Source: Student Achievement Partners Revised (7.2.12)
|1. Focus strongly where the Standards focus
||The Standards call for a greater focus in mathematics. Rather than racing to cover topics in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. They focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.
|2. Coherence: think across grades, and link to major topics* within grades
Thinking across grades: The Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.
|3. Rigor: in major topics* pursue:
with equal intensity.
- conceptual understanding,
- procedural skill and fluency,
Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures.
Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures.
Application: The Standards call for students to use math flexibly for applications. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.
4th Grade TCAP Math Practice Test
Language in a previous Director Update indicated that “All . . . math items associated with dropped State Performance Indicators (SPIs) have been removed from the practice tests/item samplers.” We offer the following correction:
Item number 55, located on page 83 of the 4th grade math practice test set two
, was written to assess one of the State Performance Indicators that the department dropped from this year’s TCAP assessment. Upon learning that this item was inadvertently included in the practice test, a thorough review of all 3-8 math practice tests and item samplers occurred to make certain that none of them contains an item written to assess a dropped State Performance Indicator. The department is also conducting an additional review of all 3-8 math TCAP assessments to ensure that none contains an item written to assess a dropped State Performance indicator.
The estimated performance level cut scores we provided are not impacted by the omission of one item.
The TCAP will remain slimmed and narrowed in the 2013-14 school year. In 2014-2015, PARCC assessments will replace all math 3-8 TCAP assessments.
In order to emphasize the importance of the Focus Standards, provide students and teachers feedback on readiness for the CCSSM, as well as prepare students for the innovative item types expected on PARCC assessments, the Constructed Response Assessment (CRA) has been expanded to include all grades 3-8 in 2012-13. The new CRA will only assess the TNCore Focus Standards in math. Students will take three CRA’s:
- First administration window: October 15, 2012 to October 26, 2012
- Second administration window: February 11, 2013 to February 22, 2013
- Third administration window: April 29, 2013 to May 17, 2013.
The first two CRA’s are considered interim tests and will be scored by teachers; the third CRA, a summative assessment, will be scored by the state, and results will be reported back to schools in July. The CRA will be a no-stakes test meaning teachers, schools, and districts will not be held accountable for student performance for the next two years. All districts are expected to participate in each of the three CRA administrations.
: There is no change to End of Course (EOC) assessments for high school courses in the 2012-13 school year. In 2013-14, EOCs will also be slimmed and narrowed, with SPIs not aligned to the CCSSM being removed. In 2014-2015, the EOC’s will be replaced by PARCC exams for Algebra I, Algebra II, and Geometry.
A roundtable discussion with Assistant Commissioner Emily Barton, Leadership Council member John Prince, and Core Coach Marrie Lasater.