2010 Alabama Course of Study: Mathematics College and Career Ready Standards

1. Sixth Grade Math May 18, 2012 2010 Alabama Course of Study: MathematicsCollege and Career Ready Standards

2. WHY?

3. A Common Core of Readiness “A large proportion of U.S. high school graduates are ill-prepared to meet the challenges of college or career. The new common core state standards can help.” Article by Robert Rothman published in April 2012 edition of Educational Leadership.

4. The common core state standards have now been adopted by 45 states and the District of Columbia.

5. Researchers project that by 2018, 62% of US jobs will require education beyond high school.

6. Workers with bachelor’s degrees earned 74% more than those with high school diplomas in 2010.

7. In 2011, the United States ranked 15th among 20 major industrialized countries in the number of adults ages 25-34 with bachelor’s degrees.

8. In 2011, just one in four students who took the ACT test met the benchmark scores in all four subjects: English, mathematics, reading, and science.

9. Nationwide, about 40 percent of entering college students are required to take at least one remedial course before enrolling in credit-bearing coursework, and the rates are much higher for students of color.

10. 2005 survey of US Employers • 39 percent of graduates themselves said they were unprepared for college or the workplace. • 39 percent of high school graduates were unprepared for entry-level work. • 45 percent of graduates were inadequately prepared for jobs beyond the entry level.

11. State Tests vs NAEP • Tennessee 4th Math 28% proficient (2005) • Massachusetts 4th41% proficient (2005) • Tennessee 4th Math 87% proficient (2005) • Massachusetts 4th40% proficient (2005)

12. ARMT vs NAEP • Alabama 4th(2011) 24% proficient • Alabama 8th(2011) 23% proficient • Alabama 4th(2011) 83% proficient • Alabama 8th (2011) 77%proficient • Alabama 6th(2011) 78% proficient

13. Five Fundamental Areas Required for Successful Implementation of CCSS

14. What is a PLT? • “The most successful learning occurs when teachers teach effectively in their own classrooms but also find solutions together. In such schools, teachers operate as team members, with shared goals and time routinely designated for professional collaboration. Under these conditions, teachers are more likely to be consistently well informed, professionally renewed, and inspired so that they inspire students.” ~ Shirley Hord Professional Learning Communities: Communities of Continuous Inquiry and Improvement

15. PLT Expectations • Write down 3 expectations you have from this Professional Learning Team. • Each person discuss one expectation with your group round robin style. • Select two expectations per table to share.

16. Sort and Mingle

17. Five Fundamental Areas Required for Successful Implementation of CCSS

18. Standards for Mathematical Practice SMP1 - Make sense of problems and persevere in solving them SMP2 - Reason abstractly and quantitatively SMP3 - Construct viable arguments and critique the reasoning of others SMP4 - Model with mathematics SMP5 - Use appropriate tools strategically SMP6 - Attend to precision SMP7 - Look for and make use of structure SMP8 - Look for and express regularity in repeated reasoning

19. The Hunt Institute Video

20. What Are The Practice Standards? • Capture the processes and proficiencies that we want our students to possess • Not just the knowledge and skills but how our students use the knowledge and skills • Describe habits of mind of the mathematically proficient student • Carry across all grade levels, K-12

21. Practice Standard 1

22. Practice Standard 2

23. Practice Standard 3

24. Practice Standard 4

25. Practice Standard 5

26. Practice Standard 6

27. Practice Standard 7

28. Practice Standard 8

29. Instructional Strategies What instructional strategies promote college and career readiness in my students?

30. High-Leverage Strategies • Problem solving • Demanding tasks • Student understanding • Discussion of alternative strategies • Extensive mathematics discussion • Effective questioning • Student conjectures • Multiple representations

31. Five Fundamental Areas Required for Successful Implementation of CCSS

32. Focus Area Narratives Important descriptions at the beginning of each grade level. • Provide the intent of the mathematics at each grade. • Provide 3-4 critical focus areas for the grade level . • Provide a sense of … • The sophistication for mathematical understanding at the grade level. • The learning progressions for the grade. • Extensions from prior standards. • What’s important at the grade level.

33. Grade-Level Intent Grade 6 Narrative Turn to pages 47-48 in the ACOS for the Grade 6 narrative.

34. Critical Focus Areas Ratios and Proportional Relationships Connect to whole number multiplication and division Applying to problems Standards 1-3 Number Systems Dividing fractions Negative numbers Coordinate plane Standards 4-11 Expressions and Equations Variables and expressions Solve one-step equations Standards 12-20 Statistics Understanding different measures of center Standards 25-29 Geometry – Standards 21-24

35. Recommend Emphasesfrom PARCC Model Content Framework for Mathematics

36. Cluster Analysis • Pick one cluster from your critical area and use the Grade-by-Grade Analysis Tool • What is familiar? • What is new or challenging? • What needs unpacking or emphasizing?

37. Unpack a Standard • Choose one standard from the cluster you were working on to unpack. • Helpful resources can be found on the wiki and in notebooks in the room. • You may not be able to fill out all sections.

38. Unpacking the Standards

39. Five Fundamental Areas Required for Successful Implementation of CCSS

40. Alabama's Assessment Planhttp://www.aplusala.org/news/?newsID=131 • Universal Screeners and developmentally appropriate assessments for K-2 grades to ensure grade level reading by third grade • Formative benchmarks and interim assessment repository for grades 3-12 to help teachers monitor and adjust instruction throughout the year • Career interest/aptitude assessments for grades 6-12 • Project-based assessments to show not just what students know, but what students can do • Summative assessments for grades 3-12, including the ACT tests in grades 8, 10, and 11

41. PARCC's Math Test • Innovative, machine–scorable, computer based items • Items that call for written arguments or justifications; critiques of mathematical reasoning or proof that students “attend to precision” in math • Items involving real-world scenarios

42. SBAC Test • Formative, interim, and summative • Computer adaptive technology • Results from computerized assessments in weeks, not months • Optional interim assessments throughout the school year to help plan differentiated instruction • Will go beyond multiple-choice questions and include short constructed response, extended constructed response, and performance tasks that allow students to complete an in-depth project that demonstrate analytical skills and real-world problem solving.

44. Five Fundamental Areas Required for Successful Implementation of CCSS

45. Collaboration Possibilities 21st Century Tools Face to Face Meetings At your school In your district In your area At UAH Grade level Vertical meetings No stipends/subs • Social Bookmarking • RSS Feeds • Instant Messaging • Asynchronous Discussion • Video Conferencing • Document Sharing • Shared Document Creation • Wikis

46. What's Next?

47. Feedback