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Company LOGO Introduction to the Common Core State Standards for Mathematics (CCSSM) and PARCC Company LOGO Introduction to the Common Core State Standards for Mathematics (CCSSM) and PARCC Assessments 1

Created by: COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION logo Created by: COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION logo taken from www. corestandards. org 2

Standards Development Process • Summer 2009 - Develop college and career readiness standards • Standards Development Process • Summer 2009 - Develop college and career readiness standards • Develop K-12 learning progressions • Collect multiple rounds of feedback from states, teachers, researchers, higher education and the general public • June 2, 2010 - Final Common Core State Standards released corestandards. org 3

Why is this important? • Previously, each state had their own academic standards. • Why is this important? • Previously, each state had their own academic standards. • Students will now have less difficulty moving between schools and states. • All students have clear expectations and skills to compete with both American and international peers. • Textbooks can have more focus, coherence and rigor. • States can share resources and compare data. adapted from corestandards. org 4

45 States + DC Have Adopted the Math Common Core State Standards 5 *Minnesota 45 States + DC Have Adopted the Math Common Core State Standards 5 *Minnesota adopted the CCSS in ELA/literacy only www. corestandards. org

The Common Core State Standards: Have rigorous content and application of knowledge Use lessons The Common Core State Standards: Have rigorous content and application of knowledge Use lessons learned from current state standards Are internationally benchmarked Are based on evidence and research corestandards. org 6

Common Core State Standards • Fewer, Clearer, Higher –Focus –Coherence –Rigor 7 Common Core State Standards • Fewer, Clearer, Higher –Focus –Coherence –Rigor 7

Intentional Design Limitations What the Standards do NOT define: • The nature of advanced Intentional Design Limitations What the Standards do NOT define: • 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 corestandards. org 8

Standards for Mathematical Practice These are K-12 standards that describe habits of mind of Standards for Mathematical Practice These are K-12 standards that describe habits of mind of a mathematically proficient student 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. 9

Standards for Mathematical Content K-8 Standards presented by grade level • Each grade introductions Standards for Mathematical Content K-8 Standards presented by grade level • Each grade introductions highlights critical areas • Organized into domains that progress over several grades High School Standards presented by conceptual categories (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) 10

CCSSM Vocabulary Organization of the document • Standards define what students should understand be CCSSM Vocabulary Organization of the document • Standards define what students should understand be able to do. • Clusters summarize groups of related standards. • Domains are larger groups of related standards. **Standards from different domains and clusters may sometimes be closely related. 11

K-8 Domain Write and interpret numerical expressions. • 5. OA. 1. Use parentheses, brackets, K-8 Domain Write and interpret numerical expressions. • 5. OA. 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. • 5. OA. 2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. 12 Cluster Stand ards Operations & Algebraic Thinking 5. OA

Created by Joan Barrett ROE 41 Created by Joan Barrett ROE 41

Putting It All Together Standards: Important but insufficient • To be effective in improving Putting It All Together Standards: Important but insufficient • To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards. corestandards. org 14

The Assessment Proposals The Process: • Proposals were due from multi-state consortia on June The Assessment Proposals The Process: • Proposals were due from multi-state consortia on June 23, 2010 • Awards were made in September, 2010 • New Consortia tests will replace the current state NCLB tests in 2014 -2015

Assessment Consortia • PARCC – Partnership for Assessment of Readiness for College and Career, Assessment Consortia • PARCC – Partnership for Assessment of Readiness for College and Career, this is a 24 -state consortium that is developing assessments for grades 3 -11. (Illinois) • Smarter Balance – This is the second major consortium developing assessments. • ASSETS – English Language Proficiency Assessment System – this consortium is developing assessments for English Language Learners. (Illinois) • DLM – Dynamic Learning Maps Assessment Consortium - this consortium is developing assessments for students with disabilities. • NCSC – National Center and State Collaborative – this consortium is also developing assessments for students with disabilities.

Partnership for Assessment of Readiness for College and Careers (PARCC) 17 Partnership for Assessment of Readiness for College and Careers (PARCC) 17

Key Advances of the CCSSM MATHEMATICS Focus, coherence and clarity: emphasis on key topics Key Advances of the CCSSM MATHEMATICS Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades Balance between procedural fluency and understanding of concepts and skills Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline ANCHORED IN COLLEGE AND CAREER READINESS 18 PARCC NCSM Presentation 18

Claims Driving Design: Mathematics Students are on-track or ready for college and careers Students Claims Driving Design: Mathematics Students are on-track or ready for college and careers Students solve problems involving the major content for their grade level with connections to practices Students solve problems involving the additional and supporting content for their grade level with connections to practices Students solve real world problems engaging particularly in the modeling practice 19 Students express mathematical reasoning by constructing mathematical arguments and critiques Student demonstrate fluency in areas set forth in the Standards for Content in grades 3 -6

