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From NECAP to the Common Core Mathematics and New Assessments
April 26, 2011
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AGENDAFrom NECAP to the Common Core Mathematics
and New Assessments
Introduction and background information
Transition Timeline (NECAP to the Common Core and New assessments)
Overview of Mathematics CCSS Design and Organization Similarities/Differences between CCSS &
GLEs/GSEs
Time for Questions and Answers
Next Steps2
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Introduction and Background Information
State-led and developed common core standards for K-12 in English/language arts and mathematics
Focus on learning expectations for students, not how students get there.
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Why Now?
Disparate standards across states
Student mobility
Global competition
Today’s jobs require different skills
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Why Important?
Prepares students with the knowledge and skills they need to succeed in college and work
Ensures consistent expectations regardless of a student’s zip code
Provides educators, parents, and students with clear, focused guideposts
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From NECAP to the Next Generation Assessment Systems
Transition / Timeline
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So what? Implications & Impact in NH
Adoption State Board adopted the CCSS “in principle” and is
committed to a thoughtful, orderly transition process for implementation and assessment
Alignment Process began this summer to look at gaps and
matches and grade differentials DOE putting together a broad view to post &
distribute Focus groups currently meeting to review analysis
Implementation TAKE IT SLOW! NECAP in place for at least three years Toolkit for administrators & curriculum leaders in
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Now what? Transition Timeline
2010-2011 – NECAP as usual Begin review of standards-Use Toolkit NECAP Management Team releases plan to principals in April 2011
2011-2012 – NECAP as usual2012 2013 – NECAP (with transitional items)
2013 2014 – final NECAP (best possible transitional test)
2014-2015 – no fall NECAP test NECAP Science remains New assessments based CCSS
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Curriculum and Assessment Timeline for New Hampshire (adjusted format)
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2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
NH Curriculum Standards for English language arts and mathematics*
NH Curriculum Frameworks for ELA and Math
NH Curriculum Frameworks for ELA and Math
NH Curriculum Frameworks for ELA and Math (supplemented with some differences)
NH Common Core Standards in English language arts and mathematics in use
NH Common Core Standards in English language arts and mathematics in use
Common Core State Standards for ELA and mathematics
Begin Review Using Toolkit – The goal is to familiarize
Continue Review, using NH Toolkit –Begin implementation of K-2 standards
Begin to seriously map the grade level differences between NH and CCSS to plan for SY13-14
First year for new standards to be used in classrooms
CCSS with NH specific enhancements fully implemented in classrooms
State Assessment in Reading, Writing, Mathematics
NECAP (fall) NECAP (fall) NECAP (fall) NECAP (fall) New SBAC Adaptive Test (spring)
State Assessment in Science
NECAP (spring) NECAP (spring) NECAP (spring) NECAP (spring) NECAP (spring)
*NH Curriculum Standards in all other content areas remain in place
http://www.education.nh.gov/spotlight/k12_ccss.htm
A place to start:
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Fewer and more rigorous. Aligned with college and career expectations Internationally benchmarked Rigorous content and application of higher-
order skills. Builds on strengths and lessons of current
state standards. Research based
Mathematics Common Core Standards
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Review of Major Components of the Mathematics CCSS
Presentation for the NH Department of Education
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Intent of the Common Core
The same goals for all students Coherence Focus Clarity and Specificity
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Key Features: Mathematics Learning progressions that follow how students
learn concepts Understanding the mathematics AND procedural
skill are equally important “processes and proficiencies” from the NCTM
process standards & Adding It Up 8 mathematical practices are the same
throughout the grades Standards for content vary by grade Mastery of standards through grade 7 prepares
students for algebra in grade 8 Appendix: Designing HS Mathematics Courses
[http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf ]
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Common Core State Standards
Introduction Application of CCSS for ELLs Application to Students with Special Needs Mathematics Standards
Standards for Mathematical Practice Grade levels/strand introductions Domains, Clusters and Standards
Appendix A: Model Pathways for High School Courses
[http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf ]
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Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments and critique the
reasoning of others 4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
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[Explain and make conjectures…]
[Make sense of ...]
[Understand and use…]
[Apply and interpret…]
[Consider and Detect]
[Communicate precisely to others…]
[Discern and recognize…]
[Notice and pay attention to….]
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Key Advances Properties of operations: Their role in
arithmetic and algebra Mental math and “algebra” vs. algorithms Operations and the problems they solve Units and unitizing
Unit fractions Unit rates
Quantities-variables-functions-modeling Number-expression-equation-function Modeling Practices
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Common Core Format
High School
Conceptual Category
Domain
Cluster
Standards
K-8
Grade
Domain
Cluster
Standards
(There are no preK Common Core Standards)
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Mathematics Standards:
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Mathematics K-8 : Design & Organization
Introduction Page Highlights: 2-3 Critical Areas Provides: Emphasis of Content
Overview Page Provides:
Domains Cluster Headings Mathematical Practices
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DOMAINCLUSTER HEADINGS
Standards within the CLUSTER
FOOTNOTES
Components: K-8 grade level Mathematics Standards
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Grade Level DomainsHigh School Conceptual Categories
K – 5 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
6-8 Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Statistics and Probability
Number and Quantity Algebra Functions Modeling Geometry Statistics and
Probability
Standards forMathematical Content
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Distribution of the Domains (K-8)
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Overview: Mathematics Grades K - 5
Introduction at earlier grade Addition, subtraction, multiplication, and division of
whole numbers and other rational numbers
Introduction at later grade Statistics & probability is introduced as a domain in
Grade 6 Expressions & Equations is introduced as a domain
in Grade 6
More specificity Focus on operations with whole numbers, fractions,
and decimals as the foundation for more demanding math concepts and procedures
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Overview: Mathematics Grades 6 – 8
Introduction at earlier grade Percent increase and decrease and interest rate Histograms, box plots, quartiles and inter-quartile
range
Introduction at later grade Functions as a domain is introduced in grade 8
More specificity Grades 6 & 7 standards: ramp up to algebraic
concepts in Gr. 8 Grade 8 standards focus is on linear equations and
functions
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Grade Level Domains High School Conceptual CategoriesK – 5
Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
6-8 Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Statistics and Probability
Number and Quantity (N)
Algebra (A)
Functions (F)
Modeling (*)
Geometry (G)
Statistics and Probability (S)
Standards forMathematical Content
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High School Standards• Conceptual Categories
– Cross course boundaries – Span high school years
• Standards– “Core” for common mathematics curriculum
for all students to be college and career ready– “College Ready” for entry level credit
bearing course – (+) Additional mathematics that students
should learn in order to take courses such as calculus, discrete mathematics, or advanced statistics.
