Kansas Common Core State
Standards for Mathematics:
March 10, 2011 Updates
Student Benefits
 Student mobility—increased likelihood of comparable
education across districts and states reduces obstacles
to mobile students
 Increased alignment between K-12 and postsecondary narrows gap in college and career readiness
District and State benefits
 New and better assessments that better measure
student learning
 Student mobility—increased likelihood of comparable
assessments between states allows for longitudinal
data tracking
 Easier collaboration between states on curriculum and
assessment
 Shifting of resources to focus on improving
instructional practices
When should schools begin to
make the transition to Common
Core State Standards?
How to transition?....Some ideas
 Begin with the Mathematical Practices of CCS
Mathematical Practices
 Rewards instructional best practices
 Clear vision of how students should approach and
learn mathematics.
 Shifts focus to ensuring mathematical understanding
over computation skills
Mathematical Practices (the list)
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the
reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning
How to transition?....Some ideas
 Begin with the Mathematical Practices of CCS
 At some grades, there is really no reason to continue
using 2003 Standards
 Kindergarten students in 2011-2012 will be in 3rd grade in
2014-2015 – They will never be tested on 2003 Standards
 1st Grade students in 2011-2012 may never see a test based
on 2003 Standards
 Look closely at the Critical Areas provided for each
grade
About Critical Areas
 Broad topics that can be used to organize
instruction around for the entire year
 Closely aligned to NCTM’s Focal Points
document
 Can be used as a focus for transition
planning
Sample Critical Areas
 In Grade 6, instructional time should focus on four
critical areas:
 (1)connecting ratio and rate to whole number
multiplication and division and using concepts of ratio
and rate to solve problems;
 (2) completing understanding of division of fractions
and extending the notion of number to the system of
rational numbers, which includes negative numbers;
 (3) writing, interpreting, and using expressions and
equations; and
 (4) developing understanding of statistical thinking.
Suggested Alignment Tasks
Focus on the Mathematical Practices
2. Implement the Critical Areas for each grade level
3. Identify 2003 tested indicators that are not covered
by Critical Areas for supplementation (especially
during 2011-2012 and 2012-2013 school years)
4. Look at the details in CCSS to ensure full curriculum
alignment by 2014-2015
1.
Contact Information
 David Barnes (dbarnes@ksde.org)
 Sid Cooley (scooley@ksde.org )
Tentative Assessment
Changes for 2011-2012
School Year
 AYP Proficiency still based entirely on the 2003
Kansas Math Standards
 Some indicators (maximum 2 at any grade level)
removed from the assessments
 Embedded items on all assessments that are
aligned to the Kansas Common Core State
Standards – Mathematics Critical Areas
Tentative Assessment Changes
(continued)
 Two types of reports:
 Proficiency report based only on items aligned to 2003
standards
 Performance report based on items that align to Common
Core Critical Areas
 Three types of items on the assessment:
 Items based on 2003 Standards that count only for proficiency
scores
 Items based on 2003 Standards that count for both
proficiency and Common Core Critical Areas reports
 Embedded items that count only toward Common Core
Critical Areas reports