1. Ronda Davis Math Specialist, Assessment Dept PARCC MOWG NM Representative davis_r@aps.edu February 2016

2. Objectives for Today  Review the shifts of the CCSSM and how to recognize if those shifts are directing the instruction in your buildings  See the relationship of the shifts to the PARCC assessment  Help you manage a conversation with teachers regarding the CCSSM and PARCC  Reflect on the needs at your school as they relate to CCSSM and PARCC

3. The CCSS’s in the U.S.… Credit: Education Week 2009: 4 states with common standards 2016: 43 states plus DC common standards Recent Research Reported by NNSTOY: 1.The new tests (SBAC & PARCC) are better suited to supporting instruction than former tests. 2. The new assessments reflect great teaching. 3. The new tests are of higher quality and worth the transition. National Network of State Teachers of the Year (NNSTOY), Jan 2016

4. Redefines Purpose of Teaching & Learning : THINK and COMMUNICATE Are the 21 st Century Skills Obtain & Retain Are the 20 th Century Skills

5. Butterfly Math What CCSSM is NOT!

6. Diamond Factoring Box Factoring NOT CCSSM Builds on ES/MS CCSSM

7. The 3 Shifts of the CCSSM : Redefine Priorities of Teaching & Learning 1. Focus 2. Coherence 3. Rigor

8. Shift #1: Focus Strongly Where the Standards Focus Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. Focus deeply on what is emphasized in the standards, so that students gain strong foundations. Think About Asking Teachers: Grade Level Content Standard Major (Sub-Claim A) Additional or Supporting

9.  PARCC Sub-Claim A: Major Content  K: 5 Areas of Focus  Gr 1: 5 Areas  Gr 2: 6 Areas  Gr 3: 6 Areas  Gr 4: 6 Areas  Gr 5: 5 Areas  Gr 6: 6 Areas  Gr 7: 4 Areas  Gr 8: 6 Areas  Algebra 1: 6 Areas  Geometry: 6 Areas  Algebra 2: 6 Areas PARCC focuses on the Major Work of the Standards Referring to early childhood education... “math skills are more predictive than their reading skills of later overall academic success.” Duncan, et al, 2007

10. 10 Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades PARCC identifies this Link as the Add’l & Supporting Standards (Claim B) Think About: Asking Teachers to identify The Progression = Across Major = Within PD Example

11. Use the Coherence Map to address gaps in background knowledge http://achievethecore.org/coherence- map/#7/33/355achievethecore.org/coherence- map

15. Shift #3: Rigor 15 The CCSSM require a balance of:  Solid conceptual understanding (How)  Procedural skill and fluency  Application of skills in problem solving situations (Why) Pursuit of all three requires equal intensity in time, activities, and resources. Think About: Which one is the focus of the lesson? Ask Teachers to identify which part of rigor they are teaching (AND to identify how much time is spent on each part)

16. 16 Required Fluencies in 6 - 9 GradeStandardRequired Fluency 66.NS.2,3 Multi-digit division Multi-digit decimal operations 7 7.NS.A.1,2 7.EE.B.3,4 Fluency with rational number arithmetic Solve multi-step problems with positive & negative rational numbers (in any form) Solve one-variable equations of the form px + q = r & p(x+q) = r fluently 8 8.EE.C.7 8.G.C.9 Solve one-variable linear equations, including cases with infinitely many solutions or no solutions Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi-step problem solving in grade 7 Alg 1 A/G A-APR.A.1 A-SSE.A.1b Solving characteristic problems involving the analytic geometry of lines Fluency in adding, subtracting, and multiplying polynomials Fluency in transforming expressions and seeing parts of an expression as a single objet

17. It Starts with Focus The current U.S. curriculum is "a mile wide and an inch deep." Focus is necessary in order to achieve the rigor set forth in the standards. More in-depth mastery of a smaller set of things pays off. 17

18. PARCC...  Sub-Claim A: Major Content (Focus Shift)  Sub-Claim B: Additional & Supporting Content (Coherence Shift)  Sub-Claim C: Reasoning  Sub-Claim D: Modeling Use Evidence Tables to see specifics

19. 8 SMP’s -- Allows access of the mathematics for ALL students

20. Item TypeQuantity Algebra I, Geometry, Algebra II Short Items, Type 1, Sub-Claim A & B Reasoning Items, Type 2, Sub-Claim C Modeling Items, Type 3, Sub-Claim D Total Points Units Total Time 33 – 35 items, 49 pts, 60% 4 items, 14 pts, 17% 4 items, 18 pts, 22% 81 pts 3 @ 90 min 4.5 hrs PARCC Problem Types and Blueprint 6-8Short Items, Type 1, Sub-Claim A & B Reasoning Items, Type 2, Sub-Claim C Modeling Items, Type 3, Sub-Claim D Total Points Units Total Time 31 – 36 items, 40 pts, 61% 4 items, 14 pts, 21% 3 items, 12 pts, 18% 66 pts 3 @ 80 min 4 hrs.

21. We Cannot Meet the New Expectations With the Old Methods

22. Look For’s: Are students doing problems worth doing? (multi-step, conceptual, applications, substantial procedures) Are calculators used every day? Within a unit, is equal time spent on the 3 components of rigor (conceptual understanding, fluencies & applications)? Are reference sheets posted? Are teachers focusing on the standards (content & practices)? How much productive struggle is happening among students?

23. Personal Reflections/Next Steps:  Do you know if every math teacher has a hard copy of the CCSSM, and do they use the document in their planning?  What evidence do you have that teachers are teaching the Core (the Shifts, the Content, the Practices) in your building?  What action will you take in the next 2 weeks to implement what you have learned today?  What is the greatest need in helping your math teachers make the shift Of the Core?

24. Resources  http://www.greatschools.org/gk/common-core-test-guide/ (A parent resource, useful for teachers as this has all the sub-claims listed with sample problems) http://www.greatschools.org/gk/common-core-test-guide/  http://prc.parcconline.org/assessments (Click on “Released Items.” Filter by typing in “math” for Subject and toggle grade level. PBA and EOY item sets are available as are sample student responses from the 2015 PARCC assessment) http://prc.parcconline.org/assessments  http://www.AchieveTheCore.org (For materials and professional development on the each of the shifts, tasks, lessons, tools for planning, and understanding the math) http://www.AchieveTheCore.org  https://www.illustrativemathematics.org/ (For sample CCSS aligned tasks, aligned to most every CCSSM) https://www.illustrativemathematics.org/  http://parcc.pearson.com (For released practice PARCC assessments and tutorials on using the online testing platform) http://parcc.pearson.com  http://www.aps.edu/assessment/parcc (For updates and FAQ’s) http://www.aps.edu/assessment/parcc