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Math Curriculum Alignment Workshop

Math Curriculum Alignment Workshop. Deb Romanek NDE – Math Specialist Carol Jessen and JaLena Slack ESU 8 March 16, 2010. Agenda. What’s New from NDE ? Standards Nebraska State Accountability (NeSA) Table of Specifications Overview of Nebraska Math Standards

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Math Curriculum Alignment Workshop

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  1. Math Curriculum Alignment Workshop Deb Romanek NDE – Math Specialist Carol Jessen and JaLena Slack ESU 8 March 16, 2010

  2. Agenda • What’s New from NDE? • Standards • Nebraska State Accountability (NeSA) • Table of Specifications • Overview of Nebraska Math Standards • Alignment of Curriculum to New Math Standards • Next Steps

  3. What’s New from NDE?

  4. Reporting Schedule 2008-2012 Includes Alternate and Tests for Students with Disabilities

  5. Standards Revision Schedule

  6. Standards Revision Update Reading –State Board Approved – December 11, 2008 Mathematics– State Board Approved – October 8, 2009 • Districts must adopt within one year – December 2009 and October, 2010 http://www.nde.state.ne.us/ndestandards/AcademicStandards.html • NeSA-R and NeSA-M built on newly revised standards • Science Standards Review Beginning December 2009 • Alternate Assessment (For students most cognitively challenged) - same process

  7. Nebraska State Accountability - NeSA State Test Administration Proposal Nebraska Department of Education --- CHATS 2008

  8. 2010 NeSA Testing –What’s ahead? 83% of the students will be testing NeSA-Reading online 77% of the students will be field testing – NeSA-Mathematics • February 1-19 – NeSA-Writing (English and Spanish) • February 15 - March 26 – ELDA • March 29-April 30 • NeSA-Reading • NeSA-M (Field test) • NeSA-AA-Reading • NeSA-AA-M (Field test)

  9. What do we know about NeSA-M? • Four concepts will be measured: • number sense • geometric/measurement • algebraic • data analysis/probability • Grades 3 through 8, 11 • Two sessions • Approximately 60 multiple choice items • Including embedded field test items • No calculators, but common reference sheet provided. (Student IEP may allow) • No student results provided – field testing the items.

  10. Webb’s Depth of Knowledge (DOK)

  11. Depth of Knowledge • Focuses on content standard in order to successfully complete an assessment/standard task. • Descriptive, not a taxonomy • Not the same as difficulty

  12. Depth of Knowledge Webb’s Depth of Knowledge levels: Recall and Reproduction: Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3 Extended Thinking: Level 4

  13. Online Documentswww.nde.state.ne.us/Assessment • Two New Practice Tests – Math and Reading • Tables of Specifications – Note change • Performance Level Descriptors • NeSA Approved Accommodations • Alternate Assessment – Extended standards document

  14. Common Core Standards • 49 states are participating in a conversation around “Common Core” standards for Language Arts and Mathematics • End of High School out now • K-12 by the end of the year • All states encouraged to adopt

  15. Let’s Get Started

  16. Comparison of Components Strands Grade Levels Specificity Indicators NEW OLD

  17. K-12 Comprehensive Content Standard in each section reflects the broad learning standards for students related to mathematics.

  18. Tiers of Specificity • K-12 Comprehensive Content Standards Identify broad K-12 learning standards for studentsrelated to mathematics • Grade Level Standards Statements that identify what students know and be able to do by the end of each identified grade • Curricular Indicators Examples that further define what a student shouldlearn at each specified grade level

  19. Standards Numbering System

  20. Vertical Format of Standards Nebraska Mathematics Standards Kindergarten MA 0.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. MA 0.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. MA 0.1.1.a Count, read and write numbers 0 – 20 MA 0.1.1.b Count objects using one-to-one correspondence 0 - 20 MA 0.1.1.c Sequence objects using ordinal numbers (1st through 5th) MA 0.1.1.d Match numerals to the quantities they represent 0-20, using a variety of models and representations

  21. Horizontal Format of Standards

  22. Mathematics Standards PROBLEM SOLVING MULTIPLE REPRESENTATIONS NUMBER SENSE CONCEPTS:Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. GEOMETRIC CONCEPTS AND MEASUREMENT CONCEPTS: Students will communicate geometric concepts and measurement concepts using multiple representations to reason,solve problems and make connections within mathematics and across disciplines. ALGEBRAIC CONCEPTS: Students will communicate algebraic concepts using multiple representations to reason,solve problems and make connections within mathematics and across disciplines. CONNECTIONS DATA ANALYSIS/PROBABILITY CONCEPTS: Students will communicate data analysis/probability concepts using multiple representations to reason,solve problems and make connections within mathematics and across disciplines. COMMUNICATION REASONING

  23. Cite Examples of the Five Processes Spring Board Video 1 Video Clip 2

  24. Take five minutes to individually review the new math state standards for your grade level. Note the major concepts and understandings for your grade level.

  25. Based on the new math standards, are there any additions or changes to your math curriculum?

  26. Standards Curriculum Instruction Determined by State Board Required for all Determined by State Board Guidance for Districts, Schools, and Teachers Determined by Local School Districts/ Classroom Teachers

  27. Let’s Align Curriculum • Review the new standards document, noticing the color-coding and the format. • Align current curricular statements (The Learner Will) with the new standards by starting with number sense standards (yellow) and your curricular document (The Learner Will statements).

  28. Let’s Align Curriculum 3. Align remaining curricular statements using the same process. 4. Identify Gaps—What is missing in your current curricular document? 5. Begin the process of adding new TLW statements in your electronic format.

  29. What Should Every District Do? Examine the new standards documents. -Alignment to curriculum -Alignment with current local assessment Involve all staff. Examine all local assessments and their uses. Which are critical?

  30. Math Action Plan

  31. ESU 8 How can ESU 8 help when you return to your district?

  32. Keep Informed • Mathematics: www. nde.state.ne.us/math • www.nde.state.ne.us/ndestandards/academicstandards • www.nde.state.ne.us/Assessment

  33. 3 – 2 – 1 Countdown • 3 Ideas or insights that have come to mind are: • 2 Questions or issues I still have are: • 1 Action I will take immediately is:

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