diane l. hurst, ed. d. instructional services lancaster- l ebanon iu 13

DIANE L. HURST, ED. D.INSTRUCTIONAL SERVICES

LANCASTER-LEBANON IU 1318TH ANNUAL EDUCATION CONFERENCE

JUNE 21, 2011

Purpose

• Provide overview of the Common Core State Standard initiative

• Take a deeper look at the Common Core specifically for mathematics

• How will the Common Core impact the math classroom

• Alignment between Eligible Content and Common Core

WWW.PDESAS.ORG

What are educational standards?

• Help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.

Why do we need educational standards?

• Disparate standards across states• Global competition• Today’s jobs require different skills• States are ready and able for collective action

Why is this important for students, teachers, and parents?

• Prepares students with the knowledge and skills they needs to succeed in college and work

• Ensures consistent expectations regardless of a student’s zip code

• Provides clear, focused guideposts

Overview of Initiative

• State-led and developed• Informed by best available evidence and

research• Reflect aspirations of our children and realities

of the classroom• Benchmarked to international standards– Ensures students competitive in emerging global

marketplace

Overview of Initiative

• Two content areas:– K-12 English/language arts– K-12 mathematics

• Led by:– Council of Chief State School Officers (CCSSO)– National Governors Association for Best Practice

(NGA)– Parents, teachers, school administrators

Teacher Involvement

• Teachers have been critical voice in the development of the standards

• Teacher provided feedback through:– National Education Association (NEA)– American Federation of Teachers (AFT)– National Council of Teachers of Mathematics

(NCTM)– National Council of Teachers of English (NTE)

Are these national standards?

• Federal government was NOT involved in the development of the standards.

• State-led and driven initiative• States voluntarily adopt the standards

Why only English-language arts and mathematics?

• Skills, upon which students build skill sets in other subject areas

• Most frequently assessed for accountability purposes

• Other subject areas may be developed

On July 1, 2010

• Pennsylvania State Board of Education adopted the CCSS for– ELA– Mathematics

• At that time, 18th state to do so• Unanimous vote• Followed six months careful study

PDE’s Transition Plan

• Cross walk PA Standards to CCSS to verify degree of alignment

• Evaluate the SAS Curriculum Framework to gauge its correlation to CC

• Align Assessment Anchors and Eligible Content to CC

• Review Keystone Exam blueprints to determine linkages to CC

2010-2011

PDE Responsibility District

CC transition teams complete alignment study and develop PA CC framework

Curriculum and instruction based on the current PA Academic Standards

Continued development of Keystone Exams based on content aligned to the CC

PSSA based on current eligible content aligned to PA Standards (through 2013 administration)

Professional development offered for districts to begin transition plans

Attendance at PDE/IU staff development sessions to begin transition planning

2011-2012

PDE Responsibility District

Ongoing PD to assist districts in creating transition plans and aligning curriculum and instruction to PA CC standards

Curriculum and instruction based on current PA Academic Standards

Standards Aligned System (SAS) is fully aligned to PA CC Standards

Create instructional redesign cycle and begin modification of district-approved curricula in ELA and Mathematics using CC Standards alignment documentation provided by PDE

2012-2013

PDE Responsibility District

Ongoing professional development to support full implementation in PA schools

Continue with curriculum rewrites, with July 1, 2013 target date for full implementation of PA CC

Professional Development Plan

• December 2010 Institute• Professional development sessions across

Pennsylvania• IU personnel trained to assist school districts• Full implementation by July 1, 2013

WWW.CORESTANDARDS.ORG

CCSS for Mathematics

Research studies show…

• United States is behind other countries in mathematics education

• High-performing countries have a more focused mathematics curriculum

• United States must become substantially more focused and coherent in order to improve mathematics

• Address the problem of “a mile wide and inch deep”

Features of the CCSS

• Fewer and more rigorous• Aligned with college and work expectations• Focused and coherent• Rigorous content and application of higher-order

skills• Build upon strengths and lessons of current state

standards• Internationally benchmarked• Research based

Intent of CCSS

• Same goals for all students• Coherence• Focus• Clarity and Specificity

Coherence

• Articulated progressions of topics and performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills stressed equally

NCTM states coherence also means that instruction, assessment, and curriculum are aligned.

