NICOLE GRAHAMPOST UNIVERSITY

EDU 699

Common Core State Standards &

Smarter Balanced Assessment Consortium Parent Training

Introductions

IntroductionsOverview of Session A and Session BDownload a QR scanner

Session A Agenda

Common Core Overview8 Mathematical Practices & The StandardsShifts in Mathematical TeachingQuestions/BreakSmarter Balanced OverviewLinks for More InformationQuestions?

Session A Objectives

By the end of this session, you will be able to: Compare and contrast standardized testing theories

between CMT & SBAC Explain the math standards for your child’s grade

along with the eight mathematical practices

Common Core Beginning

(CGCS Video Maker, 2013)

Common Core Background

Adopted voluntarily by 43 statesCreated in 2009 for English Language Arts

(ELA) and MathematicsCreated to ensure that all students can perform

certain skills at the end of specific grade levels Meant to guarantee all students who graduate

high school are college ready with 21st century skills

(Common Core Standards Initiative, 2014)

The Standards Are…

1) Research- and evidence-based2) Clear, understandable, and consistent3) Aligned with college and career expectations4) Based on rigorous content and application of

knowledge through higher-order thinking skills5) Built upon the strengths and lessons of current

state standards6) Informed by other top performing countries in

order to prepare all students for success in our global economy and society

(Common Core Standards Initiative, 2014)

The Standards Are…

NOT a federal law States voluntarily adopted the CCSS and related

assessmentsNOT a national curriculum

The CCSS provide a common set of goals, but states, districts, schools, and teachers will continue to determine how to meet those goals

NOT a way to promote more standardized testing

(Jones and King, 2012)

Questions?

What questions do you have about the CCSS?

Shifts in Mathematics

The CCSS includes 3 major shifts:1) Focus2) Coherence3) Rigor

Focuses on a smaller set of topics in each grade Students learn a conceptual understanding of topics,

develop procedural skill and fluency, and learn how to apply math inside and outside the classroom

(Common Core Standards Initiative, 2014)

(Jones & King, 2012)

Shifts in Mathematics (Continued)

Stress coherence across grades Topics progress from grade level to grade level and build

on prior knowledge

Strive for rigor in concepts taught Conceptual understanding – Learn a variety of ways to

represent topics and find connections between multiple perspectives

Procedural skill and fluency – Practice skills to achieve accurate calculations

Application – Apply math to real-world scenarios beyond rote practice

(Jones & King, 2012)

(Common Core Standards Initiative, 2014)

The Standards at a Glance

(Pagano, G., 2014)

The Standards at a Glance (Continued)

(Pagano, G., 2014)

Expressions & Equations Progression

Grade 6Apply and extend previous understandings of

arithmetic to algebraic expressionsReason about and solve one-variable

equations and inequalitiesRepresent and analyze quantitative

relationships between dependent and independent variables

(Common Core Standards Initiative, 2014)

Expr. & Eq. Progression (Continued)

Grade 7Use properties of operations to generate

equivalent expressionsSolve real-life and mathematical problems

using numerical and algebraic expressions and equations

(Common Core Standards Initiative, 2014)

Expr. & Eq. Progression (Continued)

Grade 8Work with radicals and integer exponentsUnderstand the connections between

proportional relationships, lines, and linear equations

Analyze and solve linear equations and pairs of simultaneous linear equations

(Common Core Standards Initiative, 2014)

8 Mathematical Practices

The CCSS developed 8 overarching mathematical practices that encapsulate what all math students should strive for:

1) Make sense of problems and persevere in solving them

2) Reason abstractly and quantitatively3) Construct viable arguments and critique the

reasoning of others

(Common Core Standards Initiative, 2014)

8 Mathematical Practices (Continued)

4) Model with mathematics5) Use appropriate tools strategically6) Attend to precision7) Look for and make use of structure8) Look for and express regularity in repeated

reasoning

(Common Core Standards Initiative, 2014)

Shift in Mathematics Teaching

Formerly CCSS

Calling digits “numbers” Specifying that digits are in numerals. Numerals represent numbers.

Teaching addition makes things get bigger

Teaching addition is combining

Saying, “We cannot subtract, so we have to borrow from the 10’s place.”

Saying, “We need to decompose a higher unit value to get the number into the form we want.”

Saying, “Doesn’t go into.” (For example, “7 doesn’t go into 3.”

Saying, “We can divide 7 by 3, but the result won’t be a whole number.”

(Kappan, 2013)

Shift in Mathematics Teaching (Continued)

Formerly CCSS

Canceling out fractions (when simplifying)

Utilizing the multiplicative identity property when a number divided by itself equals 1

Using guess-and-check as a strategy

Using mathematical representations and models

Answering the question Justifying your answer

(Kappan, 2013)

Questions?

What questions do you have about shifts in mathematics teaching?

