Alignment Maers - Unauthorized · 2010-08-30 · Rate of Change: A 10K Run ‐ Math Page 11 Modeling Modeling is best interpreted not as a collection of isolated topics but rather

The Official Pre-AP® Program from the College Board

AlignmentMa,ers:

andtheCommonCoreStateStandardsPresenters:NinaWooldridge,SeniorSpringBoardEnglishLanguageArtsInstruc<onalSpecialistJudyWindle,SeniorSpringBoardMathema<csInstruc<onalSpecialist

The Official Pre-AP® Program

  Review the Common Core State Standards Initiative

  Review SpringBoard’s Alignment to the Common Core State Standards

  Examine the Common Core State Standards’ Portrait of College and Career Ready Students and How SpringBoard Provides the Pathway to Success

FocusforToday’sSession

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State-Led Initiative The National Governors Association and Council of Chief State School Officers developed a common set of college and career readiness standards in English Language Arts and Mathematics that:

 Align with college and workplace expectations

  Include rigorous content and applications of knowledge

 Are based on research and evidence

 Build upon strengths and lessons of current state standards

 Are informed by frameworks from top performing countries

WhatistheCommonCoreStateStandardsIni?a?ve?

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WhyCommonCoreStateStandards?

•  Currently, every state has its own set of academic standards and different expectations of student performance. Consistency

•  Common standards can help create more equal access to an excellent education. Equity

•  All students must be prepared to compete with not only their American peers, but also with students from around the world. Competition

•  Clear and coherent standards will help students (parents and teachers) understand what is expected of them. Clarity

•  Common Standards create a foundation for districts and states to work collaboratively.

Collaboration

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WhatRoleDidtheCollegeBoardPlay?The College Board has been one of the original partner organizations since the launch of this initiative in spring 2009.

  Writing team for the College & Career Readiness Standards

  Providing ongoing feedback and reviews of the K-12 standards

  Advisory group member guiding the Common Core Initiative

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HowCanSpringBoardHelpTeachersImplementtheCommonCoreStateStandards?

  Provide “what” students should achieve

  A rigorous, high-quality curriculum must provide the “how” to help students achieve the standards

  SpringBoard is fully aligned to the Common Core State Standards and helps all students and teachers reach the goals of the Common Core Initiative

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  SpringBoard provides a rigorous curriculum for teachers to deliver high quality instruction that not only meets, but quite often exceeds the expectations outlined in the Common Core Standards (CCSS).

  SpringBoard is vertically aligned to the College Board Standards for College Success (CBSCS). The College Board recently concluded a study to reveal a strong alignment between the CCSS and the CBSCS.

  The CCSS focus on required achievements, or outcomes, where as the CBSCS also address the process elements and strategies essential to students achieving the final outcomes.

  SpringBoard brings the best of both standards to bear, showing teachers how to provide high quality instruction to support learners through rigorous curriculum to ensure they are ready for college and post-secondary education.

…PutsStudentsonthePathwaytoCareerandCollegeReadiness

COLLEGE READINESS Page 7


CommonCoreStandards‐Mathema?cs

Grade Level Content Standards   K-8 grade-by-grade standards - organized by domain

•  Ratios, number systems, expressions & equations, geometry, probability/ statistics, functions

  9-12 high school standards - organized by conceptual categories •  Number & quantity, algebra, functions, geometry, modeling, statistics & probability •  Pathways of Common Core by Subject

Process Standards for Mathematical Practice   Describe mathematical “habits of mind”

  Standards for mathematical proficiency: …reasoning, problem solving, modeling, decision making, and engagement

  Connect with content standards in each grade

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SpringBoardMathema?cs  Addresses the rigorous content standards of the Common Core

  Incorporates the mathematical practice standards throughout content

  Takes a balanced approach to instruction

  Incorporates research-based best practices into the materials and professional development

  Begins with "the end in mind" – with 2 to 3 Embedded Assessments per unit and scaffolds instruction to ensure academic success on performance tasks

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CommonCore‐Mathema?csExaminingMathema<csContentandPrac<ceStandards

Algebra One   Unit Two: Linear Functions

  Embedded Assessment 2.3 Linear Equations and Slope as a Rate of Change

•  Activity 2.6: Slope-Intercept Form

•  Activity 2.7: x- and y-intercepts

•  Activity 2.8: Equations from Data

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EmbeddedAssessment3LinearEqua?onsandSlopeasRateofChange:

A10KRun‐Math

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Modeling Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards.

Common Core Content Themes Number and Quantity Reason quantitatively and use units to solve problems.

Algebra Create equations that describe numbers or relationships

Functions Interpret functions that arise in applications in terms of the context

Statistics and Probability Interpret linear models


CommonCoreStandards‐Mathema?cs Common Core

Content Themes Number and Quantity

Algebra

Geometry

Functions

Statistics and Probability

Modeling

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Standards for Mathematical Practice

Make sense of problems and persevere in solving them Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning


Algebra1‐Unit2:LinearFunc?ons*Ac<vity2.6:SlopeInterceptForm*Ac<vity2.7:x‐andy‐intercepts*Ac<vity2.8:Equa<onsfromData*EmbeddedAssessment3:LinearEqua<onsandSlopeasRateofChange

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Common Core Content Themes Number and Quantity

Algebra Functions Statistics and Probability Modeling

Balanced Approach to Instruction:

•  Directed •  Guided •  Investigative

CommonCoreStandards&SpringBoard:ContentThemes


Process Standards for Mathematical Practice

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Look for and express regularity in repeated reasoning.

Look for and make use of structure.

Model with mathematics.

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CommonCoreStandards&SpringBoard:ProcessStandardsforMathema?calPrac?ce


CommonCoreStandards&SpringBoard:ProcessStandardsforMathema?calPrac?ce

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Process Standards for Mathematical Practice Attend to precision.

Look for and make use of structure.

Use appropriate tools strategically.

Construct viable arguments and critique the reasoning of others.



PortraitofMathema?csStudentswhoareCollegeandCareerReady

•  Students have a base knowledge of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability, and a coherent of view of these categories across traditional courses.

Build Content Knowledge

•  Students use a variety of mathematical representations to model what they know and justify how they know. Model

•  Students communicate both verbally and in writing to explain their discoveries and understanding of mathematics. Communicate

•  Students participate in a discourse focused on discovery and problem solving, evaluating the contributions of others, and collaborating to present viable solutions.

Collaborate

•  Students employ appropriate technology to thoughtfully enhance their understanding of precision in mathematics. Use Technology

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DefiningFeaturesoftheMathCommonCoreStandards

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Align with college and workplace expectations

Emphasize rigorous content

and strategic learning

Focus on key mathematical

processes and proficiencies

Develop mathematical

reasoning, application, and

communication skills

Connect to real-world context that foster understanding and knowledge transfer

Conducted By:

Phi Delta Kappa International Curriculum Management Audit Center

Report Presentation: August 30, 2010 .

Concluding Summary Comments

  SpringBoard® was found by the auditors to be a high quality curriculum program, and it was found to manifest exceptionally effective, strong, and extraordinarily valid curriculum and instructional practices.

  The program exemplifies the best in design and delivery that the educational profession has to offer. It manifests exceptionally effective, strong, and extraordinarily valid curriculum and instructional practices.

  Students who complete the SpringBoard program will have a substantively greater likelihood to be successful in post-secondary environments.

Ques?ons?

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Alignment Maers - Unauthorized · 2010-08-30 · Rate of Change: A 10K Run ‐ Math Page 11 Modeling Modeling is best interpreted not as a collection of isolated topics but rather