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MCPS Curriculum 2.0
What 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!