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Transitioning to the Common Core Standards

Transitioning to the Common Core Standards. John SanGiovanni Elementary Mathematics Office. What We Know…. 48 states and DC committed to developing common core standards in 2009.

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Transitioning to the Common Core Standards

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  1. Transitioning to the Common Core Standards John SanGiovanni Elementary Mathematics Office

  2. What We Know… • 48 states and DC committed to developing common core standards in 2009. • The COMMON CORE STATE STANDARDS INITIATIVE is a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers

  3. What We Know… • Preparation:The standards are college and career ready. • Competition:The standards are internationally benchmarked so that students are globally competitive. • Equity:Expectations are consistent of all students. • Clarity:The standards are focused, coherent, and clear. • Collaboration:The standards are a foundation to work collaboratively across state lines to pool resources and expertise to create curricular tools and other materials.

  4. Standards from individual high-performing countries were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression. Belgium (Flemish) Canada (Alberta) China Chinese Taipei England Finland Hong Kong India Ireland Japan Korea Singapore World Class Standards

  5. Common Core State Standards for Mathematics Standards for Mathematical Practice • Describe mathematical “habits of mind” • Connect with content standards Grade Level Standards • Organized by domains

  6. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  7. Domains of Mathematics (K-5) • Number - Counting and Cardinality • Number - Operations and the Problems They Solve • Number - Base Ten • Number - Fractions • Measurement and Data • Geometry

  8. Each grade level includes an overview of cross-cutting themes and critical areas of study

  9. Structure of the CC…

  10. A cluster from 4th grade…

  11. What We’re Expecting from MSDE… • Gap analysis of SC and CC √ • Curriculum and toolkit workgroups • State Board adoption in Spring 2011 • State testing no later than 2014 • Testing discussions include “quarterly” formative and EOY summative assessments and computer implementation

  12. What We’re Doing… • Participating in Gap Analysis √ • Working with MSDE other LEAs to develop interpretations and implementation materials • Developing HCPSS transition/implemention plan (after RTTT grant has been completed) • Preliminary planning for: • Extensive professional development for           content and pedagogy • Reimagined K-5 eguides • Assessments

  13. Interpretation and Understanding… What does this objective mean for our teachers and students?

  14. Teaching… How will we approach this differently?

  15. What We’re Wondering… • When will we have answers/direction from MSDE? • How will we transition (K-2, 3-5)? • How will we address gaps (money example)? • What will consortium assessments consider? • What will be considered A,O,B and how will we determine it? • How will we meet the needs of Gifted and Talented students? Will it be appropriate to simply use higher level standards? • How will we meet the content needs of our teachers?

  16. Questions?

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