MCPS Curriculum 2.0What is it?

How will it help your child?

Why now?

What can you expect?

Woodlin Elementary School • September 2012

Welcome!

What is MCPS Curriculum 2.0?

New Internationally-driven standards in mathematics, reading, and writing.

Renewed focus on teaching the whole child.

Integrates thinking, reasoning, and creativity for a lifetime of learning.

New internationally-driven standards in mathematics, reading, and writing Developed by a group of states to help U.S.

students compete favorably with peers in leading academic nations.

More challenging than current Maryland standards.

Greater emphasis on depth of understanding at the elementary level in mathematics, reading, and writing.

Learn more at corestandards.org

Elementary Integrated Curriculum Standards =

Common Core State Standards =

Maryland Common Core State Curriculum Standards

The Standards define what all students are expected to know and be able to do, not how teachers should teach.

Common Core State StandardsFor English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

What is MCPS Curriculum 2.0?Staying The Same Upgrade

Strong focus on reading and mathematics

Internationally-driven standards in mathematics, reading, and writing

• Separate times for art, music, and physical education and other specials

• Classroom teachers providing instruction in science and social studies

Integration of content areas through Thinking and Academic Success Skills

Thinking skills included in content areas

• Specific instruction on Thinking and Academic Success skills across content areas

• Clearly defined critical thinking, creative thinking, and academic success skills

EIC: Same & Different

Reading: Same & Different

What’s the same with the EIC? What’s different with the EIC?Reading

• Reciprocity of reading and writing• Small group instruction and guided

reading • Leveled text • Reading strategies • Vocabulary• Word Work: phonics, spelling, structure• Core books and resources • M-Class• Handwriting• Junior Great Books, William & Mary

Reading

• EIC aligned to Common Core Standards• Whole group lessons connected with

content• Junior Great Books texts connect to

reading indicators as well as science or social studies

• Author studies may be included where authentic connections to content occur

• Indicators sequenced by week

What’s the same in writing?

• 6+1 Traits of Writing• Writing process• Three purposes for

writing• Writing Workshop

structure• Writing in journals

What’s different in writing?

• EIC aligned to Common Core State Standards

• Writing in response to content stimuli• Topic choice for writing often

suggested• Up to three writing purposes in every

marking period• Writing in response to literature and

art• Integration with information literacy• Purposes for writing (opinion,

narrative informational/explanatory)• Indicators sequenced by week

Math K

Math 1

Math 2

Math 3

Math 4

Math 5

Math 6

Math 7

Alg. Prep

Current MCPS Curriculum

NumberAlgebraGeometryMeasurementStatisticsProbability

Perc

ent o

f Con

tent

Math K

Math 1

Math 2

Math 3

Math 4

Math 5

Math 6

Math 7

Math 8

Final Common Core Standards

NumberAlgebraGeometryMeasurementStatisticsProbabilityPe

rcen

t of C

onte

nt

MCPS and CCSS Strand

Comparison

Mathematics: Same & Different

What’s the same with the EIC? What’s different with the EIC?Mathematics

• MCPS Mathematics Goal• Structure of the curriculum (standards,

categories, indicators)• Strands of mathematical proficiency

(UCARE)• Team planning for mathematics

instruction

Mathematics

• EIC aligned to Common Core State Standards

• Mathematical Practices• Formative assessments organized by

categories• Fewer standards and categories to reflect

the K-5 emphasis on number• Standard algorithm for addition and

subtraction in Grade 4

Intertwined Strands of Mathematical Proficiency

Understanding

Computing Reasoning

Applying

Engaging

Common Core State Standards Mathematical Practices

PracticesMathematically proficient students:

ExamplesMathematically proficient students:

Make sense of problems and persevere in solving them

Plan a solution pathway rather than simply jumping into a solution attempt

Reason abstractly and quantitatively Attend to the meaning of quantities, not just how to compute them

Construct viable arguments and critique the reasoning of others

Justify their conclusions, communicate them to others, and respond to the arguments of others

Model with mathematics Apply the mathematics they know to solve problems arising in everyday life

Use appropriate tools strategically Consider the available tools when solving a mathematical problem, and make sound decisions about when each of these tools might be helpful

