1. Cutler Middle School February 4, 2014 Cutler Middle School February 4, 2014

2.  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

3. 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)

4.  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

5.  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.”

6.  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

7.  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.

8.  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)

9.  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

10.  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.

11.  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.

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

13.  User Name: wilson  Password: qwe123

14.  1.Go to the following site and log in as “Guest”:  https://sbacpt.tds.airast.org/student/login.aspx?c=S 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.