New Standardized Tests

In 2010, US Department of Education created a “Race to the Top” assessment grant program to support Common Core Standards

Two companies: Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC) were awarded funds

States have choice of two assessment tests Connecticut opted for the SBAC Tests Some schools piloted the SBAC tests during the 2013-2014 All schools will take the SBAC during the 2014-2015 school

year (Jones & King, 2012)

(Smarter Balanced Assessment Consortium, 2014)

SBAC Overview

Designed with a focus on college readinessEncompasses state and federal support to use

state-of the-art measurement techniques Goal is to provide a more authentic assessment of

student readinessTests include adaptive computer questions, items

for students to manipulate, and performance tasks that ask students to use a variety of skills to solve complex real-world problems

(Jones & King, 2012)

CMT vs. SBAC

CMT SBAC

Administered to all students in grades 3 – 8

Pencil and paper test Computer adaptive testing (CAT)

Administered in March Administered last 12 weeks of school

Based on standards from the Connecticut Department of Education

Based on Common Core State Standards

Results in months Results in weeks

Interim assessments optional

Formative assessments

(Bethany Community School, 2013)

Sample Questions

(Smarter Balanced Assessment Consortium, 2014)

Sample Questions (Continued)

(Smarter Balanced Assessment Consortium, 2014)

Sample Questions (Continued)

(Smarter Balanced Assessment Consortium, 2014)

Compare and Contrast Activity

Take a look at the examples of former math CMT questions*

Identify which Standard the question fits http://www.corestandards.org/

How would you turn them into SBAC questions? What aspects would you keep? What aspects would you change?

Write down your thoughtsShare with small groupGallery walk

*(Connecticut State Department of Education, 2014)

Want to Learn More?

Website for Common Core http://www.corestandards.org/

Website for Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/

Contact Me! [e-mail address]

Survey

Please take a few moments and let me know what you thought about this training!

Session B Agenda

Brief summary of Session ABenefits of Parental Support at HomeOnline Environment

Session B Objectives

By the end of this session, you will be able to: Find or create engaging math activities for your

children Blog about completing two engaging activities and

support one another in the process

After engaging in extracurricular activities with you at home, your children will be able to increase their academic performance compared to peers who do not participate in these activities

Parental Support from Home

Parental involvement is known to increase student’s academic achievement

During the middle school years, parental involvement in the form of engaging in activities that supplement the curriculum have the most impact on achievement Helping with homework was the only form of parental

involvement that has a negative effect on student achievement!

(Altschul, 2011 and Degner, 2013)

Enriching Activities

Expand on students’ learning outside of the school dayAre interactive and project focusedFocus on using previously learned concepts in new

ways Impart knowledge while being funApply knowledge and skills learned in school to real-

life experiencesDevelop strong relationships between children and

caring adultsProvide opportunities for authentic decision-makingAllow the potential for student leadership

(Learning Point Associates, n.d.)

Online Environment Overview

Website: http://mathcommoncoreresources.weebly.com/

Choose an Activity!

Find at least 1 activity you would like to try with your child at home Pick a date on your calendar to do the activity! Write down the idea you found online What do you need to accomplish the activity? What do you want your child to accomplish by the end

of the activity?

Using the Online Environment

Try at least 2 engaging activities with your children at home

Blog about your experience on the resource website What activity did you try? Did you modify it from what the website suggested? How did you implement the activity? What worked/didn’t work? Did you find a resource that wasn’t posted on the

website?

Want to Learn More?

Website for Common Core http://www.corestandards.org/

Website for Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/

Contact Me! [e-mail address]

Survey

Please take a few moments and let me know what you thought about this training!

Resources

Altschul, I. (2011). Parental involvement and the academic achievement of Mexican American youths: What kinds of involvement in youths’ education matter most? Social Work Research, 35(3), 159-170.

Bethany Community School. (2013). CMT vs SBAC – Board of Education Presentation. Retrieved from http://www.bethany-ed.org/page.cfm?p=1127

CGCS Video Maker. (2013). Three-minute video explaining the Common Core State Standards. Retrieved from http://vimeo.com/51933492

Common Core State Standards Initiative. (2014). Retrieved from http://www.corestandards.org/

Resources (Continued)

Connecticut State Department of Education. (2014). Connecticut Mastery Test Fourth Generation Math Handbook. Retrieved from http://www.csde.state.ct.us/public/csde/cedar/assessment/cmt/math_handbook.htm

Degner, K. (2013). Demography as destiny: The role of parental involvement and mathematics course taking patterns among 9th grade students. Current Issues in Education, 16(3), 1-18.

Faulkner, V. (2013). Why the Common Core changes math instruction. Kappan Magazine, 95(2), 59 – 63.

Jones, A. G., & King, J. E. (2012). The Common Core State Standards: A Vital Tool for Higher Education. Change, 44(6), 37-43. doi:10.1080/00091383.2012.706529

Resources (Continued)

Learning Point Associates. (n.d.). Academic Enrichment Project. Retrieved from http://www.learningpt.org/promisingpractices/index.html

Pagano, G. (2014, January). Smarter balanced assessments: Mathematics overview. Connecticut State Department of Education Literacy Workshops. Retrieved from http://www.sde.ct.gov/sde/lib/sde/pdf/student_assessment/smarter_balanced/alw/mathematics_overview.pdf

Smarter Balanced Assessment Consortium. (2014). Retrieved from http://www.smarterbalanced.org/

Resources for Images

Common Core State Standards Initiative. (2014). Retrieved from http://www.corestandards.org/

Microsoft Word Clipart Gallery. (2014). QR Stuff. (2014). Retrieved from

http://www.qrstuff.com/ Smarter Balanced Assessment Consortium.

(2014). Retrieved from http://www.smarterbalanced.org/