MC^3
Mathematics Commom Core
Coalition
NCTM, AMTE, ASSM, NCSM, PARCC,
SBAC, CCSSO, NGA
Presenters
•
•
•
•
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Mike Shaughnessy, NCTM President
Marilyn Strutchens, AMTE President
Diana Kasbaum, ASSM President
Doug Sovde, PARCC
Suzanne Mitchell, NCSM President
National Council of Teachers
of Mathematics
J. Michael Shaughnessy
President
Grew out of recommendations of Joint
Task Force of 4 Math Ed organizations
Mission:
The Mathematics Common Core Coalition
strives to ensure the successful
communication, interpretation,
implementation, and assessment of the
Common Core State Standards.
Goals of MC^3
1) Provide a means to review, research,
nurture and communicate common
messages throughout the
implementation and assessment of the
CCSSM.
Goals of MC^3
2) Provide expertise and advice from the
communities of mathematics education
content and assessment experts for the
development of the content frameworks
of the assessment consortia for the
CCSSM.
Goals of MC^3
3) Collect information about the
implementation and assessment
processes of the CCSSM that will
inform future revisions of the
CCSSM.
First steps
• Establish a common ‘go to’ website for
the Coalition that contains or links to all
the information and resources that our
various organizations are providing the
public and our members about the
CCSSM.
Mathccc.org
First steps
• Seek funding from an educational
foundation to provide support for web
development, meeting travel, and
minimal staff support
NCTM Contributions to MC^3
• Making it Happen –Document that details
how NCTM’s existing standards resources
provide support for teachers, schools,
districts, states in the implementation of
Common Core Standards
• Review and feedback on the initial drafts of
both the PARCC and SBAC frameworks
• Advisory team for Illustrative Mathematics
Project (sample tasks illustrating CCSSM)
Association of
Mathematics Teacher Educators (AMTE)
Marilyn Strutchens, AMTE President
October 4, 2011
About AMTE
• AMTE's mission is to promote the improvement
of mathematics teacher education.
• AMTE is the largest professional organization
focused on mathematics teacher preparation.
• AMTE has about 1100 members.
• AMTE is an active member of the Conference
Board of the Mathematical Sciences (CBMS) (along
with NCSM, NCTM, TODOS, Benjamin Banneker
Association, …..)
• AMTE is 20 years old, has 20 active affiliate
groups, a mentoring program, a highly rated
Annual Conference, and etc.
Provide guidance and resources for MTEs
related to implementation of CCSS
• Common Core Joint Statement
• Joint Task Force on the Common Core State
Standards (CCSS) Commissioned by AMTE, ASSM,
NCSM and NCTM
– Report of Priorities Identified and Actions Taken in
Response to the Recommendations of the Task
Force
CCSS-M Task Force
CHAIR: M. Lynn Breyfogle, Bucknell University, PA
Fran Arbaugh, Penn State University
Sybilla Beckman, University of Georgia
William Bush, University of Louisville
Timothy Hendrix, Meredith College
Beth Herbel-Eisenmann, Michigan State University
Judith Jacobs, University of Michigan
W. Gary Martin, Auburn University
Sue Peters, University of Louisville
Paola Sztajn, North Carolina State University in Raleigh;
CCSS-M Task Force
• Charge is to:
– Identify activities, materials and resources needed
by AMTE members related to CCSS-M as they
work with pre- and inservice teachers.
– Prepare sample materials and identify others to
be commissioned based on the needs of AMTE
members.
– Identify and compile existing resources related to
implementation and critique of the CCSS.
Standards for Elementary Mathematics
Specialists
Developed by the
AMTE EMS Project
Team
Overview of the Initiative
with Funding from The Brookhill Foundation
• Developed guidelines for EMS program development and
state certification.
• Use the national leverage of AMTE (and other partnering
organizations) to advocate for more states to offer EMS
certification/ endorsements.
• Sponsored a conference for state teams to attend who
were interested in EMS certifications, June 2010.
• Assembled an advisory board of different stakeholders.
• Provided funding to help state teams to move EMS
certification forward in their states.
• Sponsored another conference for state teams to attend
who were interested in EMS certifications, July 2011.
AMTE’s Sixteenth Annual
Conference
February 9-11, 2012,
Renaissance Worthington Hotel
Fort Worth, Texas
Association of State Supervisors
of Mathematics
CBMS Forum Update
MCCC Presentation
Tuesday, October 4, 2011
What and who is ASSM?
• ASSM is unique as it is the only professional
mathematics organization whose membership is
entirely composed of current or previous state or
provincial supervisors of mathematics.
• The organization serves as a network for state or
provincial supervisors of mathematics
• ASSM members are leaders in state and national
efforts to improve mathematics education.
Reaching every state
• ASSM is positioned to reach every State Education
Agency (and every school district) in the United States
and Canada
• Through on-going communication and collaborative
efforts, ASSM has the opportunity to help keep the
common in the Common Core State Standards
Collaboration to implement CCSSM
• ASSM members collaborate around implementation of
the Common Core State Standards for Mathematics
• Sharing resources
–Google site
–Listserv
• Professional development efforts
• Monthly web conference
• Annual conference (prior to NCSM & NCTM)
• Member involvement CCSSM initiatives
http://assm.us/
ASSM members’ collaborative website
ASSM efforts to date
• 2010 CCSSM Joint Task Force Report
– Collaboration with NCTM, NCSM, AMTE, ASSM
• 2011 ASSM responses to:
– PARCC Model Content Frameworks (August 31, 2011)
– SBAC Content Specifications (September 19, 2011
Other ASSM Involvement
• ASSM collaborated in the publication of EdThoughts:
What We Know about Mathematics Teaching and
Learning.