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is emphasized

Clarity and Specificity

• Skills and concepts are clearly defined• Being able to apply concepts and skills to new

situations is expected

Design and Organization

• Standards for Mathematical Practice– Carry across all grade levels– Describe the habits of mind of a mathematically

expert student

Standards of Mathematical Practice

• Describe varieties of expertise that mathematics educators should seek to develop in students

• Rest on important “processes and proficiencies”

• Not intended to be new names for old ways of doing things

Standards of Mathematical Practices

1) Make sense of 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.

NCTM Process Standards CCSS Standards for Mathematical Practice

Problem Solving 1. Make sense of problems and persevere in solving them.5. Use appropriate tools strategically.

Reasoning and Proof 2. Reason abstractly and quantitatively.3. Critique the reasoning of others.8. Look for and express regularity in repeated reasoning.

Communication 3. Construct viable arguments.

Connections 6. Attend to precision.7. Look for and make use of structure.

Representations 4. Model with Mathematics.

NCTM Process Standards andthe CCSS Standards for Mathematical Practices

CCSS in Mathematics and NCTM’s Curriculum Focal Points

• K-5 Standards provide solid foundation in:– Whole numbers– Addition– Subtraction– Multiplication– Division– Fractions– Decimals– Negative numbers– Geometry

CCSS in Mathematics and NCTM’s Curriculum Focal Points

• Middle school standards provide more complex work in:– Geometry– Algebra– Probability– Statistics

• Prepare students for algebra in 8th grade

CCSS in Mathematics and NCTM’s Curriculum Focal Points

• High school standards call on students to:– Practice applying mathematics ways of thinking to

real world issues• High school standards marked by (+): – Above the college- and career requirement

necessary for students in advanced math courses– Prepare for STEM coursework in college

CCSSM Format: Domains

• Large groups of related standards• Overarching big ideas that connect topics across

the grades• Descriptions of the mathematical content to be

learned through clusters/standards• Standards from different domains may be

closely related• Look for the name with the code number for a

Domain

CCSS Format: Clusters

• Groups of related standards• What students should know and be able to do

at each grade level• Reflect both mathematical understandings and

skills• Standards from different clusters may be closely

related, because mathematics is a connected subject

• Clusters appear inside domains

CCSSM: Standards

• Content statements• Progressions of increasing complexity from

grade to grade• For example: Use properties of operations to

generate equivalent expressions.• Part of a cluster

High School Conceptual Categories

• Big ideas that connect mathematics across high school – such as Functions or Probability and Statistics

• A progression of increasing complexity• Description of mathematical content to be

learned through domains, clusters, and standards

CCSSM Format

K-8

• Grade–Domain• Cluster–Standards

No preK CCSS

High School

• Conceptual Category–Domain• Cluster–Standards

Grade Level Overview

Grade Level Overview

Critical Areas – similar to

NCTM’s Curriculum Focal Points

Format of K-8 Standards

Domain

Grade Level

Format of K-8 Standards

Standard

Standard

Cluster

Format for High School

Standard

Cluster

Domain

High School Pathways

• The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses

• The CCSSM Model Pathways are NOT required. They are examples, not mandates.

High School Pathways

• Four years of mathematics:– One course in each of the first two years– Followed by two options for year three– Variety of relevant courses for year four

• Course descriptions– Define what is covered in each course– Are not prescriptions for the curriculum or

pedagogy

High School Pathways

• Pathway A: Consists of two algebra courses and a geometry course with some data, probability and statistics infused throughout (traditional)

• Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability and statistics

For additional information:

• Contact: Diane L. Hurst, Ed. D.diane_hurst@iu13.org(717) 606-1789