All information in this Power Point is located on engageny

1. All information in this Power Point is located on www.engageny.org Dr. Elizabeth Frangella January 2013

2. NEW! - A Story of Units • Each Unit tells the story of concepts on their grade level. • Layout for each – Introduction • Sequence of Grade- Modules Aligned to Standards • Summary for the year • Key areas of Focus • Required Fluency • http://engageny.org/sites/default/files/resource/attachments/a-story-of-ratios-a-curriculum-overview-for-grades-6-8.pdf

3. To Find the Major, Supporting and Additional work of each grade • http://engageny.org/sites/default/files/resource/attachments/nys-math-emphases-k-hs.pdf

14. Instructional Shifts (went from 6 to 3)

15. Curriculum Map

17. Key Points: • A Story of Units is being written in alignment with the Instructional Shifts required by the CCLS. • All standards for each grade have been carefully included in the module sequence. • The P-5 modules are designed with deliberate coherence to capitalize on the learning progressions that are embedded in the CCLS. • The activities promote a careful balance of fluency practice, conceptual understanding, and application, which aligns with the instructional shift, rigor.

18. Standards for Math Practice(part of the Common Core) • Like the Instructional Shifts, each Standard for Mathematical Practice is integrated into the design of A Story of Units.

19. Standards for Mathematical Practice “… describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.”

20. Standards for Mathematical Practice 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.

21. Indicators of Quality in Instructional Materials and Tools for Mathematics • Problems in the materials are worth doing. • Assignments aren’t haphazardly designed. Exercises are given to students in intentional sequences. • The modules contain different types of problems that are presented in a simple to complex format. There is variety to what students produce in response to prompts.

22. Indicators of Quality in Instructional Materials and Tools for Mathematics • There are separate teacher materials that support and reward teacher study. • The use of manipulatives follows best-practices. • The visual design isn’t distracting or chaotic. • Support for English language learners and members of other special populations is provided.

23. Key Point A Story of Units adheres to the guidelines established in the Publishers’ Criteria and benefits from on-going feedback from Student Achievement Partners throughout the writing process.

24. Three Types of PARCC AssessmentsPARCC Type I Tasks • Assess concepts, skills and procedures • Include a balance of conceptual understanding, fluency, and application • Can involve any or all mathematical practice standards • Are machine-scored including innovative, computer-based formats

25. PARCC Type I Tasks

26. PARCC Type II Tasks • Assess ability to express mathematical reasoning • Call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP.3, MP.6) and can involve other mathematical practice standards • Are hand-scored, or machine-scored with innovative computer-based formats, or a combination

27. PARCC Type II Tasks

28. PARCC Type III Tasks • Assess modeling/applications • Call for modeling/application in a real-world context or scenario (MP.4) and can also involve other mathematical practice standards • Are hand-scored, machine-scored with innovative computer-based formats, or a combination

29. PARCC Type III Tasks Sample Grade 4 Problem Jim has three times as much money as Sally. If Jim has $14 more than Sally, how much money do they have altogether?

30. Assessments • PARCC? • New York State? • Computer based? • All unknown at this time

31. Draft of CC Sample Questions • Have you looked at the Draft of the New York State Testing Program documents? • Let’s look at some other sample math questions the state has used in the Network Training. Please take them out now.

32. Turn and Talk • How do the new PARCC assessments compare with previous assessments? • Did you notice the SHIFTS • What did you notice about the RIGOR • ? (anything else?)

33. Sequence

34. VOCABULARY • http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math The following slides are from the Granite School Math Department presentation on the Common Core.

38. Instructional Shifts

39. Shift 1: Focus • —“…focus deeply on only the concepts that are prioritized in the standards...”

40. Shift 2: Coherence • —“Principals and teachers carefully connect the learning within and across grades so that… students can build new understanding onto foundations built in previous years.”

41. Shift 3: Rigor 4 consolidated shifts • —“…pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.”

42. Fluency • —“Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions...” • One or two fluencies are required for each grade level and fluency suggestions are included in most lessons. Implementation of effective fluency practice is supported by the lesson structure.

43. SPRINTS and CHORALS • DO NOW- • Let’s take a minute to see what fluency is all about. SPRINT- written practice for speed and accuracy CHORAL- Skip counting aloud This example is by fractions~ forward and backward http://engageny.org/resource/nti-november-2012-rigor-breakdown-skip-counting-by-fractions#.UOjPB6s8YbU.email

44. Conceptual Understanding • —“Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.”

47. Application— • “Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.”

48. Dual Intensity— • “Students are practicing and understanding. There is more than a balance between these two things in the classroom—both are occurring with intensity.”

49. Rigor in the Assessments • Each assessment utilizes a combination of problems that build from simple to complex • procedural skill, • fluency, and • conceptual understanding. • Multiple-choice questions will be representative of PARCC Type I and II tasks.

50. RIGOR continued • Application problems including multi-step word problems are alwayspart of the assessments. • Constructed response questions, will typically involve more complex tasks that require students to explain their process for solving a problem—i.e., Type II and III tasks.