jean howard, opi mathematics curriculum specialist
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Montana Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects K-12 Mathematics K-12. Jean Howard, OPI Mathematics Curriculum Specialist. August2011. Objectives. Experience draft Level 1 Awareness Professional Development Modules - PowerPoint PPT PresentationTRANSCRIPT
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Montana Standards
English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects K-12
Mathematics K-12
Jean Howard, OPI Mathematics Curriculum SpecialistAugust2011
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Experience draft Level 1 Awareness
Professional Development Modules
Reflect and refine modules, outline
facilitator guides, and draft introductory
component.
Determine the cadre of facilitators
Objectives
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Gifts and Hooks◦ What do you bring to can contribute to the
success of this three day work session?◦ What things must occur in order to keep you
engaged all three days? Share within group Reporting to whole group:
◦ Individual names◦ Leader of group summarize Gifts and Hooks from
their group
Introductions
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Montana Common Standards for
English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects K-12 and
Mathematics K-12
Your NameDate
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Common Core State Standards Initiative (CCSSI)
Led by the Council of Chief State School Officers and the National Governors Association
May 2009, State Superintendent Juneau and Governor Schweitzer signed Memorandum of Agreement
Montana involved educators from across the state in a thoughtful process
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Expectations of the Common Core Standards
Fewer, clearer, more rigorousAligned with college and work expectations
Internationally benchmarkedEvidence and/or research based
Common Core State Standards Initiative (CCSSI)
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Why Common Core State Standards?
11
Promote College and Career-Readiness Ensure Montana students are ready to compete not
only with their peers across the country, but globally. "They give every student, no matter where they live,
the opportunity to receive an education that will prepare them for college or to enter the workforce."
Accountability tool for teachers, parents and students with a very clear set of expected knowledge and skills at each grade level.
Create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
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Adopting Common Core State Standards
www.corestandards.org
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Additional Content for Montana
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Adoption ProcessM
ay 2
01
1
Board of Education approved recommendation to follow adoption process for adoption of standards based on Common Core State Standards
Fall
20
11
Notice of Public Hearing N
ovem
ber
20
11
Board of Public Education takes action on the adoption of 2011 Montana Content Standards for Mathematics and English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
Implementation
July
20
13
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We will determine a graphic that best describes the relationship between these components.
What does it mean for education to be standards-based?
What does this look like in a classroom? Draw a graphic that would represent the
relationship between these four elements
Standards, Curriculum, Assessment, Instruction Activity
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SMARTER BalancedAssessment Consortium
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Purpose of SBAC To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards
Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
The assessments shall be operational across Consortium states in the 2014-15 school year
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Assessment System ComponentsSummative Assessment – Mandatory
Comprehensive assessment in grades 3-8 and 11
Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
Interim Assessment - Optional
Available for administration throughout the year
Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
Formative Process and Tools
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Transition Timeline
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ELA Common Core Structure
K-5
6-12
Comprehensive Section
ELA SectionLiteracy in Science and
Social Studies and Technical Subjects
Section
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English/Language ArtsStandards
Reading for Literature Reading for Informational Text Reading: Foundational Skills Writing Speaking and Listening Language
Literacy in History/Social Studies & Science
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Strand
Topics
Standard Statement
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Additional Content for Montana
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Structure of the Standards
Standards for Mathematical
Practices
Content Standards
Domains
Clusters
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Describe mathematical “habits of mind” Standards for mathematical proficiency:
reasoning, problem solving, modeling, decision making, and engagement
Connect with content standards in each grade Connect with Indian Education for All in each
grade Integrated into lessons for content (not taught
separately) Similar to NCTM Focal Points Process Standards
and Adding it Up Strands of Proficiency
Standards for Mathematical Practices
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1. Make sense of complex problems and persevere in solving them.
2. Reason abstractly and quantitatively3. 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.
Standards for (Student) Mathematical Practice
(CCSS, 2010)
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K-8 Content Standards Overview The K-5 standards provide students with a solid
foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals
The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics
Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content
Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after
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Critical Areas
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Standard
Domain C
lust
er
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9-12 Content Standards Overview Call on students to practice applying
mathematical ways of thinking to real world issues and challenges
Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do
Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions
Identify the mathematics that all students should study in order to be college and career ready
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9-12 Content Standards Overview High school standards are organized around five
conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability
Modeling standards are distributed under the five major headings and are indicated with a () symbol
Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students
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Critical Areas
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Standard
Domain C
lust
er
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Additional Content for Montana
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LUNCH