Cardinal Stritch University

GCC May 2013

CARDINAL STRITCH UNIVERSITY

SRA 570 Impact CCSS on Mathematics

Splash Title: Understanding the Impact of the Common Core State Standards

Mathematics (CCSS) on Your Teaching and Curriculum

Splash Title: Strengthening your core: Math Common Core without reinventing the wheel

1 Credit

Instructors: Mike Weidner

Phone:

E-mail:

Meeting Dates: June 17 and 18 2013

Meeting Times: 8:00-3:30

Location: West Milwaukee Middle School

Coursework Due Date: July 1, 2013

Background Information:

This two-day course will provide an overview of the Common Core State Standards for Mathematics (CCSS-M), including a historic look at the standards movement in the United States. The structure of the CCSS-M, major highlights from the Content Standards, and the details of the Process Standards will be examined. Time will be spent discussing the benefits of modifying traditional curricula to meet eh CCSS-M vs. Adopting brand new curricula. Issues of retraining teachers and building a new culture among math teachers will be addressed. Severl free sources of Common Dore-friendly materials will be explored.

Course Description:

This course will give you an overview of the Common Core State Standards (CCSS) and how they apply to your classroom and in your students preparation for careers and college. One of the biggest risks we currently face is full-speed implementation without an understanding of the changes that the standards require. As we put the standards into practice, it is important to focus on a few shifts that have the most significant effect on student.

Measurable Outcomes:

By the end of the course, participants will be able to:

1.  Define the Common Core Mathematics Standards and the grade expectations for his/her grade/subject level and how these standards are research based.(Wisconsin State Teaching Standards 6 and 10) (InTASC Model Core Teacher Standards 9, 10)

2.  Articulate how to integrate these standards into his/her current school curriculum. (Wisconsin State Teaching Standards 2, 3, 4, and 9) (InTASC Model Core Teacher Standards 3, 4, 9)

3.  Create and apply strategies for effectively implementing the CCSS into the classroom curriculum. (Wisconsin State Teaching Standards 1 and 4) (InTASC Core Teacher Standards 1, 2,3, 4, 5, 6,7)

4.  Demonstrate an understanding of the math complexities as they relate to the educators chosen grade level and content area. (Wisconsin State Teaching Standards 9 and 10) (InTASC Model Core Teacher Standards 9, 10)

5.  Demonstrate an understanding of the new structure focused on numbers and quantity, algebra, functions geometry, modeling and probability and statistics. (Wisconsin State Teaching Standards 9 and 10) (InTASC Model Core Teacher Standards 9, 10)

See appendix “A” for a list of WI State Standards and the InTASC Standards

Methods of Assessment:

Class Attendance Policy: The student should be attentive to classroom activities, engaged in the learning process and make numerous efforts to answer questions posed by the

instructor and others. Participation should follow the class participant into

group-discussion activities throughout the two(2) days. Due to the delivery

system, accelerated nature of the experiences, and information provided in this

course, it is important for students earning one credit attend the two

class sessions.

(Outcomes 1-5)

Practitioner’s Reflection: Describe strategies introduced during all sessions. The reflections

should include examples that will be used in your classroom setting, what new knowledge and personal learning has taken place and how has this learning shifted your thinking and preparation. Be sure to document and connect to recent research via articles, professional organizations, course materials and your own specific examples. Remember that scholarly discussions go beyond reflection and need to be connected to factual information. For one credit two reflections are required one pertaining to mathematics. (Outcomes 3,4,5)

Lesson Plans: (Outcomes 1 – 5) For one credit develop 2 lesson plans. Includes a valid benchmark assessment aligned to defined learning targets that assures student understanding of the mathematics process. The lesson plan should include:

·  A description of the students who will be involved in each lesson plan,

·  The outcomes for integrating mathematics based on the Revised Blooms

Taxonomy,

·  The Common Core standards that are going to be addressed,

·  Describe how you and the students will model the strategies/concepts

·  Describe how the lesson will progress to ensure that mathematics can be enhanced to improve student learning,

·  A description of how the students will be assessed using Common Core Standards

·  Include the rubrics that will be used

·  Include both formative and summative lessons

·  The lesson should be of graduate level quality

Method of Assessment

NOTE: All assessments are tied to rubrics/checklists. Attendance is required.

