High School Teachers, Professional
Development Coordinators, Curriculum Writers, Building and District Administrators
This webinar is designed to introduce the components of the Model Content Frameworks (MCF) and how to use them. The MCF are offered by PARCC to assist state and local curriculum directors, teachers and administrators in the transition to the Common Core State Standards and to help inform curriculum, instruction and assessment. This session focuses on the high school math portion of the Model Content Frameworks.
1.
Curriculum Directors and Writers can use this webinar to lead a discussion of the necessary components of a quality mathematics curriculum.
2.
Administrators can use this to introduce the Model Content Frameworks to teachers.
3.
Teachers can use the criteria to adapt their own curricular material and prepare for the PARCC Assessments.
1.
MCF Teachers’ Guide Webinar
2.
MCF Teachers’ Guide PowerPoint
3.
MCF, available for download at http://parcconline.org/parcc-model-content-frameworks
SSoS/ISBE Math Specialists
Heather Brown hbrown@pdaonline.org
Alanna Mertens almertens@cps.edu
Dana Cartier dcartier@stclair.k12.il.us
Illinois State Board of Education www.isbe.net
100 N. 1st Street • Springfield, IL 62777
100 W. Randolph, Suite 14-300 • Chicago, IL 60601

Session Description
Participants will be introduced to the components of the Model Content Frameworks (MCF). The MCF are offered by PARCC to assist state and local curriculum directors, teachers and administrators in the transition to the Common Core State Standards and to help inform curriculum, instruction and assessment. This session focuses on the high school math portion of the Model Content Frameworks.
Goal of the Session
Participants will be introduced to the components of the Model Content Frameworks.
Participants will know how to use the MCF to aid in implementation of the CCSSM.
Pre-session Preparation
1.
Review the PP and slide notes,
2.
Download and make copies of the Model Content Frameworks for Mathematics (August 2012 version http://parcconline.org/parcc-model-content-frameworks
TIME CONTENT/ACTIVITIES MATERIALS
3 min Introduction and Objectives
Slides 1-2

TIME
10 min
CONTENT/ACTIVITIES MATERIALS
Math Time
Slides 3 – 8
Ask participants to solve the first problem. If using the prerecorded webinar, you may want to pause after each problem and give the participants a chance to do the problem at their own speed. The first problem is on slide 4 and the answer on slide 5 in red.
Then give the participants an opportunity to do the second problem. The second problem is on slide 6. On slide 7, the correct answer is in red –Median, but there could be arguments that make the mean or mode a more correct answer.
Slide 8 Ask the participants to consider the similarities and differences of these two tasks. Possible answers are provided, but if conducting this as a live workshop, you may have the participants come up with their own answers.
Discuss how with the second problem you really want to argue your answer and engage in practice standard #3 construct viable arguments and critique the reasoning of others. You could ask several follow up questions. What would happen if… Or how could we…?
Internet accessibility to download the Model Content
Frameworks if you have not already.
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

TIME
5 min
3 min
3 min
CONTENT/ACTIVITIES
Key Advances of the Common Core
Slides 9-10
Slide 9 was created by PARCC and shows the key advances they see in the CCSSM. PARCC uses similar language as the
Common Core authors, referring to focus, coherence, balance, rigor, and understanding.
Slide 10 addresses focus and coherence. Focus and coherence allow students time to really engage in the mathematics. Focus provides fewer standards per grade level and coherence shows the relationship between the standards. This allows students to interact with the math and see connections. Please note the standards are not a checklist and don’t need to be fragmented to show mastery of each individual sub-part. Focus and coherence show connections between individual standards, clusters, domains, and even grade-levels. The standards were not intended to be reworded. When we reword, we take the
COMMON out of common core.
Claims Driving Design: Mathematics
Slide 11
PARCC created five claims that they use to drive their design. These claims help the designers to keep the focus of the CCSSM always at heart.
High School Pathways
Slide 12
The MCF gives 2 high school pathways: traditional and integrated. Traditional is what we normally see in the US,
Algebra 1, Geometry, and Algebra 2. Integrated is sometimes referred to as the international pathway and it goes from Math 1 to 2 to 3. Both pathways have the same standards, the standards are still the common core, but they are in different course placements.
MATERIALS
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

5 min
TIME
2 min
CONTENT/ACTIVITIES
Considerations
Slide 13
Note that Appendix A, the 2011 MCF Draft and the 2012
Final MCF do not define courses in the same way. In the final MCF more functions are specified at the Alg. 1 and
Math 1 level. Alg. 1 focuses on linear, quadratic, and exponential functions with domain in the integers. It also suggests work with the piecewise functions (including step and absolute value), square root, and cube root in several standards, unlike Appendix A.
PARCC MCF implies that despite exposure to some of the more advanced functions, the larger amount of time will be spent on linear and quadratic functions.
The unit on probability will be in the sophomore year rather than the freshman as indicated in Appendix A. Standards are remaining the same; they are just in different courses.
Introduction to the Model Content Frameworks
Slide 14-15
The MCF were created to support implementation and to give assessment designers a blueprint to connect the assessment to the CCSSM. The frameworks are useful to state and local leaders, and by classroom teachers.
There are 6 elements to the HS section. Individual end of course overviews, key advances, fluency recommendations, pathway summary tables, and assessment limit tables for standards assessed in more than 1 course. These provide a frame for the HS courses, with the connection to the practice standards providing that base for the framework.
MATERIALS
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