Goals of the PARCC System 1. Create high-quality assessments 2. Build a pathway to Goals of the PARCC System 1. Create high-quality assessments 2. Build a pathway to college and career readiness for all students 3. Support educators in the classroom 4. Develop 21 st century, technology-based assessments 5. Advance accountability at all levels 6. Build an assessment that is sustainable and affordable

Goal #1: Create High Quality Assessments Priority Purposes of PARCC Assessments: 1. Determine whether Goal #1: Create High Quality Assessments Priority Purposes of PARCC Assessments: 1. Determine whether students are college- and career-ready or on track 2. Assess the full range of the Common Core Standards, including standards that are difficult to measure 3. Measure the full range of student performance, including high and low performing students 4. Provide data during the academic year to inform instruction, interventions and professional development 5. Provide data for accountability, including measures of growth 6. Incorporate innovative approaches throughout the system taken from parcconline. org 21

Goal #2: Build a Pathway to College and Career Readiness for All Students Optional Goal #2: Build a Pathway to College and Career Readiness for All Students Optional K-2 formative assessment being developed, aligned to the PARCC system K-2 Timely student achievement data showing students, parents and educators whether ALL students are on -track to college and career readiness 3 -8 College readiness score to identify who is ready for college-level coursework Targeted interventions & supports: • 12 th-grade bridge courses • PD for educators High School SUCCESS IN FIRSTYEAR, CREDITBEARING, POSTSECONDARY COURSEWORK ONGOING STUDENT SUPPORTS/INTERVENTIONS taken from parcconline. org 22

Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION (Content Frameworks) Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION (Content Frameworks) PROFESSIONAL DEVELOPMENT MODULES K-12 Educator TIMELY STUDENT ACHIEVEMENT DATA EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING 23

Goal #4: Develop 21 st Century, Technology-Based Assessments PARCC’s assessment will be computer-based and Goal #4: Develop 21 st Century, Technology-Based Assessments PARCC’s assessment will be computer-based and leverage technology in a range of ways to: • Item Development – Develop innovative tasks that engage students in the assessment process • Administration – Reduce paperwork, increase security, reduce shipping/receiving & storage – Increase access to and provision of accommodations for SWDs and ELLs • Scoring – Make scoring more efficient by combining human and automated approaches • Reporting – Produce timely reports of students performance throughout the year to inform instructional, interventions, and professional development taken from parcconline. org 24

Minimum Technology Guidelines Minimum Technology Guidelines

PARCC Assessment Design 2 Optional Assessments/Flexible Administration Diagnostic Assessment • Early indicator of student PARCC Assessment Design 2 Optional Assessments/Flexible Administration Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative Mid-Year Assessment • Performance-based • Emphasis on hard-to -measure standards • Potentially summative Speaking And Listening Assessment • Locally scored • Non-summative, required 26 Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required End-of-Year Assessment • Innovative, computer-based items • Required

PARCC Timeline Through 2012 PARCC Tools & Resources Model Content Frameworks released Item & PARCC Timeline Through 2012 PARCC Tools & Resources Model Content Frameworks released Item & task prototypes released Educator Leader Cadres launched (Nov 2011) Fall 2011 Winter 2012 Spring 2012 Item development begins Summer 2012 Updated Model Content Frameworks Released PARCC Assessment Implementation Fall 2012

PARCC Timeline through 2015 PARCC Tools & Resources Partnership Resource Center launched Spring 2013 PARCC Timeline through 2015 PARCC Tools & Resources Partnership Resource Center launched Spring 2013 Pilot/field testing begins Professional development modules released Summer 2013 Model Instructional Units Released K-2 Formative Tools Released Fall 2013 Winter 2014 Expanded field testing of diagnostic assessment College-ready tools released Spring 2014 Summer 2014 Expanded field testing Diagnostic assessments released Fall 2014 Summative PARCC Assessments Winter 2015 Optional Diagnostic and Midyear PARCC Assessments PARCC Assessment Implementation Spring 2015 Standard Setting in Summer 2015

PARCC: More Than Just Another Test To support state efforts to implement and transition PARCC: More Than Just Another Test To support state efforts to implement and transition to the Common Core and next generation assessments, PARCC will facilitate: – Strategic planning and collective problem solving for the implementation of CCSS and PARCC assessments – Collaborative efforts to develop the highest priority instructional and support tools – Multi-state support to build leadership cadres of educators – Multi-state support to engage the postsecondary community around the design and use of the assessments – Technology transition support for state and district

Discussion time • What new information did I learn? • Are there stakeholders in Discussion time • What new information did I learn? • Are there stakeholders in my school/district that still need this information? • What questions do I have?

Content Area Specialists • Heather Brown – hbrown@pdaonline. org • Alanna Mertens – almertens@cps. Content Area Specialists • Heather Brown – [email protected] org • Alanna Mertens – [email protected] edu • Patricia Reisdorf – [email protected] org