Palmyra Area School District Summer 2012

Goals  Develop an understanding of the Common Core State Standards (CCSS) in the area of Math, including the design/organization of the Standards and the appendix and supporting materials  Develop an understanding of the key advances of the CCSS  Examine and discuss the CCSS and their alignment to PA Standards  Review Pennsylvania transition plans/timeline and resources  Consider the impact of the adoption of the CCSS with regard to your teaching

Common Core State Standards Anticipation Guide Fact or Myth???

Overview of the Initiative  State-led and developed common core standards for K-12 in English/language arts and mathematics  Initiative led by Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)

Overview of the Initiative Focus on learning expectations for students, not how students get there

Why do We Need Common Standards? Why Now?  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 need to succeed in college and work  Ensures consistent expectations regardless of a student’s zip code  Provides educators, parents, and students with clear, focused guideposts  Offers economies of scale

Features of the Standards  Aligned with college and work expectations  Focused and coherent  Include rigorous content and application of knowledge through high-order skills  Build upon strengths and lessons of current state standards  Internationally benchmarked  Based on evidence and research

Intentional Design Limitations What the Standards do NOT define:  How teachers should teach  All that can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade level  The full range of support for English language learners and students with special needs  Everything needed to be college- and career- ready

Standards Development Process  College- and career-readiness standards for English/language arts and mathematics developed summer of 2009  Based on the college and career readiness standards, K-12 learning progressions developed  Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public  Final standards released on June 2, 2010

Pennsylvania Timeline  Adopted by State Board on July 1, 2010  Professional development and alignment work for next three school years  Full implementation of standards by July 1, 2013

Common Core Standards for Mathematics Completed June 2010

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”

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

Standards of Mathematical Practices  Describe the habits of mind of a mathematically expert student; carry across all grade levels 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

PA Standards Aligned System Clear Standards Fair Assessments Curriculum Framework Instruction Materials & Resources Interventions Student Achievement

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 8 th 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 K-8 Grade  Domain  Cluster Standards No preK CCSS High School Conceptual Category  Domain  Cluster Standards

Grade Level Overview

Format for High School StandardStandard ClusterCluster DomainDomain

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

Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Webb’s Four Levels of Cognitive Complexity

Webb’s DOK DEFINITIONS 1.0 Student recalls facts, information, procedures, or definitions. 2.0Student uses information, conceptual knowledge, and procedures. 3.0 Student uses reasoning and develops a plan or sequence of steps; process has some complexity. 4.0 Student conducts an investigation, needs time to think and process multiple conditions of problem or task. 28

“Extending the length of an activity alone does not necessarily create rigor!”

 DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)  DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)  DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) Same verb—three DOK levels