Transcript CCSS Math High School

Common Core State Standards
Mathematics
High School
CC Lanier
Maria Ordoyne
Agenda
•
Implementation
Overview
Reform Implementation Schedule
Textbook Adoption Schedule
•
Mathematical Standards
Mathematical Practices
Critical Focus Areas
Mathematics Glossary
Video and Numbered Heads Together
Terminology
The Crosswalks
How to read a crosswalk document – Version B
Comparison Charts
How to read content comparison document
West Ed Content
Louisiana State Department
•
Assessments
Testing Schedule
PARCC overview
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•
Resources
Mind Map Closing Activity
We will win the race
Relax
Implementation Overview
New assessments and new LCC for ELA and mathematics will
be phased in over several years
2011-12
2012-13
2013-14
2014-15
PreK
Current
Current
New
New
K
Current
New
New
New
Grade 1
Current
New
New
New
Grade 2
Current
Transitional
New
New
Assessments –
based on GLEs that
remain in curriculum
Grades 3-8 Current
Transitional
Transitional
New
Curriculum and
assessments based
on CCSS only
High
School
Transitional
Transitional
New
No changes - current
curriculum, current
assessments
Curriculum - some
GLEs deleted, some
GLEs remain, some
CCSS added
Current
Louisiana Department of Education
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Curriculum Implementation Plan
2012-13: Transition Year #1
ELA and Math
Social Studies and Science
 Implement
 Implement
• new LCC in grades K -1
• new LCC* in Civics and US
aligned to ELA and math
History courses (required)
CCSS
• new LCC* in World
• transitional LCC in grades 2
Geography and World
and higher in ELA and math
History (recommended)
 Create
 Create
• new LCC for grades 2 and
• new LCC in grades K-12
higher aligned to ELA and
science
math CCSS
*or locally-developed curriculum
 Create new PreK integrated curriculum based on CCSS and new
social studies and science standards
Louisiana Department of Education
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Curriculum Implementation Plan
2013-14: Transition Year #2
ELA and Math
Social Studies and
Science
 Implement
• new LCC in grades 2 and
higher in ELA and math
 Continue to use
• new LCC in Civics and US
History courses (required)
• new LCC in World
 Continue to use
Geography and World
• transitional LCC in grades 3
History (recommended)
and higher
 Implement new PreK integrated curriculum based on CCSS and
new social studies and science standards
Louisiana Department of Education
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Curriculum Implementation Plan
2014-15: Full CCSS Implementation
• Full Implementation at all grades and core content
areas
– Common Core State Standards in ELA and math
– State-revised standards for social studies and science
– New LCC for all grades and subjects
• According to the 5/3/12 LDE newsletter from State
Superintendent, John White, “..the state will no longer
produce a Louisiana-specific comprehensive curriculum.
Instead, districts will choose from curricular materials and
frameworks that are nationally validated. This means that
districts will have the freedom to select the materials that
align to the needs of their students, while teachers will have
freedom to determine the set of classroom activities that will
get students to achieve ambitious goals.”
Louisiana Department of Education
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Louisiana Reform Implementation Schedule
Draft July 2010
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
Standards
Common Core
Standards/State
Standards
BESE adopts
English/Math
standards (June 2010)
English/Math
Standards
Awareness; BESE
adopts state Sci/SS
standards
Revised
Comprehensive
Curriculum
E/M/S/SS
Curriculum
developed
Transition to new
curriculum required
Transition to new
curriculum required
Implementation
required
Assessments
LEAP/iLEAP/GE
E
LEAP/iLEAP/GEE
LEAP/iLEAP/GEE
LEAP/iLEAP/GEE
(gr 11 only)
LEAP/iLEAP
LEAP/iLEAP
End-of-Course
(current
standards)
Algebra 1, English
2, Geometry
Algebra 1, English
2, Geometry,
Biology
Algebra 1, English
2, Geometry,
Biology, English
3, American
History
Field tests
Algebra 1, English
2, Geometry,
Biology, English 3,
American History
Item development
Algebra 1,
English 2,
Geometry,
Biology, English
3
Item development
ELA: 1-12
Math: 1-12
Science: 4, 8, 9-12
SS: 4, 8, 9-12
ELA: 1-12
Math: 1-12
Science: 3-12
SS: 3-12
ELA: 1-12
Math: 1-12
Science: 3-12
SS: 3-12
ELA: 1-12
Math: 1-12
Science: 3-12
SS: 3-12
Accountability
Model
AUS bar to 65;
begin adjusting grad
index w/grad rate
Letter grade
accountability
Teacher
accountability
Develop model
AUS to 75; EOC
replaces GEE in
accountability/impl
ement value added
Implement letter
grades
First year live
implementation,
but no stakes
attached
3-8 and EOC
consortium tests
(based on CCSS)
EAGLE
ELA: 3-12
Math: 3-12
Science: 9-12
SS: 9-12
Field tests
New 3-8 and
EOC tests
implemented
ELA: 1-12
Math: 1-12
Science: 3-12
SS: 3-12
Accountability
Develop web tools,
model, and pilot 24
schools, curriculum
verification begins
statewide
Develop training
tools, lock in model,
pilot roll out in 20
districts
Louisiana Department of Education
New accountability
model based on
common
assessments
First year
implementation at
50% of teacher
evaluation
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Textbook Adoption Schedule
NOTE: Adoption schedule may follow current cycle with changes made to follow and align with any planned