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Components: High School Mathematics Standard
DOMAIN CLUSTER HEADING
Standards within the CLUSTER
*Modeling
The STAR indicates Modeling is expected to demonstrate proficiency
and may be indicated at the DOMAIN, CLUSTER, CLUSTER HEADING or STANDARD level.•Students are expected to demonstrate proficiency of this
Cluster by applying their knowledge within a real word application.
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Conceptual Categories: Domains
Number and Quantity The Real Number System Quantities The Complex Number System Vector and Matrix
Algebra Seeing Structure in Expressions Arithmetic with Polynomials & Rational Functions Creating Equations Reasoning with Equations and Inequalities
Functions Interpreting Functions Building Functions Linear, Quadratic, & Exponential Models Trigonometric Functions
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Conceptual Categories: Domains (continued)
Modeling Geometry
Congruence Similarity, Right Triangles, and Trigonometry Circles Expressing Geometric Properties with Equations Geometric Measurement & Dimension Modeling with Geometry
Statistics and Probability Interpreting Categorical and Quantitative Data Making Inferences and Justifying Conclusion Conditional Probability and Rules of Probability Using Probability to Make Decisions
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Overview: Mathematics High School
Introduction at earlier grade Complex numbers Quadratic, logarithmic, & trigonometric functions Logarithmic identities
Specificity Reflects four years of instruction 1st three years prepare students for college or career 4th year allows for course of choice STEM standards (+) Modeling is integrated throughout all the domains (*)
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Traditional Integrated ALGEBRA I GEOMETRY ALGEBRA II 4th Year Mathematics
Course
MATHEMATICS I MATHEMATICS II MATHEMATICS III 4th Year Mathematics
Course
Model Course Pathways in Mathematics
COMPACTED: •Grades 7 & 8 Standards + Algebra I Standards OR Mathematics I Standards•Instruction occurs over 2 years (during Grades 7 & 8)
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Cracking the High School Mathematics “Code”
High School Number and Quantity
The Real Number System N-RN Quantities N-Q The Complex Number System N-CN Vector and Matrix N-VM
Algebra Seeing Structure in Expressions A-SSE Arithmetic with Polynomials & Rational Functions A-APR Creating Equations A-CED Reasoning with Equations and Inequalities A-REI
N.RNN.QN.CNN.VM
A.SSEA.APRA.CED A.REI
PATHWAYS
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Cracking the High School Mathematics “Code” (continued)
Functions Interpreting Functions F-IF Building Functions F-BF Linear, Quadratic, & Exponential Models F-LE Trigonometric Functions F-TF
Modeling *
Geometry Congruence G-CO Similarity, Right Triangles, and Trigonometry G-SRT Circles G-C Expressing Geometric Properties with Equations G-GPE Geometric Measurement and Dimension G-GMD Modeling with Geometry G-MG
F.IFF.BFF.LEF.TF
G.COG.SRTG.CG.GPEG.GMDG.MG
PATHWAYS
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How to read a Common Core High School Mathematics Standard
A-SSE.1b
Letter & Number indicating the
Standard withinthe Cluster
ConceptualCategory
ALGEBRASeeing Structure in Expressions A-SSE
Interpret the structure of expressions 1. Interpret expressions that represent a quantity in terms of its context.*
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
Domain
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How to read a Common Core High School PATHWAYS Mathematics
Standard
(+)N.CN.4,5,6
Numbers indicating the Standards withinthe Cluster Heading
ConceptualCategory Domain
Number & Quantity The Complex Number System
Represent complex numbers and their operations on the complex plane.4. (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a give complex number represent the same number. 5. (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 1200.6. (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
Indicates: STEM standard
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CONCEPTUAL CATEGORY
DOMAIN
Standards within the CLUSTER
CLUSTER HEADING
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For grades preK-8, a model of implementation can be found in NCTM’s Curriculum Focal Points
For the secondary level, please see NCTM’s Focus in High School Mathematics: Reasoning and Sense Making
See Handout w/additional resources
www.nctm.org/cfp
www.nctm.org/FHSM
Additional Information
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Reflections: Now What?
What actions will you take based upon what we worked on today?
What do you need to learn? Who will you work with? What do you need to integrate into
your practice? Who will support you?
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Want to know more?
NH DOE Website:http://www.education.nh.gov/spotlight/k12_ccss.htm
Maine Department of Education
http://www.maine.gov/education/lres/math/standards.html
NCSM November 30 2010 Webinar on CCSS http://www.carnegielearning.com/webinars/getting-started-with-the-common-core-state-standards-first-steps-for-mathematics-education-leaders/
Rhode Island Department of Education http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx#HowToReadPPT
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