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Deep Curriculum Alignment Project for Mathematics

Deep Curriculum Alignment Project for Mathematics. Erie 1 BOCES Susan Rothwell. Objectives of Year 3: Review embedded skills & vocabulary deconstructed from CCLS ( Common Core Learning Standards ) during year 2

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Deep Curriculum Alignment Project for Mathematics

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  1. Deep Curriculum Alignment Project for Mathematics Erie 1 BOCES Susan Rothwell

  2. Objectives of Year 3: • Review embedded skills & vocabulary deconstructed from CCLS (Common Core Learning Standards) during year 2 • Build sample tasks (questions) for the CCLS embedded skills that ensures multiple measures of assessment • Peer review & build assessment solutions for the sample tasks • Develop a regional scope & sequence by grade for the Common Core Learning Standards • Review criteria for home- school communications & report card alignment to CCLS History of DCA *Three Year Mathematics Project *Over 25 School Districts involved *Professional Learning Community Building Valuable Resources

  3. Common Core Learning Standards • 8 Standards for Mathematical Practices • Grade Level Focus Points • Required Fluencies for CCLS • Shifts in Mathematics • NYS Assessment Transition Plan for ELA & Math Understanding the Common Core Learning Standards for Mathematics

  4. Summarize at least 3 key points with a partner. DCA (Deep Curriculum Alignment Project) allows us to tackle this TOGETHER! We are stronger together than we are apart…

  5. What do these standards mean? Deconstructing the Common Core Learning Standards (DCA- YEAR 2)

  6. Grade Level Teams Worked to Define the new CCLS & evaluate alignment Embedded skills written as measureable (using measurable verbs) Alignment Evaluation

  7. Comparison of 2005 NYS Standards to New NYS Common Core Learning Standards

  8. www.mathdca.wikispaces.com Click on: Common Core Learning Standards to access grade level documents Sample questions for the skills will be typed in this box

  9. What are the characteristics of quality tasks or assessment items? • Describe multiple measures of assessment. • Explain what a ‘Balanced Assessment’ might include. Answer the following questions as a group and then post your responses around the room…

  10. Compare the NYS Test Item Grade 5 Math (2005) with the Example Common Core Performance Task 5th Grade Math. • What are the embedded skills that the student needed to know for each question? How does the level of rigor compare? Grade 5 Assessment Item Comparison

  11. Grade 2- Place Value • Grade 4- Fractions • Grade 7- Arithmetic Operations on Polynomials • Grade 9 (Algebra 1)- Algebraic Expressions NYS CCLS Resources: www.engageny.org Grade Level Sample Modules

  12. Many textbooks claim to be fully aligned to CCLS • The Common Core Standards document address this issue and clearly state that nothing published is aligned to the level of both procedural & conceptual understanding that the CCLS demand Guidance can be obtained from a variety of Sample Task Resources such as: Buckle Down, Singapore Mathematics, People Choice, etc. *Be careful not to spend too much time in these resources- STAY on target with being aligned to what the embedded skills demand… Common Core Aligned Resources? Can this be true?

  13. www.mathdca.wikispaces.com CLICK: common core learning standards *you will now be at the new CCLS site: www.commoncoremath.wikispaces.com • DCA Common Core Math • How to sign in • How to request membership • DCA Common Core Math Wiki • How to download the Sample Task Documents • How to SAVE the downloaded document (and name it appropriately) • How to upload the NEW ANNOTATED document (that contains your work) Navigating the DCA Common Core Math Web Site

  14. Equation Editor • See guidance document (located on the center of the tables) • Location on Toolbar • How to ‘Insert a New Equation’ • How to ‘Insert a Symbol or Fraction’ • Clip Art • Two site are located as links on the wiki for great clip art. Just CLICK: • Clip Art Sites for Sample Tasks Creating Sample Tasks using Microsoft Word

  15. Let’s begin…

  16. Group Selections & Team Roles • Select group members for smaller working • group (2-3 per group) • Decide as a table how to divide up the • domains for the sample tasks among the • smaller working groups (paper copies have • been provided in the boxes at the tables) • Select a person from you small group to • work with the computer (using the wiki and uploading/ downloading the documents) • Begin by reviewing the embedded skills & the standard from which they were deconstructed • Add or modify these skills/ vocabulary with RED font ONLY

  17. Tomorrow…. Is only a day away…. Annie We will be picking back up where we have left off tomorrow. Select a good stopping point and upload your last domain. Be sure to label your paper copies of where your have left off and where you need to start.

  18. Reflections & Planning • Survey by Grade Level • Where have you left off • Planning for next time • Peer Review Process • Creating solutions for Sample Tasks

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