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Guernsey Common Core State Standards

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Sherry Gettemy – sgettemy@tie.net

Marcia Torgrude – mtorgrude@tie.net

- What are the Common Core State Standards and how do they impact my classroom?
- For which concepts will each grade level be held accountable?
- How do K-12 concepts spiral?
- Which standards are we going to assess for mastery and at which grade levels(Power Standards)?
- What are the essential K-12 vocabulary terms?
- Why explore my teaching practices?

- Think about what we have already done with the SMP and what you have been reading about the CCSS.
- What are questions and concerns you have?
- We will try to respond to these in the next few days. What we can’t answer now, we will work toward in the future.

- Standards and gaps
- http://edu.wyoming.gov/Programs/standards/standards_review.aspx
- Scroll to McCrel Gap Analysis
- 3 colors – Highlight the CCSS for your grade
- green– I am comfortable
- yellow– I am a bit concerned
- red – OMG! I haven’t done this

- We will revisit the reds at the end of our days!

- A proven process for prioritizing the standards
- Read Chapter 3
- Break

- Power Standards (essential skills)
- Vocabulary
- Structure for capturing work
- K-12 Alignment
- Scope and Sequence- only for the power standardsyou develop

- Would You Agree?
- Isn’t depth of a lesser number of key concepts and skills preferable to “Covering” superficially every concept in the book?
- Typically in U.S., teaching has been “inch deep, mile wide”
- Wouldn’t “inch wide, mile deep” better meet students’ learning needs?
- Would you agree?

- “Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.”
Heidi Hayes Jacobs, 1997

- All standards are not equal in importance!
- Narrow the standards by distinguishing the “essentials” from the “nice to know”
- Teach the “nice to know” in the context of the essentials!
- Prioritization, not elimination!

- Good set of Power Standards will address about 88% of the items on the state test, but not 100%
- If you go after that extra 12%, you will have to cover many more standards and have less time to teach the truly essential ones
- Rationale: better to be proficient at 88% of what will probably be on the state test versus exposure to 100% of what could be on the test.

- “What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?”

- Given all the standards in every grade and content area, how do you decide what is most important for student to know and be able to do?

- Which standards are critical for our students to know and understand?
- Which standards represent concepts and skills that endure?
- Consider looking at all the standards through the common “lens” of:
- Endurance, leverage, and readiness for the next level of learning

- Defines something a student will need to know for a longer period of time.
- Certainly beyond preparation for a test.
- For example, students need to know the relationship between fractions, decimals, and percents and when to use each throughout their lives.

- The standard is taught and used in more than one curricular area.
- The “Bang for Your Buck” standard
- For Example – reading graphs in math and applying the skill in science.

- Standards necessary for next level of learning.
- In first grade, learning place value is necessary to begin adding, subtracting, multiplying, and dividing.

- Work on your grade level or high school content area to determine your power standards
- Use your professional judgment.
- Remember – Endurance, Leverage, and Readiness
- Place power standards on large sticky notes
- List vocabulary for each power standard on small sticky notes – attach to corresponding power standard.

- http://psdmath.pbworks.com/w/page/12514762/FrontPage
- How do your power standards compare to the Utah Essential Skills?
- Do you agree or disagree?
- Refine your power standards

Sherry Gettemy – sgettemy@tie.net

Marcia Torgrude – mtorgrude@tie.net

- Share your power standards in the following groups and refine through conversation:
- K-2
- 3-5
- 6-8
- High School

- Place Sticky notes on wall per grade level for large group discussion.

- Large Group Discussion
- Check in and Wrap Up
- Where are we?
- Where are we going?

- Check for flow in domains
- Check for flow in vocabulary (do we need to define vocabulary so everyone is using same verbiage)
- Check for gaps in power standards
- Check for overlaps in power standards – which are essential?
- Discuss where to assess for mastery
- Assessments are being developed by SmarterBalance and are not ready at this time.

- Guernsey Google Spreadsheet
- Share your power standards – refine through discussion
- Refine vocabulary
- How do you feel about your vertical alignment of power standards?

- Scope and Sequence – pacing guide to mastery
- The Mathematics Common Core Toolbox - http://ccsstoolbox.agilemind.com/resources_samples.html
- What curricula are you using?
- Where is the scope and sequence within this curricula?
- How can you refine this scope and sequence to meet your power standards?
- Begin with the Number and Operations and the Number System.

- Discuss in the following pairs:
- K-1, 2-3, 4-5, 6-7, 8-9, 10-12 (Up and Back per pair or group)
- K-1-2, 3-4, 5-6, 7-8, 9-10, 11-12 (Up and Back per pair or group)

- Ohio Examples – quarterly: Compare their work to yours - http://psdmath.pbworks.com/w/page/12514762/FrontPage
- Refine your scope and sequence to confirm all power standards within number and operations and number systems are met.

- Are the materials you are using conducive to making this vertical alignment and scope and sequence happen?
- This will continue after we leave for all domains.
- Questions and concerns

Sherry Gettemy – sgettemy@tie.net

Marcia Torgrude – mtorgrude@tie.net

(McCallum, 2011)

The Brownie Problem – Elementary Task

Basic Student Budget Task – Secondary Task

- SMARTER Balanced released a draft document outlining the content specifications that are intended to ensure that the assessment system accurately assesses the full range of the standards (including the Practice Standards).
- Assessments are scheduled for full implementation in 2014.
- (Field test questions are scheduled for 2013, however)

- Claim #1—Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
- Claim #2—Students can frame and solve a range of complex problems in pure and applied mathematics.
- Claim #3—Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
- Claim #4—Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

- So where do we go from here?
- Continue your scope and sequence
- How do I fill the gaps between Common Core and former state standards?
- http://edu.wyoming.gov/Programs/standards/standards_review.aspx

- Determine continued math work with TIE including coaching
- Did we answer all the questions?

- Kathy Richardson Planning Guide – K-2
- NCTM Handouts
- http://edu.wyoming.gov/Programs/standards/standards_review.aspx
- http://psdmath.pbworks.com/w/page/12514762/FrontPage
- http://ccsstoolbox.agilemind.com/resources_samples.html
- http://www.fwps.org/cur/sbe/staff/ps/
- https://sites.google.com/site/get2mathk5/home/cc-resources/common-core-by-state
- http://learnzillion.com/