jan – march 2011 shari alexander scott harper benny lile dinah wallace
DESCRIPTION
Jan – March 2011 Shari Alexander Scott Harper Benny Lile Dinah Wallace. National Movement. Mathematics and English/ Language 2010 39 States & 2 Territories have joined Common Core Standards Initiative. KY’S VISION. “…from a teaching-focused-classroom - PowerPoint PPT PresentationTRANSCRIPT
Jan ndash March Jan ndash March 20112011
Shari AlexanderShari AlexanderScott HarperScott Harper
Benny LileBenny LileDinah WallaceDinah Wallace
ldquohellipfrom a teaching-focused-classroom
to a learning-focused-classroomhelliprdquo
Dr Holliday Commissioner of Education
KYrsquoS VISIONKYrsquoS VISION
bull Mathematics and English Language 2010
bull 39 States amp 2 Territories have joined Common Core Standards Initiative
National National MovementMovement
1 Priority is STUDENT LEARNING
New Standards in EnglishLanguage Arts and Math (Fewer Clearer Higher For all students to be collegecareer ready)Revised Accountability Model (Achievement Gap Growth CollegeCareer Readiness Graduation Rate Program Reviews EPAS system End of Course Assessments)Improve Effectiveness of Teaching and Learning (CHETL)Balanced AssessmentAssessment Literacy (CASL)
Puts the Pieces Together - Nationally
Creating the National Common Core Standards in Mathematics and EnglishLanguage Arts has been a collaborative effort between state departments of education teachers experts in a wide array of fields and numerous professional organizations based on national work amp research from best work of states and high-performing nations frameworks developed for the National Assessment
of Educational Progress (NAEP) academic research of Marzano Stiggins Fullan and
others curriculum surveys amp assessment data on college-
and career-ready performance Input from educators at all levels and from a variety
of subjects
Puts the Pieces Together - KYLeadership Networks Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators teachers and staff so that every student experiences highly effective teaching learning and assessment practices in every classroom every day
Result = Every Student ProficientResult = Every Student Proficient and Prepared for Successand Prepared for Success
Puts the Pieces Together - KY
Content Leadership Networksbull Focus on teacher and teacher leaders
Administrator Leadership Networksbull Building level administrators
Instructional Supervisor Networks Superintendents Network Higher Education Networks
Overview of P-20 Leadership Networksbull Research based approach to delivering large scale
professional development and professional learning communities
bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
ldquohellipfrom a teaching-focused-classroom
to a learning-focused-classroomhelliprdquo
Dr Holliday Commissioner of Education
KYrsquoS VISIONKYrsquoS VISION
bull Mathematics and English Language 2010
bull 39 States amp 2 Territories have joined Common Core Standards Initiative
National National MovementMovement
1 Priority is STUDENT LEARNING
New Standards in EnglishLanguage Arts and Math (Fewer Clearer Higher For all students to be collegecareer ready)Revised Accountability Model (Achievement Gap Growth CollegeCareer Readiness Graduation Rate Program Reviews EPAS system End of Course Assessments)Improve Effectiveness of Teaching and Learning (CHETL)Balanced AssessmentAssessment Literacy (CASL)
Puts the Pieces Together - Nationally
Creating the National Common Core Standards in Mathematics and EnglishLanguage Arts has been a collaborative effort between state departments of education teachers experts in a wide array of fields and numerous professional organizations based on national work amp research from best work of states and high-performing nations frameworks developed for the National Assessment
of Educational Progress (NAEP) academic research of Marzano Stiggins Fullan and
others curriculum surveys amp assessment data on college-
and career-ready performance Input from educators at all levels and from a variety
of subjects
Puts the Pieces Together - KYLeadership Networks Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators teachers and staff so that every student experiences highly effective teaching learning and assessment practices in every classroom every day
Result = Every Student ProficientResult = Every Student Proficient and Prepared for Successand Prepared for Success
Puts the Pieces Together - KY
Content Leadership Networksbull Focus on teacher and teacher leaders
Administrator Leadership Networksbull Building level administrators
Instructional Supervisor Networks Superintendents Network Higher Education Networks
Overview of P-20 Leadership Networksbull Research based approach to delivering large scale
professional development and professional learning communities
bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
1 Priority is STUDENT LEARNING
New Standards in EnglishLanguage Arts and Math (Fewer Clearer Higher For all students to be collegecareer ready)Revised Accountability Model (Achievement Gap Growth CollegeCareer Readiness Graduation Rate Program Reviews EPAS system End of Course Assessments)Improve Effectiveness of Teaching and Learning (CHETL)Balanced AssessmentAssessment Literacy (CASL)
Puts the Pieces Together - Nationally
Creating the National Common Core Standards in Mathematics and EnglishLanguage Arts has been a collaborative effort between state departments of education teachers experts in a wide array of fields and numerous professional organizations based on national work amp research from best work of states and high-performing nations frameworks developed for the National Assessment
of Educational Progress (NAEP) academic research of Marzano Stiggins Fullan and
others curriculum surveys amp assessment data on college-
and career-ready performance Input from educators at all levels and from a variety
of subjects
Puts the Pieces Together - KYLeadership Networks Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators teachers and staff so that every student experiences highly effective teaching learning and assessment practices in every classroom every day
Result = Every Student ProficientResult = Every Student Proficient and Prepared for Successand Prepared for Success
Puts the Pieces Together - KY
Content Leadership Networksbull Focus on teacher and teacher leaders
