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9 de Sep de 2014•0 recomendaciones•776 vistas

9 de Sep de 2014•0 recomendaciones•776 vistas

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Educación

Roxbury Township School District and Chester Township School District partnered together for a special parent engagement night for the Moms Club of Roxbury NJ on September 8, 2014.

Common Core State Standards Math Dr. Marci Shepard

Understanding the Common Core State StandardsAchieve, Inc.

Common Core State Standards Math Workgroup TrainingDr. Marci Shepard

Intermediate phase commentsLynnBowie

NCTM 2010 Regional Conferences & Expositions Denver 2Jimmy Keng

CCSS Shiftseducatorscooperative

- 1. Common Core State Standards & PARCC Monday September 8, 2014 7:00 PM MOMS Club Common Core State Standards & PARCC
- 2. The Agenda Dr. Chris Van Woert ● Introduction to the CCSS Jennifer Wnuk ● ELA CCSS Melissa Cosgrove ● NGSS supports CCSS ELA Michele Stanton ● Math CCSS Dr. Chris Van Woert ● PARCC and Accountability ● Conclusion
- 3. Where did the Standards come from? The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) led the development of the They are designed to set clear, consistent and high learning goals. *Originally adopted by 46 states across the country. Common Core State Standards with the participation of educators throughout the country. The standards were adopted by the State of New Jersey in 2010.
- 4. Common Core Across the Nation www.achievethecore.org *
- 5. http://vimeo.com/51933492 www.achievethecore.org *
- 6. The Common Core State Standards prepare students to succeed in college course work and future employment. The standards are NOT a curriculum. They identify what students should know and be able to do at the end of each grade level K - 12 in ELA and Math to ultimately be prepared for college and career readiness. The standards: - Set clear and consistent standards for every student; - Foster students development of critical thinking skills and ability to solve real-world problems rather than memorize facts; - Are benchmarked to academic standards from the highest performing countries; - Are the same standards that students will be tested on when they take the SAT or ACT college entrance exams.
- 7. ELA . . . K-5 Shifts in ELA: ● Regular practice with complex text and its academic language ● Reading, writing and speaking grounded in evidence from text, both literary and informational ● Building knowledge through content-rich nonfiction -Achieve the Core
- 8. A 6th Grade Example . . . NJCCCS (2004): Produce written work and oral work that demonstrate comprehension of informational materials. After CCSS (2010): Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- 9. Why Balanced Literacy? Balanced literacy makes the abstractness of literacy, concrete.
- 10. Why Balanced Literacy? Balanced literacy cultivates this described analytical thinking by engaging students in complex texts and writing experiences, to meet the rigorous standards of the Common Core.
- 11. Why Balanced Literacy? Balanced literacy is individualized to meet the needs of every learner.
- 12. How balanced literacy aligns to PARCC . . .
- 14. How balanced literacy aligns to PARCC . . .
- 16. English: 6 - 12 The “stuff” of English...
- 17. Why Read Literature?
- 18. ELA Common Core State Standards Reading Literature… ● Determine a theme or central idea of a text and analyze its development… ● Analyze how complex characters (e.g. those with multiple conflicting motivations) develop over the course of a text… ● Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States...
- 19. New Standards, New Stuff. Reading Informational Texts… ● Analyze how the author unfolds a series of ideas… ● Analyze how an author’s claims are developed… ● Delineate and evaluate the argument...
- 20. Curricular Upgrades!
- 21. PARCC
- 22. Synthesis!
- 23. The home connection . . . Preview the Curriculum Website: Parent Friendly Curriculum Parent Resources CCSS Roadmaps Websites: http://www.corestandards.org/ https://www.parcconline.org/ http://achievethecore.org/
- 24. Adoption of Next Generation Science Standards... Adopted by NJ on July 9th 2014; Implementation for grades 6-12 in 2016-17 School Year and for grades K-5 the 2017-18 SY. Resources available: Sept 2014 - Sample Classroom Assessment Tasks - NGSS Evidence Statements - Accelerated Model Course Pathways - State of Science Education Research - NGSS Data Portal - Alignment Institutes - Publishers’ Criteria - NGSS Model Content Frameworks - STEM Works (Spring 2015) Currently available: - EQuIP Rubric for lessons & Units: Science - State Science Education Standards Comparison Tool Next Generation Science Standards
- 25. The Three Dimensional Vision... Science and Engineering Practices Asking questions and defining problems. Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Using mathematics, information and computer technology, and computational thinking. Constructing explanations and designing solutions. Engaging in argument from evidence. Obtaining, evaluating, and communicating information.
- 26. Blended Practices: One Mind One Practice
- 27. The Three Dimensional Vision... Cross Cutting Concepts Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change
- 28. The Three Dimensional Vision... Disciplinary Core Ideas Physical Sciences Life Sciences Earth Space Sciences Engineering, Technology and Applications of Science
- 29. How can I help at home…. * Select a variety of genres for reading time. * Encourage questions and foster curiosity. * Create a maker space to develop a love for building, creating and discovering. * Apply learning in context; take advantage of “teachable-moments”.
- 30. Mathematics