revisions to state content standards, Grade-Level Expectations, and/or state assessment content. (Bulletin
1794, Section 901 Adoption Cycle)
State
Adoption
School District
Implementation
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
World
Languages
(Includes
Immersion)
Mathematics
K-12
K-12
Social
Studies
Reading
and
Literature
K-12
Language
Arts
K-12
Career and
Technical
Education
Science
K-12
World
Languages
(Includes
Immersion)
K-2
Mathematics
3-12
Mathematics
K-12
Social
Studies
Career and
Technical
Education
English as a
Second
Language
(ESL)
Handwriting
K-5 Reading/
English
Language
Arts
6-12 Reading/
English
Language
Arts
Music and
Arts
Health and
Physical
Education
Computer
Education
K-12
Science
Computer
Education
Health and
Physical
Education
Health and
Physical
Education
World
Languages
(Includes
Immersion)
English as a
Second
Language
(ESL)
English as a
Second
Language
(ESL)
Handwriting
Music and
Arts
K-12
Mathematics
Handwriting
Music and
Arts
Louisiana Department of Education
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According to the 5/3/12 LDE newsletter from State
Superintendent, John White
“BESE empowered districts to choose the texts best for them, by eliminating the
requirement Bulletin 741 that districts spend 90 percent of textbook budgets on
state-approved items. In the years to come, textbook publishers will be producing
content that is meant to align with the Common Core standards. So in the years to
come, the state will assess the quality of all available texts and will make
recommendations to districts. But district leaders and school leaders should be free
to choose the content that is best for their children.
At the same time, texts will be increasingly digital, allowing for regular updating of
textbooks, and allowing teachers to modify, mix, and develop texts themselves. We
have begun a pilot assessment of 10 districts' technological capacity (devices,
broadband, and electrical) and will be expanding this to every district in the
months to come, providing you a picture of how ready your schools are to use digital
content. The assessment will result in a "district technology footprint" that will guide
you in making technology investments, as you consider how to transition from a
paper-and-pencil world to one where students read, work, and text on tablets and
laptops.”
Mathematics Standards
•
•
•
•
•
•
8 Mathematical Practices
Conceptual Categories
Pathways
Mathematics Glossary
Video and Numbered Heads Together
The Standards
•
•
•
Crosswalk Documents – Version B
Content Comparison Documents
LDE Document
Standards for 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
High School Conceptual Categories
• The big ideas or critical areas that connect
mathematics across high school
• A progression of increasing complexity
• Description of the mathematical content to be
learned, elaborated through domains, clusters,
and standards
Conceptual Categories
• Number and Quantity
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•
•
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The Real Number System
Quantities
The Complex Number System
Vector and Matrix Quantities
• Algebra
Seeing Structure in Expressions
• Arithmetic with Polynomials and Rational Expressions
• Creating Equations
• Reasoning with Equations and Inequalities
•
• Functions
Interpreting Functions
• Building Functions
• Linear, Quadratic, and Exponential Models
• Trigonometric Functions
•
Conceptual Categories
• Modeling
Modeling links classroom mathematics and statistics to everyday
life, work, and decision-making. Technology is valuable in
modeling. A model can be very simple, such as writing total cost
as a product of unit price and number bought, or using a
geometric shape to describe a physical object.
• Geometry
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•
•
•
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Congruence
Similarity, Right Triangles, and Trigonometry
Circles
Expressing Geometric Properties with Equations
Geometric Measurement and Dimension
Modeling with Geometry
Conceptual Categories
• Statistics and Probability
• Interpreting Categorical and Quantitative Data
• Making Inferences and Justifying Conclusions
• Conditional Probability and the Rules of
Probability
• Using Probability to Make Decisions
High School Pathways
•
Traditional Pathway: Consists of two algebra
courses and a geometry course, with some
data, probability, and statistics infused
throughout each
Integrated Pathway: Typically seen
internationally, consisting of a sequence of 3
courses, each of which treats aspects of
algebra; geometry; and data, probability, and
statistics.
•
Louisiana is following the Traditional Pathway.
•
How to Read the Pathways
• Each pathway consists of two parts.
• The first is a chart that shows an overview of
the pathway. Organized by course and by
conceptual category these charts show which
clusters and standards appear in which
course. All high school standards in the CCSS
are located in at least one of the courses in
this chart.
Courses
Domain
Clusters,
notes, and
standards
Conceptual
Category
• The second part of the pathways show the
clusters and standards as they appear in the
courses. Each course contains the following
components:
•
•
•
An introduction to the course and a list of the units in
the course
Unit titles and unit overviews. Units are critical areas.