One Credit

10 pts. 14% Participation and Attendance.

24 pts. 36% Practitioner’s Reflection

33 pts. 50% Lesson Plans

Total of 67 points.

Grading Scales:

One Credit

67 – 62 = A 61 – 60 = A- 59 – 58 = B+ 57 – 56 = B 55 – 54 = B- 53 – 52 = C+

51 – 50 = C 49 – 46 = C- 45 – 44 = D+ 43 – 42 = D 41 – 40 = D- Below 40 = F

Resource Bibliography

Common Core State Standards Initiative: http://www.corestandards.org/

Wisconsin Academic Standards: http://dpi.wi.gov/standards/stds.html

Wisconsin and the Common Core: http://dpi.wi.gov/standards/ccss.html

Example, Common Core Apps: http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

University Policies

Statement of Academic Integrity

Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student’s actions reflect their moral character and, by extension, the University’s reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook.

Statement of compliance with the Rehabilitation Act

It shall be the policy of Cardinal Stritch University to comply with the Rehabilitation Act and Americans with Disabilities Act and regulations tested thereunder to the extent applicable to Cardinal Stritch University.

http://www.stritch.edu/studentlife/security/disability.aspx

General Course Expectations

·  Participants will often interact with other class members to share ideas, reflect on work in progress, and offer suggestions for improvement. Active in-class participation is required.

·  Prompt arrival at each class is critical because of the limited time available to conduct in-class activities during the course. Instructors may take actions they deem appropriate if consistent tardiness is observed.

·  Attendance is required. All absences will be handled on an individual basis. It is the student’s responsibility to contact the instructor before the missed class to make arrangements on how the missed material and interactions will be demonstrated. If the student is not able to plan the absence, it is still a requirement to contact the instructor regarding the missed material. Failure to do this will have an impact on the final grade.

·  If a student’s work cannot be handed in on the due date, this must be brought to the attention of the instructor and approved prior to the due date to prevent lower grade. Circumstances beyond the control of the student will be considered on an individual basis.

·  Missing assignments will be graded F unless the instructor has been contacted to arrange for a grade of incomplete.

·  All work is to be in the student’s own words unless quotation marks and referenced pages are provided.

·  APA should be used for documenting all references. Check library.stritch.edu for most recent edition.

Grade Scale

100-93=A / 92-91=A- / 90-88=B+ / 87-85=B / 84-82=B-
81-78=C+ / 77-75=C / 74-70=C- / 69-67=D+ / 66-64=D
63-60= D- / Lower than 60=F

Course Schedule - Understanding the Impact of the Common Core State Standards (CCSS) on Your Teaching and Curriculum. For one attendance is required.

Topics CCSS for Educators
(Outcomes 1, 2)
Course Introduction/ Current Issues: Shifts in Teaching with the CCSS in Math
Critical pieces of Common Core and how they work together
How this new practice is reflected through research
Knowledge base needed to teach new Math Standards
(Outcomes 2, 3)
Review of critical pieces of Common Core
Common Core and your current materials and curriculum
(Outcomes 3, 4, 5)
Developing scaffolded teaching lessons that include making 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
Examining assessment exemplars from the future Smarter Balanced Assessment Consortium which will measure the CCSS
(Outcomes 1, 2, 3, 4, 5)
Implications for changes in curriculum and assessment
Lesson Plans or Unit Plans
(Outcomes 2, 3, 4, 5)
Current practice and application of CCSS in Mathematics

Class Discussion/Participation Rubric

The student should be attentive to classroom activities, engaged in the learning process and make numerous efforts to answer questions posed by the instructor and others. Participation should follow the class participant into group-discussion activities over the two (2) days. Due to the delivery system, accelerated nature of the experiences, and information provided in this

course, it is important for students earning one to attend class sessions. (Outcomes 1-5)