- 31. Mathematics Overview ● The K-5 standards provide students with a solid foundation in whole numbers, fractions and decimals ● The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics
- 32. 3 Shifts in Mathematics ● Focus: ● Focus strongly on where the standards focus. ● Coherence: ● Think across grades and link to major topics ● Rigor: ● Require fluency, application and deep understanding
- 33. Standards in Mathematical Practice 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
- 34. The Importance of Mathematical Practices
- 35. Priorities in Mathematics ● K – 2: Addition and Subtraction, measurement using whole number quantities ● 3 – 5: Multiplication and division of whole numbers and fractions ● 6: Ratios and proportional reasoning; early expressions and equations ● 7: Ratios and proportional reasoning; arithmetic of rational numbers ● 8: Linear algebra
- 36. Domains, K-8
- 37. Addition & Subtraction of Whole Numbers Kindergarten Understanding Grade 1 Facts to 20 Add with & without regrouping to 100 Subtract multiples of 10 Grade 2 Add up to four 2-digit numbers Add & subtract up to 3 digits Grade 3 Fluent within 1000 Grade 4 Fluency with standard algorithms
- 38. Multiplication and Division of Whole Numbers Grade 2 Introduction to multiplication Grade 3 Understand Facts 1 digit x multiple of 10 Grade 4 Using multiplication to compare 1 digit x up to 4 digits 2 digits x 2 digits Up to 4 digits divided by 1 digit Grade 5 Fluency with multiplication – standard algorithm Up to 4 digits divided by 2 digits Grade 6 Fluency with division – standard algorithm
- 39. Fractions Grade 1 Partition circles & rectangles (2, 4) Grade 2 Equal shares not always same shape; Number of pieces in whole (2, 3, 4) Grade 3 Unit fractions, fractions on a number line, equivalence, comparison (2, 3, 4, 6, 8) Grade 4 Equivalence, ordering, Build fractions from unit fractions Add & subtract like fractions & mixed numbers Multiply fractions and whole numbers Convert fractions to decimals (simple) (2, 3, 4, 5, 6, 8, 10, 100, 12) Grade 5 Add, subtract, & multiply fractions & mixed #s Divide unit fractions and whole numbers Grade 6 Divide fractions & mixed numbers
- 40. RIGOR Conceptual Understanding: 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Procedural Skill and Fluency: 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Application: 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. -From AchieveTheCore.org
- 41. Conceptual Understanding ● 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)
- 42. Conceptual Understanding ● Amber didn’t know what 7 x 5 equals, but she does know that 5x5 = 25 and 2 x 5 = 10. Use drawings, words, and/or equations to explain why Amber can figure out what 7 x 5 equals. ● Write 4 fractions that are all equal to 5 ● Plot each on the number line ● 2, 5/4, 3 x1/2, ¾ + ¾, 2 - 1/10 ● What are two different equations with the same solution as 3(y-1)=8?
- 43. Procedural Skills and Fluency ● The standards require speed and accuracy in calculations ● 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
- 44. Required Fluencies K-6
- 45. Procedural Skills and Fluency ● Compute the following ● 357 + 17,999 + 1 ● 37 x 25 x 4 ● Mark each true or false ● 8 x 9 = 80 - 8 ● 54/9 = 24/6 ● 7x5=25 ● If A = 356 x 618 and B = 2/4/0.1, what is A/B divided by 18?
- 46. Application ● 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 ● 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
- 47. Application Sale Prices: Max bought 2 items that were on sale. One item was 10% off. One item was 20% off. Max says he saved 15% altogether. a) Could Max be right? b) Could Max be wrong?
- 48. Do they have to stop for gas? Explain your reasoning. Suppose they do stop for gas and drinks. The stop takes 30 minutes. If they continue on at the same rate they are going now, what time will it be when they reach LosAngeles?
- 49. PARCC Assessments PARCC (Partnership for Assessment of Readiness for College and Careers) are aligned with the Common Core State Standards ● Many school districts throughout New Jersey piloted the PARCC assessments in the spring of 2014. ● Full administration of the PARCC will take place this spring 2015. ● Visit http://www.parcconline.org
- 50. PARCC Assessments continued ● The PARCC Assessments are based on the new Common Core State Standards ● They will be given to all students in grades 3 – 8 with new EOC exams for high school students in a variety of subject areas. ● They are to happen two times a year in March and May with two summative assessments in literacy and math. ● They are to be administered entirely online.
- 51. Transition from NJASK to PARCC ● The Transition Plan outlined from the State was to pilot PARCC field test questions on the NJASK tests of 2012, 2013 and 2014. ● They are also surveying districts to ensure that they will be able to administer the tests online. ● Chester and Roxbury are ready right now. ● BRMS piloted the Math Assessment in 8th grade. ● Bragg has piloted the ELA Assessment in third grade. ● Roxbury has participated in the field test from grade three to high school level for either Math and/or ELA. ● The assessments will be administered in March and May of 2015.
- 52. How will they measure student achievement? ● Using Student Growth Percentiles (SGP) ● “Growth model” describes a method of measuring individual student progress on statewide assessments by tracking student scores from one year to the next. Each student with at least two consecutive years of NJASK scores will receive a Student Growth Percentile which measures how much the student changed relative to the other students statewide with similar scores in previous years.
- 53. Thank you for attending!