TIME
8 min.
3 minutes
CONTENT/ACTIVITIES
Individual End of Course Overviews
Slides 16-21
The end of course overview delineates what clusters will be assessed in each course. PARCC has delineated each cluster as being MAJOR (green), Slide 17
SUPPORTING (blue) Slide 18, or
ADDITIONAL (yellow) Slide 19.
Major clusters will be 70% of the PARCC assessment and the majority of instructional time should be based on these.
Supporting clusters should strengthen the major work, supporting the goal of coherence.
The additional clusters do not explicitly connect to the major work, but still need to be included within curriculum and instruction.
Slide 20
Here is the Alg. 1 end of course overview. Note that the clusters are stated within their domains. In parenthesis are lists of specific standards within that cluster that will be assessed at this grade-level. Underlined standards refer to standards that will be assessed in more than one course.
Key Advances from the Previous Grade
Slides 21-22
This element shows coherence from one grade to the next with regards to knowledge and skill. Each grade level shows standards that are directly correlating to the previous year.
Slide 22
This Geometry example shows the connections of transformations from 8 th grade to Geometry.
MATERIALS
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

TIME
10 min.
CONTENT/ACTIVITIES MATERIALS
Opportunities for Connecting Content and Practice
Slides 23-26
Connecting content and practice is one of the main things that have changed from older state standards. The standards should be embedded not only in assessment, but also within the curriculum, instruction, discussion, and activities. Varying tasks help students experience all 8 practice standards. The practice standards are not a checklist and may overlap. It is not expected that every practice standard be integrated into every class period.
Slide 24
Read through the example from Alg. 2. Consider how structure can be connected to transforming expressions.
Transforming is more than “simplifying”, it should involve revealing different information.
Slide 25-26
PARCC gives an example of how they would connect practice and content standards in an item prototype. They have also said the End of Year assessment will include innovative, computer scoreable problems. This fill-in-theblank eliminates the possibility or guessing.
Take a moment to look at another example from PARCC.
Internet: PARCC website
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

TIME
5 min
7 min
CONTENT/ACTIVITIES
Fluency Expectations or Examples of Culminating
Standards
Slides 27-28
The standards require fluency. Many of the standards explicitly state fluency, but fluency does not mean automaticity. It means having flow. This flow is an outcome of thoughtful practice and does not sacrifice understanding to be reached.
In the MCF, PARCC refers to the F.IF.3 standard. This standard is from conceptual category functions, the domain of interpreting functions, and the 3 rd standard. This standard states: recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. The fluency recommendation in the MCF defines why it is important for this to be a quick and accurate skill.
Pathway Summary Tables
Slides 29-30
The pathway summary tables list the standards and state what course they are in.
Every standard is listed and a dot is put on the course in which this standard is assessed. There is a table for both pathways. The traditional pathway is out of order (Alg. 1,
Alg. 2, then Geom.). PARCC says this is to more accurately see the standards assessed in more than one course.
MATERIALS
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

TIME
3 min
2 min
CONTENT/ACTIVITIES
Assessment Limits Tables for Standards Assessed on More than One End-of-Course Test
Slide 31-32
The assessment limit tables show the standards that were shaded in the previous slide and gives detailed delineation for each course.
An example of the table is shown. It is not expected to be read. The first column lists the cluster, the second column the standard’s notation, and the third the full text of the standard. The other columns list the courses and describe how this standard is assessed in each course.
Brainstorm
Slides 33
Take a moment to brainstorm how you could use this within your schools or districts in CCSSM implementation.
MATERIALS
Teachers’ Guide to the High School Math Model Content Frameworks Webinar

TIME
8 min
CONTENT/ACTIVITIES MATERIALS
Implementation and Uses
Slides 34-40
PARCC suggests that the MCF be used to inform curriculum, instruction, and assessment and to provide educators with awareness of the standards. Use the MCF to evaluate resources and consider a balance of tasks.
Ask participants to jot down some ideas on how they could use the MCF in their classroom, school or district.
Slide 35 -36
The MCF can be used for time-management and instructional decisions on time and resources as educators consider the major, supporting and additional clusters. It provides a constant reminder to integrate the practice standards into daily instruction to highlight the major work through sense-making, reasoning, critiquing, modeling, etc..
Internet: progressions website
The MCF explicitly states that we should not teach the clusters in order from major to supporting to additional, by doing so, we lose the coherence of the standards.
Slide 37-38
Additionally use these while looking at the standards themselves and the progressions documents. The progressions documents were written by the authors of the
CCSSM and provide a narrative of the standards, including examples.
Use in conjunction with the CCSSM. Despite the fact that only the clusters are listed in the MCF, the individual wording of each content standard is important.
The Common Core authors and PARCC say that we shouldn’t use the MCF or the standards to do crosswalks.
Curriculum that “covers” a topic, does not necessarily address the spirit of the standards.
Teachers’ Guide to the High School Math Model Content Frameworks Webinar