SCS -TNCore Rollout 2013 Study Group # 1

Common Core State Standards Module 1: An Introduction: Making Sense of Tasks Setup and Implementation

Session Goals Review the TNCore Beliefs Reflect on an overview of the Instructional Shifts and Changes from SY to SY to make sense of the Implementation and Rationale of CCSS impacts student performance Compare and contrast the four cognitive levels of a task using TAG (Task Analysis Guide) Analyze and Label 3 Math Tasks to determine the cognitive demand level of each task

Rationale Tasks form the basis for students’ opportunities to learn what mathematics is and how one does it, yet not all tasks afford the same levels and opportunities for student thinking. By analyzing instructional and assessment tasks that are for the same domain of mathematics, teachers will begin to identify the characteristics of high level tasks, differentiate between those that require problem-solving and those that assess specific mathematical reasoning. (IFL TNCore Training Manual, 2013). Why is this important?

Instructional Shifts Focus strongly where the Standards focusFocus 2. Coherence: think across grades, and link to major topics* within gradesCoherence 3. Rigor: in major topics* pursue: Rigor conceptual understanding, procedural skill and fluency, and application with equal intensity. Source: Student Achievement Partners Revised (7.2.12)

rd Grade Dropped SPIs

th Grade Dropped SPIs

th Grade Dropped SPIs

Focus Clusters 3 rd Grade  Represent and solve problems involving multiplication and division.  Understand properties of multiplication and the relationship between multiplication and division.  Develop understanding of fractions as numbers.  Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 4 th Grade  Extend understanding of fraction equivalence and ordering.  Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.  Use the four operations with whole numbers to solve problems.  Generalize place value understanding for multi‐digit whole numbers. 5 th Grade  Use equivalent fractions as a strategy to add and subtract fractions.  Apply and extend previous understandings of multiplication and division to multiply and divide fractions.  Understand the place value system.  Perform operations with multi‐digit whole numbers and with decimals to hundredths.

CRA’s and TCAP Constructed Response Assessments First administration: October 22, 2013 Second administration: February 19, 2014 TCAP: April 29, 2014 to May 5, 2014

Task Analysis Guide (TAG) Memorization Procedures Without Connections Procedures with Connections Doing Mathematics

Low Cognitive Level Tasks Memorization Procedures Without Connections

High Cognitive Level Tasks Procedures with Connections Doing Mathematics

WHICH COGNITIVE LEVEL AM I?

Task Analysis Guide Memorization Procedures without Connections Procedures with Connections Doing Math

Final Thoughts Bridge to Practice Big Ideas Take-Aways I Need More