Administrator Leadership Networksbull Building level administrators
Instructional Supervisor Networks Superintendents Network Higher Education Networks
Overview of P-20 Leadership Networksbull Research based approach to delivering large scale
professional development and professional learning communities
bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Puts the Pieces Together - Nationally
Creating the National Common Core Standards in Mathematics and EnglishLanguage Arts has been a collaborative effort between state departments of education teachers experts in a wide array of fields and numerous professional organizations based on national work amp research from best work of states and high-performing nations frameworks developed for the National Assessment
of Educational Progress (NAEP) academic research of Marzano Stiggins Fullan and
others curriculum surveys amp assessment data on college-
and career-ready performance Input from educators at all levels and from a variety
of subjects
Puts the Pieces Together - KYLeadership Networks Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators teachers and staff so that every student experiences highly effective teaching learning and assessment practices in every classroom every day
Result = Every Student ProficientResult = Every Student Proficient and Prepared for Successand Prepared for Success
Puts the Pieces Together - KY
Content Leadership Networksbull Focus on teacher and teacher leaders
Administrator Leadership Networksbull Building level administrators
Instructional Supervisor Networks Superintendents Network Higher Education Networks
Overview of P-20 Leadership Networksbull Research based approach to delivering large scale
professional development and professional learning communities
bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Puts the Pieces Together - KYLeadership Networks Vision
Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators teachers and staff so that every student experiences highly effective teaching learning and assessment practices in every classroom every day
Result = Every Student ProficientResult = Every Student Proficient and Prepared for Successand Prepared for Success
Puts the Pieces Together - KY
Content Leadership Networksbull Focus on teacher and teacher leaders
Administrator Leadership Networksbull Building level administrators
Instructional Supervisor Networks Superintendents Network Higher Education Networks
Overview of P-20 Leadership Networksbull Research based approach to delivering large scale
professional development and professional learning communities
bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Puts the Pieces Together - KY
Content Leadership Networksbull Focus on teacher and teacher leaders
Administrator Leadership Networksbull Building level administrators
Instructional Supervisor Networks Superintendents Network Higher Education Networks
Overview of P-20 Leadership Networksbull Research based approach to delivering large scale
professional development and professional learning communities
bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Teacher Content Leadership Work
Deconstructing Standards -StandardBenchmark
Knowledge
Reasoning
Skill
ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS
StandardBenchmark _______________________________________________________________________________________________________________________________________________________
Type Knowledge Reasoning Skill Product
Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Page 1
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Teacher Content Leadership Work
Deconstructing Standards -
Next stepshellip
StandardBenchmark
Knowledge
Reasoning
Skill
Product
Page 2
AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Assessment(s) FORFormative
OFSummative
Selected responseExt written responsePersonal Communication
Selected responseExt written responsePerformancePersonal Communication
PerformancePersonal Communication
Performance
Communication of ResultsHow will I communicate the learning and the achievement
Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
FORFormative ndash Report
OFSummative - Grade
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Common Core State Standards
(CCSS)
Kentucky Core Academic
Standards(KCAS)
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Common Core Standards
Common Core Standards work - Nationalbullhttpwwwcorestandardsorg
Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards
bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf
bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources
The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Mathematics Standardsmdashhow to read the CCSS documents for Mathematics
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Overview The math standards start with a one-page overview highlighting what is most important
12
Simple overview provides all key information at a glance
Click for close uphellip
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Overview The math standards start with a one-page overview highlighting what is most important
13
Simple overview provides all key information at a glance
Click for close uphellip
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Fewer standards to address
Examples make standards more concrete
KY 4th Grade Math CCSS 4th Grade Math
5 big ideas 5 domains
23 understanding standards
10 clusters
78 skill and concept standards
28 standards
14
15 pages 5 pages
Represent and interpret databull Make a line plot to display a data set of measurements in
fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
DomainsOperations and
Algebraic Thinking
Number amp Operations in Base Ten
Number amp Operations Fractions
Measurement and Data Geometry
Clusters
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement understand concepts of angle and measure angles
Draw and identify lines and angles and classify shapes by properties of their lines and angles
Mathematical
Practices
1 Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively
1 Construct viable arguments and critique the reasoning of others
2 Model with mathematics
1 Use appropriate tools strategically
2 Attend to precision
1 Look for and make use of structure
2 Look for and express regularity in repeated reasoning
