Diane L. Hurst, Ed. D. Instructional Services Lancaster- L ebanon IU 13

1. Diane L. Hurst, Ed. D. Instructional Services Lancaster-Lebanon IU 13 18th Annual Education Conference June 21, 2011

2. Purpose • Provide overview of the Common Core State Standard initiative • Take a deeper look at the Common Core specifically for mathematics • How will the Common Core impact the math classroom • Alignment between Eligible Content and Common Core

3. www.pdesas.org

4. What are educational standards? • Help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.

5. Why do we need educational standards? • Disparate standards across states • Global competition • Today’s jobs require different skills • States are ready and able for collective action

6. Why is this important for students, teachers, and parents? • Prepares students with the knowledge and skills they needs to succeed in college and work • Ensures consistent expectations regardless of a student’s zip code • Provides clear, focused guideposts

7. Overview of Initiative • State-led and developed • Informed by best available evidence and research • Reflect aspirations of our children and realities of the classroom • Benchmarked to international standards • Ensures students competitive in emerging global marketplace

8. Overview of Initiative • Two content areas: • K-12 English/language arts • K-12 mathematics • Led by: • Council of Chief State School Officers (CCSSO) • National Governors Association for Best Practice (NGA) • Parents, teachers, school administrators

9. Teacher Involvement • Teachers have been critical voice in the development of the standards • Teacher provided feedback through: • National Education Association (NEA) • American Federation of Teachers (AFT) • National Council of Teachers of Mathematics (NCTM) • National Council of Teachers of English (NTE)

10. Are these national standards? • Federal government was NOT involved in the development of the standards. • State-led and driven initiative • States voluntarily adopt the standards

11. Why only English-language arts and mathematics? • Skills, upon which students build skill sets in other subject areas • Most frequently assessed for accountability purposes • Other subject areas may be developed

12. On July 1, 2010 • Pennsylvania State Board of Education adopted the CCSS for • ELA • Mathematics • At that time, 18th state to do so • Unanimous vote • Followed six months careful study

13. PDE’s Transition Plan • Cross walk PA Standards to CCSS to verify degree of alignment • Evaluate the SAS Curriculum Framework to gauge its correlation to CC • Align Assessment Anchors and Eligible Content to CC • Review Keystone Exam blueprints to determine linkages to CC

14. 2010-2011

15. 2011-2012

16. 2012-2013

17. Professional Development Plan • December 2010 Institute • Professional development sessions across Pennsylvania • IU personnel trained to assist school districts • Full implementation by July 1, 2013

18. www.corestandards.org

19. CCSS for Mathematics

20. Research studies show… • United States is behind other countries in mathematics education • High-performing countries have a more focused mathematics curriculum • United States must become substantially more focused and coherent in order to improve mathematics • Address the problem of “a mile wide and inch deep”

21. Features of the CCSS • Fewer and more rigorous • Aligned with college and work expectations • Focused and coherent • Rigorous content and application of higher-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked • Research based

22. Intent of CCSS • Same goals for all students • Coherence • Focus • Clarity and Specificity

23. Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned.

24. Focus • Key ideas, understandings, and skills are identified • Deep learning of concepts is emphasized

25. Clarity and Specificity • Skills and concepts are clearly defined • Being able to apply concepts and skills to new situations is expected

26. Design and Organization • Standards for Mathematical Practice • Carry across all grade levels • Describe the habits of mind of a mathematically expert student

27. Standards of Mathematical Practice • Describe varieties of expertise that mathematics educators should seek to develop in students • Rest on important “processes and proficiencies” • Not intended to be new names for old ways of doing things

28. Standards of Mathematical Practices • 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.

29. NCTM Process Standards and the CCSS Standards for Mathematical Practices

30. CCSS in Mathematics and NCTM’s Curriculum Focal Points • K-5 Standards provide solid foundation in: • Whole numbers • Addition • Subtraction • Multiplication • Division • Fractions • Decimals • Negative numbers • Geometry

31. CCSS in Mathematics and NCTM’s Curriculum Focal Points • Middle school standards provide more complex work in: • Geometry • Algebra • Probability • Statistics • Prepare students for algebra in 8th grade

32. CCSS in Mathematics and NCTM’s Curriculum Focal Points • High school standards call on students to: • Practice applying mathematics ways of thinking to real world issues • High school standards marked by (+): • Above the college- and career requirement necessary for students in advanced math courses • Prepare for STEM coursework in college

33. CCSSM Format: Domains • Large groups of related standards • Overarching big ideas that connect topics across the grades • Descriptions of the mathematical content to be learned through clusters/standards • Standards from different domains may be closely related • Look for the name with the code number for a Domain

34. CCSS Format: Clusters • Groups of related standards • What students should know and be able to do at each grade level • Reflect both mathematical understandings and skills • Standards from different clusters may be closely related, because mathematics is a connected subject • Clusters appear inside domains

35. CCSSM: Standards • Content statements • Progressions of increasing complexity from grade to grade • For example: Use properties of operations to generate equivalent expressions. • Part of a cluster

36. High School Conceptual Categories • Big ideas that connect mathematics across high school – such as Functions or Probability and Statistics • A progression of increasing complexity • Description of mathematical content to be learned through domains, clusters, and standards

37. CCSSM Format K-8 High School Conceptual Category Domain Cluster Standards • Grade • Domain • Cluster • Standards No preK CCSS

38. Grade Level Overview

39. Grade Level Overview Critical Areas – similar to NCTM’s Curriculum Focal Points

40. Format of K-8 Standards Grade Level Domain

41. Format of K-8 Standards Standard Cluster Standard

42. Format for High School Domain Standard Cluster

43. High School Pathways • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses • The CCSSM Model Pathways are NOT required. They are examples, not mandates.

44. High School Pathways • Four years of mathematics: • One course in each of the first two years • Followed by two options for year three • Variety of relevant courses for year four • Course descriptions • Define what is covered in each course • Are not prescriptions for the curriculum or pedagogy

45. High School Pathways • Pathway A: Consists of two algebra courses and a geometry course with some data, probability and statistics infused throughout (traditional) • Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability and statistics

46. For additional information: • Contact: Diane L. Hurst, Ed. D. diane_hurst@iu13.org (717) 606-1789