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Jean Howard, OPI Mathematics Curriculum Specialist

Montana Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects K-12 Mathematics K-12. Jean Howard, OPI Mathematics Curriculum Specialist. August2011. Objectives. Experience draft Level 1 Awareness Professional Development Modules

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Jean Howard, OPI Mathematics Curriculum Specialist

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  1. Montana Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects K-12 Mathematics K-12 Jean Howard, OPI Mathematics Curriculum Specialist August2011

  2. Objectives • Experience draft Level 1 Awareness Professional Development Modules • Reflect and refine modules, outline facilitator guides, and draft introductory component. • Determine the cadre of facilitators

  3. Introductions • Gifts and Hooks • What do you bring to can contribute to the success of this three day work session? • What things must occur in order to keep you engaged all three days? • Share within group • Reporting to whole group: • Individual names • Leader of group summarize Gifts and Hooks from their group

  4. Montana Common Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects K-12 andMathematics K-12 Your Name Date

  5. Common Core State Standards Initiative (CCSSI) Led by the Council of Chief State School Officers and the National Governors Association May 2009, State Superintendent Juneau and Governor Schweitzer signed Memorandum of Agreement Montana involved educators from across the state in a thoughtful process

  6. Common Core State Standards Initiative (CCSSI) Expectations of the Common Core Standards • Fewer, clearer, more rigorous • Aligned with college and work expectations • Internationally benchmarked • Evidence and/or research based

  7. Why Common Core State Standards? • Promote College and Career-Readiness • Ensure Montana students are ready to compete not only with their peers across the country, but globally. • "They give every student, no matter where they live, the opportunity to receive an education that will prepare them for college or to enter the workforce." • Accountability tool for teachers, parents and students with a very clear set of expected knowledge and skills at each grade level. • Create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

  8. Adopting Common Core State Standards www.corestandards.org

  9. Additional Content for Montana

  10. Implementation Adoption Process • July 2013

  11. Standards, Curriculum, Assessment, Instruction Activity We will determine a graphic that best describes the relationship between these components. • What does it mean for education to be standards-based? • What does this look like in a classroom? • Draw a graphic that would represent the relationship between these four elements

  12. SMARTER BalancedAssessment Consortium

  13. Purpose of SBAC • To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards • Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching • The assessments shall be operational across Consortium states in the 2014-15 school year

  14. Assessment System Components • Summative Assessment – Mandatory • Comprehensive assessment in grades 3-8 and 11 • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Interim Assessment - Optional • Available for administration throughout the year • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Formative Process and Tools

  15. Transition Timeline

  16. ELA Common Core Structure Comprehensive Section K-5 ELA Section Literacy in Science and Social Studies and Technical Subjects Section 6-12

  17. English/Language ArtsStandards • Reading for Literature • Reading for Informational Text • Reading: Foundational Skills • Writing • Speaking and Listening • Language • Literacy in History/Social Studies & Science

  18. Strand Topics Standard Statement

  19. Additional Content for Montana

  20. Structure of the Standards • Standards for Mathematical Practices • Content Standards • Domains • Clusters

  21. Standards for Mathematical Practices • Describe mathematical “habits of mind” • Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement • Connect with content standards in each grade • Connect with Indian Education for All in each grade • Integrated into lessons for content (not taught separately) • Similar to NCTM Focal Points Process Standards and Adding it Up Strands of Proficiency

  22. Standards for (Student) Mathematical Practice 1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. (CCSS, 2010)

  23. K-8 Content Standards Overview • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

  24. Critical Areas

  25. Domain Cluster Standard

  26. 9-12 Content Standards Overview • Call on students to practice applying mathematical ways of thinking to real world issues and challenges • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions • Identify the mathematics that all students should study in order to be college and career ready

  27. 9-12 Content Standards Overview • High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability • Modeling standards are distributed under the five major headings and are indicated with a () symbol • Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students

  28. Critical Areas

  29. Domain Cluster Standard

  30. Additional Content for Montana

  31. Jean Howard (406) 444-0706 jhoward@mt.gov

  32. LUNCH

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