NWO Inquiry Series
September 22, 2011
Diane Burtchin dburtchin@rossfordschools.org

Share with your neighbor:
 The grade level/subject(s) you teach
 Why you chose to come to this session
 What you are hoping to take away from this session

 Watch a portion of a webinar on the CCSS for Mathematics
 Discuss the Mathematical Practices
 Explore the organization and content of the CCSS
 Explore the organization and components of the Model
Curriculum
 Explore the Learning Progressions and Critical Areas for K-
8 Mathematics
 Discuss steps to take in order to ‘Start Smart’
 Wrap up and preview of the next session

What?
Common
Core and
State
Revised
Standards:
June 2010
Model
Curricula:
March 2011
Aligned
System of
Assessments:
2014-15
How Well?
How?

English Language Arts
Mathematics
Science
Social Studies
Common Core
Standards
State Standards
5

 Focus
 Identifies key ideas, understandings and skills for each grade or course
 Stresses deep learning, which means applying concepts and skills within the same grade or course
 Coherence
 Articulates a progression of topics across grades and connects to other topics
 Vertical growth that reflects the nature of the discipline

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

 www.corestandards.org
 The overview for Math can be viewed from 27:50-
52:11 on the webinar and is presented by the lead writer for the Mathematics CCSS (Bill McCallum)

Major units or areas of study
Main focus of the content statements
What students should know
9

Grade Level
Domain
Cluster
Standard

Domain
Cluster
Standard
Advanced

 Organized in “Conceptual Categories”
 Number and Quantity
 Algebra
 Functions
 Modeling
 Geometry
 Statistics and Probability
 Conceptual categories are not courses
 Additional mathematics for advanced courses indicated by (+)
 Standards with connections to modeling indicated by ( ★ )

 You can find the CCSS by going to www.corestandards.org.
 Download and navigate through the documents to find the grade level/subject area that you currently teach
 Discuss: What are the differences between the
2002 standards and the newly revised standards? What is the same?

 Standards are the stopping point of the
2002 documents
 HB1 mandated that a model curricula accompany the revised standards

One piece of an integrated whole
What?
Common
Core and
State
Revised
Standards:
June 2010
Model
Curricula:
March 2011
Aligned
System of
Assessments:
2014-15
How Well?

A web-based tool, aligned to the standards, that:
 Presents information specific to the content area by grade level, grade band and course
 Provides curricular and instructional guidance
 Informs assessment development
16

 Model Curriculum at ODE website (and on your desktop)
 http://www.education.ohio.gov/GD/Templates/P ages/ODE/ODEDetail.aspx?page=3&TopicRelation
ID=1704&ContentID=83475&Content=112058

Content Elaborations:
In-depth information about “ what ” should be taught
Expectations for Learning/Visions into
Practice:
Recommendations for how students may demonstrate their learning
18

Instructional Strategies and Resources:
Guidance and support for instructional and curricular design
Content Specific Sections:
Address elements specific to a subject area
 Common Misconceptions
19

 Use the Model Curriculum for your grade (or choose a grade) to list 3 things that the Model
Curriculum provides for teachers.
 Discuss: What are the strengths of the Model
Curriculum? What are the limitations?

 Refer to your handouts on both the K-8 Learning
Progressions and the K-8 Critical Areas
 We begin with the “big picture”

K
Counting &
Cardinality
1 2 3 4 5
Number and Operations in Base Ten
Number and Operations –
Fractions
Operations and Algebraic Thinking
Measurement and Data
Geometry
6 7 8 HS
Ratios and Proportional
Relationships
The Number System
Number &
Quantity
Expressions and Equations Algebra
Functions Functions
Statistics and Probability
Geometry
Statistics &
Probability

 Look over the Learning Progressions
(handout) and underline topics or sections that you find interesting
 Turn to an elbow partner and Say
Something about one of the phrases that you underlined…explain why you thought it was significant

 Refer to your handout for the K-8 Critical Areas
 Note that Critical Areas are discussed in the
Introduction for each grade level/conceptual categories
 Discuss in a small group how this information might guide your instructional decisions

2014
2011

i t i s o a n r
T n

Too
Slow
Too
Fast
Too
Little
Mistake
Ignore the standards…maybe they will go away!
Problem
2 nd grade—1 st to take 5 th grade test
5 th grade—1 st to take 8 th grade test
6 th and 7 th grade—1 st to take End of
Course HS exams
Really…how much has the new edition changed???
Adopt new resources that are ‘aligned’ to the newly revised standards
Checklist the standards, shuffle units from one grade level to another, and continue as is
• New Assessments will have Multiple
Choice, SA/ER, Computer Enhanced, and Performance Items
• Not only new content, but new ways of assessing = new instructional requirements