• ASSM, as a subcontractor through NSF, administers
the PAEMST recognition with mathematics
coordinators in every state and jurisdiction
• ASSM members are active in mathematics education
initiatives in their states and provinces, as well as
across the country.
2011-12 ASSM Board of Directors
President:
Diana L. Kasbaum
Wisconsin Department of Public Instruction
Past President:
Bradford Findell
1st Vice President:
Diana Suddreth
Utah State Office of Education
2nd Vice President:
Sharon McCready
Nova Scotia Department of Education
3rd Vice President:
Charlene Tate Nichols
Connecticut State Department of Education
Secretary:
Carolyn Sessions
Louisiana Department of Education
Financial Officer:
Charles D. Watson
PAEMST Coordinator
William Geppert
The Partnership for Assessment of
Readiness for College and Careers
Partnership for Assessment of Readiness
for College and Careers (PARCC)
Governing Board States
Participating States
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Goal #1: Create High-Quality
Assessments
• To address these priority purposes, PARCC will develop an
assessment system comprised of four components. Each
component will be computer-delivered and will leverage
technology to incorporate innovations.
– 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
– Two formative assessment components designed to
• Generate timely information for informing instruction, interventions,
and professional development during the school year
• In ELA/literacy, a third formative component will assess students’
speaking and listening skills
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Goal #1: Create High-Quality
Assessments
• Summative Assessment Components:
– Performance-Based Assessment (PBA) administered as close to the end of the
school year as possible. The ELA/literacy PBA will focus on writing effectively
when analyzing text. The mathematics PBA will focus on applying skills,
concepts, and understandings to solve multi-step problems requiring abstract
reasoning, precision, perseverance, and strategic use of tools
– End-of-Year Assessment (EOY) administered after approx. 90% of the school
year. The ELA/literacy EOY will focus on reading comprehension. The
mathematics EOY will be comprised of innovative, machine-scorable items
• Formative Assessment Components:
– Early Assessment designed to be an indicator of student knowledge and skills
so that instruction, supports and professional development can be tailored to
meet student needs
– Mid-Year Assessment comprised of performance-based items and tasks, with
an emphasis on hard-to-measure standards. After study, individual states may
consider including as a summative component
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Goal #1: Create High-Quality
Assessments
Flexible
Early Assessment
• Early indicator of
student knowledge
and skills to inform
instruction, supports,
and PD
Summative
assessment for
accountability
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Mid-Year Assessment
• Performance-based
• Emphasis on hard to
measure standards
• Potentially
summative
Formative
assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
ELA/Literacy
• Speaking
• Listening
End-of-Year
Assessment
• Innovative, computerbased items
Goal #3: Support Educators in the
Classroom
INSTRUCTIONAL TOOLS TO
SUPPORT IMPLEMENTATION
PROFESSIONAL DEVELOPMENT
MODULES
K-12 Educator
TIMELY STUDENT ACHIEVEMENT
DATA
EDUCATOR-LED TRAINING TO SUPPORT
“PEER-TO-PEER” TRAINING
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3
MC and PARCC: Partnering on
Content and Engagement
• To Date:
• Critical contributor to early drafts of the content frameworks,
as well as the public draft and subsequent revisions.
• Substantive feedback on the original PARCC Assessment
System Design
• Educator Involvement Survey
• Coming Up:
• Thought partner on the following:
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•
Educator Leader Cadre Project;
•
Professional Development Modules;
•
College Ready Tools, including Bridge Courses;
•
High School Assessment Design Considerations and task reviews.
The Partnership for Assessment of Readiness for
College and Careers
August 2011
www.PARCConline.org
Doug Sovde (dsovde@achieve.org)
NCSM RESOURCES THAT SUPPORT THE
WORK OF MC3:
Suzanne Mitchell
President, NCSM
mathedleadership.org
National Council of Supervisors of
Mathematics
N-Network and collaborate with stakeholders in
education, business, and government to ensure
growth and development of mathematics
education leaders.
C-Communicate current and relevant research to
mathematics leaders.
S-Support and sustain student achievement
through the development of leadership skills
M-Motivate mathematics leaders to maintain a
lifelong commitment to provide equity and
access for all learners.
NCSM Support Materials –
www.mathedleadership.org
•
3 Tools for analyzing curriculum materials
and related professional development
activities
– Collaboration with Bill Bush, University of
Louisville, and CCSSO.
– Released June, 2011.
– NCSM webinar on implementation of the tools is
forthcoming in November
– Tools are on the NCSM website
Illustrating the Standards for Mathematical
Practice
Professional development materials on NCSM
website:
• PowerPoint
• Tasks and student work
• Video clips
Organized around sets of practices for grade
bands
Insidemathematics.org
NCSM Webinars-online
NCSM Webinars:
• Getting Started with the Common Core State
Standards: First Steps for Mathematics Education
Leaders
November 30, 2010 - 3:30 to 4:30 pm EST
•
Diving Deeper into the Common Core State
Standards
February 23, 2010 - 3:30 to 4:30 pm ES Sponsored by
Carnegie Learning
www.carnegielearning.com.
Mathedleadership.org
NCSM Professional Development
Opportunities
• NCSM Annual Conference
– April 23-25, 2012, Philadelphia, PA
• NCSM Summer Leadership Academy
– June 25-27, 2012, Pittsburgh, PA
– July 31-Aug 2, 2012, Sonoma, CA
• Fall One-Day Seminars
– October 19, 2011, Atlantic City
– October 26, 2011, St. Louis
– November 2, 2011, Albuquerque