 2011/2012 - Keystone Exam hiatus

based upon budgetary considerations. 2012/2013- Budget will dictate the

implementation of the Keystone Exams. Intent is to replace the Grade 11 PSSA

tests with Keystone Exams subject to US Dept. of Ed approval. Target date spring 2014.

CCSS Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.http://corestandards.org/

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Beaver Valley Intermediate Unit; Administrator PLC

Resource for Administrators

Accessible at:http://go.solution-tree.com/leadership/

Inside Mathematics

Need help with the “look-fors”? Here is a very useful website

that has greatly expanded its resources since summer.

http://insidemathematics.org/index.php/home

Common Core Look-fors

If you have an iPhone or iPad http://itunes.apple.com/us/app/c

ommon-core-look-fors-mathematics/id467263974?mt=8

DEPTH OF KNOWLEDGE (DOK)

Depth of Knowledge (DOK)

• Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments

• Used by the Council of Chief State School Officers (CCSSO) for assessment alignment in more than ten states

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Why Depth of Knowledge?• Mechanism to ensure that the intent

of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)

• Provides cognitive processing ceiling (highest level students can be assessed) for item development

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Webb’s Depth of Knowledge Levels

Recall and Reproduction: Level 1

Skills & Concepts: Level 2

Strategic Thinking: Level 3

Extended Thinking: Level 4

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Recall and Reproduction: Level 1DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

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DOK Level 1 Examples

• List animals that survive by eating other animals.

• Locate or recall facts explicitly found in text

• Describe physical features of places• Determine the perimeter or area of

rectangles given a drawing or labels• Identify elements of music using

musical terminology• Identify basic rules for participating

in simple games and activities

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Skills/Concepts: Level 2DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply more than one mental or cognitive process/step.

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DOK Level 2 Examples• Compare desert and tropical environments• Identify and summarize the major events,

problem, solution, conflicts in literary text• Explain the cause-effect of historical

events• Predict a logical outcome based on

information in a reading selection• Explain how good work habits are

important at home, school, and on the job.• Classify plane and three dimensional

figures• Describe various styles of music

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Strategic Thinking: Level 3DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. 23

DOK Level 3 Examples

• Compare consumer actions and analyze how these actions impact the environment

• Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)

• Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

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DOK Level 3 Examples

• Develop a scientific model for a complex idea

• Propose and evaluate solutions for an economic problem

• Explain, generalize or connect ideas, using supporting evidence from a text or source

• Create a dance that represents the characteristics of a culture

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Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections-relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

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However, extended time alone is not the distinguishing factor.

Task Thinking

Collecting data samples over several months

Recall

Organizing the data in a chart Skills/concepts

Using this chart to make and justify predictions

StrategicThinking

Developing a generalized model from this data and applying it to a new situation

ExtendingThinking

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Extended Reasoning/Thinking Examples: Level 4

Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)

Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

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Extended Reasoning/Thinking Examples: Level 4

• Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures

• Specify a problem, identify solution paths, solve the problem, and report the results

• Write and produce an original play

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The Depth of Knowledge is NOT

determined by the verb, but the context in which the verb is used and the

depth of thinking required.

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• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Same verb—three DOK levels

DOK LEVELS CAN BE CUMULATIVE

An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands.

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Remember…33

• Depth of Knowledge (DOK) is a scale of cognitive demand.

• DOK requires looking at the assessment item/standard-not student work-in order to determine the level. DOK is about the item/standard-not the student.

• The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen.

Old Boxes

People are the next step If people just swap out the old standards

and put the new CCSS in the old boxes into old systems and procedures into the old relationships Into old instructional materials formats Into old assessment tools,

Then nothing will change…

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Beaver Valley Intermediate Unit; Administrator PLC