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“These standards are not intended to be new names for old ways of doing business.” (CCSS-M)

“These standards are not intended to be new names for old ways of doing business.” (CCSS-M) . The 3 Shifts in CCSSM. Focus strongly where the standards focus Coherence : Think across grades and link to major topics within grades Rigor : In major topics, pursue with equal intensity:

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“These standards are not intended to be new names for old ways of doing business.” (CCSS-M)

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  1. “These standards are not intended to be new names for old ways of doing business.” (CCSS-M) Spokane Symposium 11/5/13

  2. The 3 Shifts in CCSSM • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue with equal intensity: • Conceptual understanding • Procedural skill and fluency • Application Spokane Symposium 11/5/13

  3. Standards for Mathematical Practices Graphic Spokane Symposium 11/5/13

  4. Math Should Make Sense! • What does it mean to be an even number? • What does it mean to be an odd number? • When you add two odd numbers, is the result even or odd? Always? Why? 2, 4, 6, 8 1, 3, 5, 7 Spokane Symposium 11/5/13

  5. Answer Getting We have structured math so that we value “getting the answer” to a math problem rather than the process and making sense of the math that leads to the answer. “Struggle” and “mistakes” are not typically rewarded in school. • For struggling students, mistakes = “I’m stupid.” http://bookpeeps.org/2012/11/20/teaching-methods-east-vs-west/ Spokane Symposium 11/5/13

  6. Sense Making Classroom Culture that Fosters: • Productive Struggle • Growth Mindset – Carol Dweck • Valuing multiple pathways to a solution • Opportunities to engage in rich math tasks and problems Spokane Symposium 11/5/13

  7. Modeling F-BF: Build a function that models a relationship between two quantities. 1. Write a function that describes a relationship between two quantities.* On June 1, a fast growing species of algae is accidentally introduced into a lake in a city park. It starts to grow and cover the surface of the lake in such a way that the area covered by the algae doubles every day. If it continues to grow unabated, the lake will be totally covered and the fish in the lake will suffocate. At the rate it is growing, this will happen on June 30. Spokane Symposium 11/5/13

  8. Modeling cont. 1) When will the lake be covered half-way? 2) On June 26, a pedestrian who walks by the lake every day warns that the lake will be completely covered soon. Her friend just laughs. Why might her friend be skeptical of the warning? 3) On June 29, a clean-up crew arrives at the lake and removes almost all of the algae. When they are done, only 1% of the surface is covered with algae. How well does this solve the problem of the algae in the lake? 4)Write an equation that represents the percentage of the surface area of the lake that is covered in algae as a function of time (in days) that passes since the algae was introduced into the lake if the cleanup crew does not come on June 29. Spokane Symposium 11/5/13

  9. No one who ever bought a drill wanted a drill. They wanted a hole. -Perry Marshall Spokane Symposium 11/5/13

  10. 2012-13 CCSS Implementation Resources Spokane Symposium 11/5/13

  11. 2012-13 CCSS Implementation Resources Spokane Symposium 11/5/13

  12. Resources for Parents Council of Great City Schools: Parent Roadmaps to the Common Core Standards- Mathematics (http://www.cgcs.org/Page/244 ) Spokane Symposium 11/5/13

  13. Resources for Community Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. The coalition believes all students should be better prepared for college, work and life to build the skills to compete for the quality jobs that our state has to offer. *Initial support for ReadyWA received in October 2012 grant awarded from College Spark Washington to Partnership for Learning & Office of Superintendent of Public Instruction www.ReadyWA.org Spokane Symposium 11/5/13

  14. 2013 Legislative Decisions Regarding High School Assessments Math: • Class of 2013 & 2014 • Algebra 1 EOC OR Geometry EOC • Class of 2015, 2016, 2017, 2018 • Algebra 1 EOC, • OR Geometry EOC, • OR new 11th Smarter Balanced Comprehensive Math Test, • OR new Algebra 1 EOC Exit Exam (aligned to SBAC), • OR new Geometry EOC Exit Exam (aligned to SBAC) • Class of 2019 and beyond - 11th Smarter Balanced Math Test Spokane Symposium 11/5/13

  15. What’s Happening This Year, 2013-14? • Exit exams remain the same (HSPE, EOC) • CAA options remain the same, except • New Biology COE ready for June 2014 submission for Class of 2015 and beyond (only after two attempts on Biology EOC) • Class of 2013 had some relaxation of Collection of Evidence rules that had been newly implemented – these will not continue (COE is limited to one submission per content area throughout HS, and requires two attempts on general assessment before submitting) Spokane Symposium 11/5/13

  16. Interim Assessments and Formative Tools (Digital Library) • Interim Assessments – Ready in Fall 2014 • Available to all districts – costs covered by state • Optional use and frequency • Two types of assessments can be constructed: • Clone summative test • Target specific skills • 2014-15 will have fewer items to draw from than later years • Digital Library - Resources to be available in late Spring 2014 Spokane Symposium 11/5/13

  17. You can't wring your hands and roll up your sleeves at the same time. ~Pat Schroeder Spokane Symposium 11/5/13

  18. The WashingtonCore to College Project:Connecting Higher Education to the Common Core State Standards & Smarter Balanced Assessment Bill Moore, State Board for Community & Technical Colleges Director, Core to College Alignment & Transition Mathematics Project November 2013

  19. Project Goals • Build faculty ownership and understanding of the CCSS as meaningful and useful college-readiness standards • Develop overall higher education agreement for use of CCSS and Smarter Balanced assessment • Promote local use of CCSS and Smarter Balanced assessment in ways that improve high school to college transition for students Core to College wiki

  20. Using the 11th Grade Assessment • College Placement • Full or conditional exemption from developmental course work when entering college • Need to define what evidence of continued learning will be considered appropriate for conditional exemption • Strengthen 12th Grade “Launch Year” • Encourage dual credit courses for students who are college-ready • Provide targeted curriculum for students who are not yet college-ready

  21. Smarter Balanced Assessment Policy Framework Note: Applies only to students who matriculate directly from high school to college.

  22. Key Elements of SBAC Framework • Support for Emerging Approaches to Developmental Ed: Colleges are free to permit students who score below the college content-readiness standard to enroll in credit-bearing courses • Multiple Measures of Content-Readiness: Fully supports the use of multiple measures to determine student course placement • Recommended “Cut Scores”: To be set summer 2014 after pilot and field testing • Participation agreement: No later than January 2015 • Score Expiration: Scores only valid for students who matriculate directly from high school to college

  23. Key System SBAC Recommendations

  24. How does the SBAC 11th grade assessment score factor into this matrix…??? SAMPLE Math Transcript Table (Green River CC)

  25. Showcase local school/ college partnerships Review and endorse proposal Core to College System Policy Timetable Develop specific proposal for SB use in higher education System group and institutional review (Winter 2014--Spring 2014)

  26. Specific Transition Courses • SREB transition courses  • Expository Reading & Writing Course (CSU) • Dana Center Senior Year Capstone Course (AQR/AMDM) (math) • Project TIME, Green River (TMP) (Detailed resources available at TMP site) (math) • Shoreline C2C Project(English)

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