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Mississippi CCR Mathematics Scaffolding Document

A document providing instructional support for teachers to assist struggling learners, English Language Learners (ELL), and students with disabilities in meeting the Mississippi CCR Mathematics standards. It includes guidance on students' prior knowledge, key conceptual facts, and necessary skills for success.

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Mississippi CCR Mathematics Scaffolding Document

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  1. Grades K-12College- and Career-Readiness (CCR) Standards for Mathematics Scaffolding DocumentSeptember 29, 2014 Marla Davis, Ph.D., NBCT Director of Mathematics Office of Secondary Education Office of Elementary Education

  2. CCR Scaffolding Document PURPOSE As part of our ESEA Flexibility Request (Waiver), the MDE indicated that MS would develop instructional supportdocuments to assist teachers working with certain populations, such as: • Struggling learners • English Language Learners (ELL) • Students with disabilities

  3. CCR Scaffolding Document DEVELOPMENT • Scaffolding documents for each CCSS Mathematics grade level/course were developed under guidance provided by the Mississippi Department of Education (MDE) content specialist. • The CCSS Instructional Support Committees consisted of two teams—writers and reviewers.

  4. CCR Scaffolding Document • Writers were responsible for the actual compilation of the individual grade level/course documents by using their content and pedagogical knowledge, and resources from the Common Core State Standards for Mathematics (CCSSM), Partnership for Assessment of Readiness for College and Careers (PARCC), and the MDE. • Reviewers were responsible for reviewing and validating grade band documents based on their content and pedagogical knowledge, and resources from the CCSSM, PARCC and the MDE.

  5. CCR Scaffolding Document DEVELOPMENT January – September 2014 Committee members included: • K-12 Math content specialists • Lead teachers • National Board certified teachers • Curriculum coordinators • Faculty from postsecondary institutions • New Math Professional Development Coordinators

  6. CCR Scaffolding Document CONSTRUCTION For the purposes of completing the scaffolding documents, committee members were given the following guidance: • To know: identifies students’ prior knowledgebased on previous exposure and experience from the CCSSM. • To understand: refers to key conceptual factsthat a student must have mastered from previous exposure and experiences from the CCSSM in order to be successful with the applicationcomponent of the standard. • To do: explains the actual skills and applicationthat the standard requires in order for a student to be successful on a mathematical task.

  7. CCR Scaffolding Document See 2014 MS CCR Standards for Mathematics, p. 104.

  8. CCR Scaffolding Document See 2014 MS CCR Standards for Mathematics, p. 99.

  9. CCR Scaffolding Document See 2014 MS CCR Standards for Mathematics, p. 69.

  10. CCR Scaffolding Document See 2014 MS CCR Standards for Mathematics, p. 335.

  11. For example”

  12. CCR Scaffolding Document CONSTRUCTION • Each page has one standard. • Sub-standards (e.g., 3.MD.5a and 3.MD.5b) are on separate pages. • Includes only the most important skills, concepts, and applications necessary for teacher/student achievement. • Maintain the “integrity” and goals of the CCSSM.

  13. Goal of the CCR Scaffolding Document • The CCSSM content standards are the ultimate goal for student achievement. • The Standards outline what students should know and be able to doat the end of a grade level/course.

  14. CCR Scaffolding Document Information in the “Understand”, “Know”, and “Do” columns require a balance of opportunities for the student and teacher to demonstrate competence in ……. Frequent Assessment Planning Critical Thinking Application Standards for Mathematical Practice Application Communication

  15. CCR Scaffolding Document As teachers use the CCR Scaffolding Documents, it will assist them in identifying: • intervention activities, • misconceptions in student learning, • student readiness, • formative assessment outcomes, and • skills necessary for the PARCC math assessments.

  16. www.mde.k12.ms.us/ccss

  17. Contact Information Trecina Green – Associate State Superintendent Office of Professional Development tgreen@mde.k12.ms.us Jean Massey – Associate State Superintendent Office of Secondary Education jmassey@mde.k12.ms.us Nathan Oakley– Director of Elementary Education noakley@mde.k12.ms.us Dr. Marla Davis – Director of Mathematics mdavis@mde.k12.ms.us 601-359-2586

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