• Become familiar with the CCSS and model curriculum
• Use the Comparative Analysis or Crosswalks to highlight areas to emphasize, de-emphasize, drop, or modify (when available)
• Try some of the model curriculum Instructional Strategies that align with what is currently being taught
• Teach math with a focus on the Mathematical Practices

Comparative
Analysis
Grade 3







Content that is no longer a focus at Grade 3
Decimals – The initial study of decimals begins in grade four.
Measurement: Temperature/degrees, and other specific units of measure are a focus in grade four.
Three-dimensional geometry is not a focus in grade three.
Transformations, and especially symmetry, are introduced in fourth grade.
Volume is studied in grade five.
Data Analysis is a tool used to organize and analyze information from other domains
(geometry, measurement) and that utilizes the numbers and operations that are being studied. The initial formal statistical process and statistical analysis is moved to sixth grade.
Probability – The study of probability is a focus in grade seven.
Content continued with modifications at Grade 3
Multiplication/division: fluency of facts 9 x 9
Place value of numbers (through 1000)

Continued at this grade with modifications to the level of knowledge or expectation

Fractions: the content is the same with a focus on justifying equivalence, comparisons and other solutions using area models, number lines or knowledge about equal numerators or equal denominators.
 Measurement: the focus is on standard units, developing a sense of measuring, estimating and problem solving using standard units of measure not on specific metric or US units.

Two-dimensional shapes, especially quadrilaterals, are explored and categorized by their attributes beginning a sense of a classification. Learning specific terminology is not the goal, the awareness of the different kinds of shapes and their attributes is.
 Algebra topics are embedded within the study of numbers and their operations. Patterns are found in place value and arithmetic. Equations are written to model problems, including using unknowns but not necessarily with variables.

New content at Grade 3
Strategies, properties of operations and the relationship of operations are fundamental understandings to be demonstrated prior to fluency with algorithms when solving arithmetic problems. The expectation is that the properties of operations are used as a means of flexibly working with numbers, not necessarily identified by name. Algorithms for addition and subtraction are encountered naturally in third grade, but fluency with their use is not expected until fourth grade.
Multiplication is developed through the understanding of equal sized groups, arrays and area models. Connections are made to finding area in geometric measurement and to equal areas in fractions. Division is an outgrowth of multiplication based upon its inverse relationship. So finding a solution to a division problem is looking for the missing factor. Place value understandings are the foundation for multiplying by multiples of 10.

 Mathematics Common Core State Standards and
Model Curriculum
 Crosswalks: Cluster to Benchmark comparison
 Learning Progressions View
 K-8 Critical Areas of Focus
 What should districts be doing?
 FAQ
 Model Curriculum

Tasks for Districts
2010-2011 2011-2012 2012-2013 2013-2014
• Introduce revised standards
• Participate in creating model curricula
• Build awareness of revised standards
• Introduce model curricula
• Conduct crosswalk activities
• Initiate formative instruction PD
• Begin integrating standards and curricula into district curricula and teachers’ course planning
• Introduce performance tasks and scoring rubrics
• Continue formative instruction PD
• Practice online formative assessments
• Introduce instructional improvement system
• Continue integrating standards and curricula into district curricula and teachers’ course planning
• Fully integrate standards and curricula into district curricula and teachers’ course planning
• Integrate performance tasks in course activities
• Prepare for online testing
• Complete formative instruction PD
34

Implementation matters--
 Adoption of standards, programs, or textbooks merely opens the door
 Time to consider, construct, collaborate, etc.
High-quality professional development should--
 Focus on the content the teachers are teaching
 Focus on the ways students are being instructed
 Draw on curricular materials teachers are using
 Involve constructing formative assessments and analyzing student work
 Take the necessary time…Pay it Forward

Assessment of the Common Core State Standards
 What can we learn from the Model Curriculum to uncover how students will be assessed within the new system?
 What types of questions will the students encounter within the new system?
 How can we prepare students for the increased expectations of the new assessments?

What?
Common
Core and
State
Revised
Standards:
June 2010
Model
Curricula:
March 2011
Aligned
System of
Assessments:
2014-15

State Board Adopts
Standards
June, 2010
State Board
Adopts Model
Curriculum
March, 2011
Transition:
• Test development
• Field Testing
• Standards Setting
2012 - 2014
First
Assessment
Administration
2014-2015
2011 2012 2013 2014 2015