In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends
Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context
2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers
Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number
3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry
Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry
KCAS Progression Document
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Grade Level SpanhellipMath SampleOperations and Algebraic Thinking
Grade 3 Grade 4 Grade 5
Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the
total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7
3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8
3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)
3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =
Understand properties of multiplication and the relationship between multiplication and division
3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)
3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8
Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as
the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers
Solve problems involving the four operations and identify and explain patterns in arithmetic
3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)
3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends
Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret
35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations
4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)
4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100
Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite
Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule
Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way
Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions
and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers
and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product
Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify
apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Concepts New to Grade Level Grade Concepts Moved From Grade Level
4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using
visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and
equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles
of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction
problems to find unknown angles on a diagram in real world and mathematical problems
4G2 Classify two-dimensional figures based presence or absence of attributes
(parallel or perpendicular lines)
4th Kindergarten Attributes of basic three-dimensional
objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems
Identify basic two-dimensional figures in different orientations
3rd grade Attributes of two dimensional shapes and
shapes that share attributes can define larger categories
Represent and interpret data-bar graphs and pictographs (also 2nd grade)
The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science
5th grade Identify and graph ordered pairs on a
positive coordinate system (Quadrant 1)
Grade Level Shift Document
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Emphasis on preparing students for college and the careers of the 21st Century
18
Anchor standards serve as the spine for all ELA grade levels
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA
ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with
building complexity as the grades increase
StrandsWithin each set the anchors are divided into strands
Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)
StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor
Appendices with exemplar texts performance tasks student work
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Literacy skills are integrated into science social studies and technical subjects
20
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Literacy skills are integrated into science social studies and technical subjects
21
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Supporting the Common Core
Implementation
TheThe HowHow amp amp
How WellHow Well
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
bull Marzano identified nine
instructional strategies
that enhance student
achievement
bull Barren Co focus for
past few years
One mark of an effective
teacher is the ability to
use an array of research-
based instructional
strategieshellip
We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points
Professional Development
is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment
The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content
Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Assessment for Learning
Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning
The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time
bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually
have grade or a statement of level of mastery
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Assessment for Learning
With CASL the major focus is assessment for learningmdash Research shows that assessment for learning
practices can dramatically improve student motivation and learning
Assessment for learning strategies address the information needs of both teachers and students
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Assessment for LearningFive Keys to Quality Classroom Assessments
Stiggins et al (2004) p 13
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-
Letrsquos take a Letrsquos take a closer look closer look
at the at the Common Common
Core State Core State StandardsStandards
- Slide 1
- Slide 2
- Slide 3
- Puts the Pieces Together - Nationally
- Puts the Pieces Together - KY
- Slide 6
- Teacher Content Leadership Work
- Slide 8
- Slide 9
- Common Core Standards
- Mathematics Standardsmdash how to read the CCSS documents for Mathematics
- Slide 12
- Slide 13
- Slide 14
- KCAS Progression Document
- Grade Level SpanhellipMath Sample
- Grade Level Shift Document
- Emphasis on preparing students for college and the careers of the 21st Century
- ELA Standardsmdash how to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical Subjects
- Literacy skills are integrated into science social studies and technical subjects
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Assessment for Learning
- Slide 28
- Slide 29
- Assessment for Learning Five Keys to Quality Classroom Assessments
- Slide 31
-