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

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

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

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

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

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)

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.

Adopting Common Core State Standards

www.corestandards.org

Additional Content for Montana

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

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

SMARTER BalancedAssessment Consortium

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

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

Transition Timeline

ELA Common Core Structure

K-5

6-12

Comprehensive Section

ELA SectionLiteracy in Science and

Social Studies and Technical Subjects

Section

English/Language ArtsStandards

Reading for Literature Reading for Informational Text Reading: Foundational Skills Writing Speaking and Listening Language

Literacy in History/Social Studies & Science

Strand

Topics

Standard Statement

Additional Content for Montana

Structure of the Standards

Standards for Mathematical

Practices

Content Standards

Domains

Clusters

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

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)

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

Critical Areas

Standard

Domain C

lust

er

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

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

Critical Areas

Standard

Domain C

lust

er

Additional Content for Montana

Jean Howard(406) 444-0706

jhoward@mt.gov

LUNCH