1 / 14

COMMON CORE STANDARDS MATHEMATICS

COMMON CORE STANDARDS MATHEMATICS. Overview and Implementation Proposal for White Hill Middle School, RVSD April 2012. MATH DIRECTIONS. Common Core State Standards Mathematics (CCSS-M) TALK-12 committee Proposal for course sequences and implementation of CCSS-M K-12 Question & Answer time.

mabli
Download Presentation

COMMON CORE STANDARDS MATHEMATICS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. COMMON CORE STANDARDS MATHEMATICS Overview and Implementation Proposal for White Hill Middle School, RVSD April 2012

  2. MATH DIRECTIONS • Common Core State Standards Mathematics (CCSS-M) • TALK-12 committee • Proposal for course sequences and implementation of CCSS-M K-12 • Question & Answer time

  3. Common Core State Standards Mathematics (CCSS-M) DevelopmentCore Development • Common Core State Standards were developed in an effort to bring US standards in line with high performing international countries. • Written by 3 math educators as opposed to a committee of bureaucrats, like most previous state standards. • Most states have adopted them in order to qualify for Race to the Top funds.

  4. Characteristicscteristics • Fewer and more rigorous topics • Aligned with college and career expectations • Internationally benchmarked • Rigorous content and application of higher-order skills • Builds on strengths and lessons of current state standards • Research based • Intent is to be coherent, focused, clear and specific

  5. Overview of Standards • Greater opportunities for differentiation • Focus on mathematical thinking rather than a discrete set of skills that result in simply correct or incorrect answers. • Students can access this mathematical thinking at many different levels. • Standards of Mathematical Practices are the same K-12.

  6. 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.

  7. Current vs. CCSS Testing Current STAR Assessments Proposed CCSS Assessments • Grades 2-11, writing at 4th and 7th • Only paper & pencil option • Only multiple choice • Part of the state and federal accountability system • Grades 3-8 and 11, Grades 9 and 10 available for states that choose to use them • Delivered via computer and are computer adaptive • 60% will be assessed using performance assessment and scored using an analytic point scoring rubric (fashioned after MARS rubrics) • 40% selected response will be machined scored • Accountability system has not been established yet

  8. Talk-12 • A subcommittee comprised of one to two teachers from each feeder district and three high school Teachers from Tam, Redwood and Drake H.S • Addresses concern regarding students’ poor performance in high school Advanced Algebra 2 and discrepancies in placement decisions for students • GOAL: Align math education in the feeder schools so that students have consistent opportunities

  9. TALK-12 – Where are we now? • We have developed into a strong, collaborative professional learning community across the Tam District feeder schools. • The purpose of the group has now evolved into an advisory group to determine plans for implementation of the CCSS-M. • At our February 17th meeting, we came up with an implementation proposal for CCSS-M. • The challenge is that that not all districts have been given the same professional development opportunities and are at various levels of readiness for implementation.

  10. THE 8TH GRADE ALGEBRA PENDULUM SWING • WHERE WE’VE BEEN: • Increase number of students taking Algebra in 8th grade • Goal- to take Calculus in 12th grade • Reality- not all students are successful • WHERE WE’RE GOING: • CC Algebra 1 course is a more rigorous and deep course than current Algebra course • Developmentally designed for high school students who have had a strong foundation in middle school math • Carefully select students taking Algebra in 8th grade

  11. Pathways for CCSSM K-12 • These pathways are fluid. It is possible that students could move to a different pathway during or at the end of the school year. • Pathways in 11th and 12th grade may vary

  12. ProposedTransition Plans To CCSS-MWhite Hill Middle School (TALK-12)

  13. PROFESSIONAL DEVELOPMENT IN RSVD • Josh Deis- • 2 years K-8 • Follow up observations and debrief among WH math teachers • Phil Daro (co-author of CCSS-M) • January 2nd professional development day • California Math Council STEM conference in Assilomar • Talk-12 • 2 years collaboration and articulation with Tam District high schools and all feeder middle schools • Ongoing Articulation with Drake High School

  14. Questions?

More Related