Units that show the cluster titles, associated standards,
and instructional notes
It is important to note that the units (critical areas) are intended to
convey coherent groupings of content. The clusters and standards within
units are ordered as they are in the Common Core State Standards, and
are not intended to convey an instructional order.
Unit and Title
Overview
Standards
associated
with cluster
Cluster
Instructional
Note
• Mathematics Glossary
• Video www.teachingchannel.org/videos/common-corestate-standards-for-math
• Numbered Heads Activity
• Groups number off 1 – 4
• QUESTION
• Think Time – 30 seconds
• At signal stand - Heads Together
• When team reaches a consensus, take a seat.
• Instructor calls a number
• The individual with that number stands to answer
question.
• Repeat
CCSS Mathematics Terminology
Louisiana Department of Education
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Math CCSS ID Numbers
7.NS.2
Grade
Domain
Standard
Number
The math Common Core State Standards
document provides each domain name and
its abbreviation. The domain in this example
is The Number System.
Louisiana Department of Education
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Format of High School Standards
Regular
Standard
Modeling
STEM
• The Standards
• Crosswalk Documents – Version B
• Content Comparison Documents
• LDE Document
Common Core State Standards
Crosswalk Documents
Louisiana Department of Education
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Page 1: How to Read Crosswalk Document
Crosswalks are in EXCEL Format
There are two versions of the
crosswalks for each grade, each
under a separate tab in the
EXCEL file (see graphic).
•
•
Version A starts with the
CCSS and identifies the GLE
or GLEs that best match the
content of the CCSS.
Version B starts with the GLE
and identifies the CCSS that
best matches the GLE.
The tabs labeled MathVersA-All and MathVersB-All contain the math
alignments for all grades on a single worksheet.
In the ELA crosswalk, the tabs are labeled ELAVersA-All and ELAVersB-All.
Louisiana Department of Education
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Page 3: How to Read Math Version B Document
Louisiana Department of Education
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Common Core State Standards
Grade-Level Content
Comparison Reports
Louisiana Department of Education
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Page 1: How to Read Math Content Comparison
Louisiana Department of Education
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Page 2: How to Read Math Content Comparison
Louisiana Department of Education
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Page 3: How to Read Math Content Comparison
Louisiana Department of Education
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Page 4: How to Read Math Content Comparison
Louisiana Department of Education
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Grade 4 Mathematics
GLEs and CCSS to be taught in 2012-13 and 2013-14
M.4.1 Read
and write place
value in word, standard,
and expanded form
through 1,000,000
4.NBT.1
4.NBT.2
This GLE was moved to another grade but will be taught and tested in this grade to decrease
the possibility that the transition will create curricular gaps.
[1]
Louisiana Department of Education
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Assessment Transition Plan
ELA and Math
 2012-13 and 2013-14: Transitional
assessments for grades 3-8 and high
school
• Aligned with transitional LCC
• Adjust by using existing items that best
align with CCSS that match GLE
– Content focus may change
– “Cut scores” and level of difficulty
will remain the same
– Omit content that will be
discontinued, emphasize existing
content that aligns with CCSS
– New CCSS content will not be
added until 2014-15
Louisiana Department of Education
Science and Social
Studies
 2012-13 and 2013-14:
• New US History EOC
• No change in other
social studies and
science assessments
(still under
consideration)
36
2014-15 PARCC Assessment Plan
• PARCC will develop an assessment system composed of
four components. Each component will be computerdelivered and will leverage technology to incorporate
innovations.
– Two formative assessment components designed to
•
•
Generate timely information for informing instruction, interventions, and
professional development during the school year
In ELA/literacy, an additional third formative component will assess
students’ speaking and listening skills
– Two summative assessment components designed to
•
•
•
Make “college- and career-readiness” and “on-track” determinations
Measure the full range of standards and full performance continuum
Provide data for accountability uses, including measures of growth
Louisiana Department of Education
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2014-15 PARCC Assessment Plan
• Formative Assessment
Components:
• Summative Assessment
Components:
– Early Assessment
• indicator of student
knowledge and skills
• allows instruction,
supports, and
professional
development to be
tailored to meet
student needs
– Performance-Based Assessment
(PBA) administered as close to the end
of the school year as possible.
• ELA/literacy PBA focus - writing
effectively when analyzing text
• Mathematics PBA focus - applying
skills, concepts, and understandings
to solve multi-step problems
requiring abstract reasoning,
precision, perseverance, and
strategic use of tools
– Mid-Year Assessment
• performance-based
items and tasks
• emphasis on hard-tomeasure standards
– End-of-Year Assessment (EOY)
administered after approx. 90% of the
school year.
• ELA/literacy EOY focus - reading
comprehension
• Math EOY - composed of innovative,
machine-scorable items
Louisiana Department of Education
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Resources
http://illustrativemathematics.org/
Mind Map Activity
Questions
Answers
If we don’t know the answer, we
can use a life line
Complete the on-line evaluation in
the staff development portal
Mind Map
EXAMPLE
Math Common
Core State
Standards
Louisiana Department of Education