Cutler Middle School February 4, 2014 Cutler Middle School February 4, 2014

 Presenters:  Mike Emery, Coordinator of English 6-12  Seth Danner, Math teacher  Mary Klar, Math Teacher  Presenters:  Mike Emery, Coordinator of English 6-12  Seth Danner, Math teacher  Mary Klar, Math Teacher

There are three major shifts in the focus of Math instruction with the adoption of the Common Core State Standards for College and Career Readiness (CCSS)

 Focus: Focus strongly where the standards focus.  Coherence: Think across grades, and link to major topics  Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

 Move away from "mile wide, inch deep" curricula identified in TIMSS.  Learn from international comparisons.  Teach less, learn more.  “Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”

 Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.  Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning

 The CCSSM require a balance of:  Solid conceptual understanding  Procedural skill and fluency  Application of skills in problem solving situations  Pursuit of all threes requires equal intensity in time, activities, and resources.

 Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives  Students are able to see math as more than a set of mnemonics or discrete procedures  Conceptual understanding supports the other aspects of rigor (fluency and application)

 The standards require speed and accuracy in calculation.  Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

 Students can use appropriate concepts and procedures for application even when not prompted to do so.  Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS.  Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.

 2 Hour non-performance section of test that includes multiple choice and short answer questions. The questions are designed so that students must have learned “conceptually” rather than “memorize procedures” to do well.  2.5 Hour Performance Assessment that includes a 30 minute in-class teacher- whole class activity.

 Performance tasks measure a student’s ability to apply knowledge and skills.  Without Application we do not have Rigor.

 User Name: wilson  Password: qwe123

 1.Go to the following site and log in as “Guest”:  BAC_PT  2.On the next screen select the grade (for high school people it is Grade 11) and hit “next”.  3.You have a choice to do the MATH Grade 11 or the MATH performance task Grade 11. You may do both today.  4.Do the short answer first: hit “select” and “yes, start my test” on the next two pages.  5.Hit “Begin test now.” The test forces you to put an answer in to every question before you can proceed to the next one.