Performance Indicators / 3 points / 2 points / 1 point / Missing
0 points / Total Points
Engagement in all classroom activities is clearly demonstrated during all sessions. / Clearly evident 100% of the time. / The student was off task and needed to be redirected 1 – 2 times. / The student was off task and need to be redirected 3 times. / The student was off task and need to be redirected more than 3 times.
Positive engagement in the scope of the conversation in large groups was clearly demonstrated. / The student positively participated in all of the large group activities. / The student was off task and needed to be redirected 1- 2 times. / The student was off task and need to be redirected 3 times. / The student was off task and need to be redirected more than 3 times.
Positive engagement in small group discussions was evident. / The student positively participated in-group discussions by staying focused on the topic/s at hand. / The student was off task and needed to be redirected 1 – 2 times. / The student was off task and need to be redirected 3 times. / The student was off task and need to be redirected more than 3 times.
Numerous efforts to positively address questions that were posed. / The student positively addressed questions that were posed. / Required elements are not addressed.
Total

Note: To receive a B or better as the final grade, rubric scores must be a combination of 3’s and 2’s for a total of 8 or more points.

Grading Scale

10 = A 9 = A- 8 = B+ 7 = C+ 6 = C- 5 = D-

Below 5 = F

Practitioner’s Reflection Rubric

Describe strategies introduced during all sessions. The reflections should include examples that

will be used in your classroom setting, what new knowledge and personal learning has taken

place and how has this learning shifted your thinking and preparation. Be sure to document and

connect to recent research via articles, professional organizations, course materials and your own

specific examples. Remember that scholarly discussions go beyond reflection and need to be

connected to factual information. For one credit two reflections are required one pertaining to

mathematics.

. (Outcomes 3,4,5)

Performance Indicators / 3 points / 2 points / 1 points / 0 points / Total Points
Journal reflection addresses the content of the class and has personal annotations of how this information can be applied to mathematics. / The journal reflection clearly addressed the class content and contains personal annotations of how this information can be applied to his/her teaching situation. / The journal reflection addressed the content of the class however the personal annotations lack detail. / The journal is missing either the reflection on the content of class or personal annotation of how this information can be applied to his/her teaching situation. / The required elements are missing.
Reflections describe the impact that the ideas presented in the class will have on the students in his/her classroom / The reflection of the impact that the ideas presented in the class will have on the students in his/her classroom is clearly presented with specific examples. / The reflection of the impact that the ideas presented in the class will have on his/her classroom lacks detail but includes examples. / The reflection of the impact that the ideas presented in the class is missing either how the students will be impacted or the specific examples. / The required elements are missing.
Reflection addresses how the implementation of the strategies presented in the class will make a positive change in his/her teaching situation. / The reflection clearly addressed how the implementation of the strategies presented in the class will make a positive change in his/her teaching situation contains specific examples. / The reflection on how the implementation of the strategies presented in the class will make a positive change lacks specific details. / The required elements are missing.
Graduate level quality writing is reflected in correct spelling, sentence structure and grammar. / Graduate level quality is clearly evident in this written response with no spelling, grammar or sentence structure errors. / 1 – 2 grammar, spelling, or sentence structure errors. / 3 grammar, spelling, or sentence structure errors. / 4 or more grammar, spelling, or sentence structure errors.
Total points

Note: To receive a B or Better final grade, rubric scores must be a combination of 3’s and 2’s for a total of 20 or more points.

For One Credit:

Reflection #1 _____ + Reflection #2 _____ = ______

Grade Scale for Once Credit:

24 – 23 = A 22 = A- 21 = B+ 20 = B 19 = B- 18 = C+

17 = C 16 = C- 15 = D+ 14 = D 13 = D- Below 13 = F

Lesson Plans: (Outcomes 1 – 5) For one credit develop 2 lesson plans, which use all of the objectives of common core curriculum. Includes a valid benchmark assessment aligned to defined learning targets that assures student understanding of the mathematics process. The lesson plan includes two parts:

·  A description of the students who will be involved in each lesson plan including demographics, ethnic breakdown, urban, choice, how long students attend the school, and what mathematics performance data is available,