Moving Forward with Reform in Mathematics, English Language Arts and Science

Presentation for School Quality Ocean City, Maryland

October 18, 2013

• The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation.

3

June, 2010

• Md. State Bd. of Ed. adopts the Common Core State Standards

Summer,

2010

• Collaboration among school districts, higher ed, and MSDE to conduct gap analysis

2010-11

• Collaboration among school districts, higher ed, and MSDE to create the Maryland Common Core State Curriculum Frameworks

• Develop and implement Educator Effectiveness Academies that reach into the school level

2011-12

2012-13

• Collaboration among school districts, higher ed, and MSDE to create sample unit models for every grade PreK-12

• Create an online environment to house resources• Develop and implement Educator Effectiveness Academies that reach into the school level

Educator Effectiveness Academy

• Summer 2011• Summer 2012• Summer 2013

Mathematics

Donna WattsCoordinator for Mathematics

dwatts@msde.state.md.us

6 Instructional Shifts

Focus

Coherence

Conceptual Understanding– Fluency -- Application

RIGOR

********Dual Intensity********

• Understand fraction as a number

• Represent and interpret data

• Introduce probability after understanding fractions

• Develop understanding of ratio then slope

Focus Coherence

Progressionshttp://ime.math.arizona.edu/progressions/

Number and Operations - Fractions

Grade 3Fraction as number

Grade 4Fraction equivalence

Grade 5Equivalent fractions as a

strategy for adding and subtracting

Progressionshttp://ime.math.arizona.edu/progressions/

Expressionsand

Equations

Grade 6Arithmetic to algebraic

expressionsGrade 7

Generate Equivalent algebraic expressionsGrade 8

Understand connections between proportional

relationships, lines, linear equations

Conceptual Understanding– Fluency -- Application

RIGOR

Dual Intensity Balance

Teachers teach more than “how to get the answer” and instead support students’ ability to

access concepts from a number of perspectives

so that students are able to see math as more than a set of mnemonics or discrete procedures. Students

demonstrate deep conceptual understanding of core math concepts

by applying them to

new situations as well as writing and speaking about their understanding.

Grade

Domain

Cluster

Practices

http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_G5PencilBox_082713_Final.pdfScreen clipping taken: 10/2/2013, 10:40 AM

Judy buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make?

Judy buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $4.40 profit. How many apples did she buy?

Look to ---Illustrative Math

Bill McCallum, co-writer of the CCSS

Achieve the CoreJason Zimby, co-writer of the CCSS

Partnership for Readiness for College and Career (PARCC)