Attend to precision Calculate accurately and efficiently; give carefully formulated explanations

Look for and make use of structure Notice, for example, that 3 and 7 more is the same amount as 7 and 3 more or sort a collection of shapes according to how many sides the shapes have

Look for and express regularity in repeated reasoning

Look both for general methods and for shortcuts; evaluate the reasonableness of their intermediate results

Understanding Going Deeper:Deep Understandings

Kindergarten Understand the relationship between numbers and quantities. Understand addition as putting together and adding to, and understand subtraction as taking

apart and taking from.Grade 1 Understand and apply properties of operations and the relationship between addition and

subtraction. Understand place value. Use place value understanding and properties of operations to add and subtract.Grade 2 Understand place value. Use place value understanding and properties of operations to add and subtract.Grade 3 Understand properties of multiplication and the relationship between multiplication and

division. Use place value understanding and properties of operations to perform multi-digit arithmetic. Develop understanding of fractions as numbers. Geometric measurement: understand concepts of area and relate area to multiplication and to

addition.Grade 4 Generalize place value understanding for multi-digit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic. Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of

operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. Geometric measurement: understand concepts of angle and measure angles.Grade 5 Understand the place value system. Apply and extend previous understandings of multiplication and division to multiply and divide

fractions. Geometric measurement: understand concepts of volume and relate volume to multiplication

and to addition.

15

Building a Stronger Foundation

Enriched and Accelerated Instruction in Elementary Math

- Who consistently demonstrate strong mastery in all five strands for an indicator

All Students – In the grade level EIC/CCSS Curriculum• Grade level

expectations are at a higher level

• Fewer topics per grade level

• Enrichment–mastery of the 5 UCARE strands requires greater depth for all students

Few Students – grade level

advancement

Building a Stronger Foundation

Enrichment and Acceleration Implementation Plan

School Year Kindergarten, Grade 1, Grade 2 Grade 3, Grade 4, Grade 5

2011-2012 Common Core State Standards/ Elementary Integrated CurriculumGrade Level Math Curriculum with enrichment and acceleration

MCPS 2001 CurriculumContinue acceleration within grade level and next grade level up

School Year Kindergarten, Grade 1, Grade 2, Grade 3

Grade 4, Grade 5

2012-2013 Common Core State Standards/ Elementary Integrated CurriculumGrade Level Math Curriculum with enrichment and acceleration

MCPS 2001 CurriculumContinue acceleration within grade level and next grade level up

Refocusing the Assessment Vision

Components of the Assessment System 2001 EICAssessment as learning

Student takes responsibility for learning – metagcognition. Portfolios, Using feedback, the writing process, Baldrige notebook

Assessment for learning

Pre-assessments, formative assessments Assessment of learning

Summative Unit Assessments (used for monitoring)Benchmarks Assessments (Used for monitoring)

Reading

Reading & math

Multiple formats, modes, and opportunities Evaluation – Built in standards-based grading and reporting

MSA and the Partnership for Assessment of Readiness for College and Careers

• Maryland joined a consortium of states to develop assessments that measure the Common Core State Standards.

• It is expected that the PARCC assessments will be incorporated into, and eventually replace MSA.

MCPS Benchmark Assessments

MCPS schools use the MAP-P (K–2) and MAP-M (3–5) to augment the school’s assessments and to provide a national comparison for math.

We will continue to use mClass (K-2) and MAP-R (3-5) for reading.

School Year PARCCAssessment

Timeline

CCSS/EIC Implementation

2011-2012 Item and Task Development

K 1 2*

2012-2013 Development/Field Testing

1 2 3

2013-2014 2 3 4

2014-2015 New Summative Assessment In

Use

3 4 5

Projected PARCC Assessment Development and EIC Implementation Timeline

* Voluntary for Non-OARS Schools

Where can I learn more?http://www.montgomeryschoolsmd.org/curriculum/2.0/

Definitions and examples of Thinking and Academic Success Skills

Parent Guides for the content in each grade level – K-2 (what will my student learn?)

Video examples of integration Video on Mathematics changes Share your feedback with MCPS Detailed curriculum framework (philosophy, research,

content area learning objectives)

The End!