AND ALTERNATE ACHIEVEMENT DESCRIPTORS FOR …

1 Wisconsin Department of Public InstructionMathematicsESSENTIAL ELEMENTS AND ALTERNATE ACHIEVEMENT DESCRIPTORS FOR Wisconsin Department of Public Instruction Tony Evers, PhD, State SuperintendentMadison, WisconsinMathematicsESSENTIAL ELEMENTS This publication is available from:Wisconsin Department of Public Instruction125 South Webster StreetMadison, WI 53703(608) 266-8960 No. 14099 April 2014 Wisconsin Department of Public InstructionThe Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation or on recycled paperCOMMON core ESSENTIAL ELEMENTS for MATHEMATICS IIIT able of ContentsSection 1: Wisconsin s Approach to Academic standards IVForeword VAcknowledgements VIPurpose of the Document VIIA ligning for Student Success VIIIG uiding Principles for Teaching and Learning XReaching Every Student.

2 Reaching Every Discipline XISection 2: Wisconsin s Approach to Mathematics XVIIS ection 3: common core Essential Elements for Mathematics 1 - 105 Section 4: Wisconsin s Approach to Literacy in all Subjects XXVIIS ection 5: Wisconsin Research and Resources Research Briefs for Guiding Principles for Teaching and Learning XXXVII SECTION 1 Wisconsin s Approach to Academic StandardsCOMMON core ESSENTIAL ELEMENTS for MATHEMATICS VForeword In June 2010, Wisconsin adopted the common core State standards in English Language Arts and Mathematics. These K-12 academic standards are aligned with college and work expectations, include rigorous content and application, and are internationally benchmarked. Additionally, the common core State standards emphasize literacy in all of the disciplines. For all students to be career and college ready, including students with significant cognitive disabilities, educators should include both the content and the reading and writing skills that students need to demonstrate learning in the other disciplinary students, including students with significant cognitive disabilities, deserve and have a right to a quality educational experience.

3 This right includes, to the maximum extent possible, the opportunity to be involved in and meet the same challenging expectations that have been established for all students. Wisconsin educators collaborated with educators from 12 other states to create ALTERNATE ACHIEVEMENT standards aligned to the common core State standards . These ALTERNATE ACHIEVEMENT standards are called the Wisconsin common core Essential Elements (CCEEs) in English Language Arts and Mathematics. The CCEEs satisfy the requirement of the Department of Education that Wisconsin have ALTERNATE ACHIEVEMENT standards for its students with significant cognitive disabilities that are clearly linked to grade-level academic content standards , promote access to the general curriculum and reflect professional judgment of the highest expectation possible. This document is a guide for parents, educators, school personnel, and other community members to support their work in teaching students with significant cognitive disabilities the academic skills necessary to succeed in life after Evers, PhD State SuperintendentCOMMON core ESSENTIAL ELEMENTS for MATHEMATICS VIAcknowledgementsAcknowledgments The Wisconsin common core Essential Elements for Mathmatics would not have been possible without the efforts of many people.

4 These educators provided their time and expertise in contributing to the development of these ALTERNATE ACHIEVEMENT standards . In addition, their employing agencies generously granted them time to work on this initiative. Amber Eckes Special Education Teacher Verona Area School District Astrid Fossum Mathematics Teaching Specialist Milwaukee Public Schools Rosemary Gardner Educational Programmer Lakeland School of Walworth County Crystal Hintzman Mathematics Instructional Coach Superior School District Mary Mooney Math Teaching Specialist Milwaukee Public Schools Mary Richards Mathematics Instructional Coach New London School District Jeff Ziegler Teacher Leader Madison Metropolitan School District Department of Public Instruction Staff Sandy Berndt Cognitive Disabilities/Assessment Consultant, Retired Special Education Team Kristen Burton Education Consultant Office of Educational Accountability Erin Faasuamalie Cognitive Disabilities/Assessment Consultant Special Education Team Diana Kasbaum Mathematics Consultant Content and Learning Team Eva Kubinski Improvement Indicators/Assessment Consultant Special Education Team Brian Johnson Autism/Assessment Consultant Special Education Team Thanks to the Dynamic Learning Maps consortium for organizing and leading the multi state initiative in the development of new ALTERNATE ACHIEVEMENT standards and assessments aligned to the common core State standards .

5 A special thanks to Edvantia, Inc. Copyrighted Materials Every effort has been made to ascertain proper ownership on copyrighted materials and to obtain permission for this use. Any omission is unintentional. common core ESSENTIAL ELEMENTS for MATHEMATICS VIIA cknowledgements (cont d)A special thanks to the Council of Chief State School Officers and the National Governors Association for having the vision to undertake the massive state-led project, the common core State to Great Lakes West Comprehensive Center and Director Linda Miller for the generous support of Wisconsin s standards projects, and to Rachel Trimble and Beth Ratway for their guidance during the last year. Thanks also to the CESA Statewide Network and Commissioner Jesse Harness for partnering to keep the CCSS message consistent statewide, and to the CESA School Improvement Specialists Network for their role in producing and providing high quality professional development thanks to the many staff members across divisions and teams at DPI who have collaboratively contributed their time and talent to this project.

6 Finally, a special thanks to Wisconsin educators and citizens who provided public comment and feedback to drafts of the common core State standards , served on statewide standards leadership groups, and supported implementation of standards . Purpose of the DocumentSections I, 2 and 4 of this document were developed by Wisconsin educators to provide the vision and principles that support Wisconsin s Approach to Academic standards . These principles, although initially developed for the CCSS, can be applied to the CCEEs and instructional practices of educators of students with significant cognitive disabilities. To assist Wisconsin education stakeholders in understanding and imple-menting the common core State standards (CCSS), Wisconsin Department of Public Instruction (DPI) has developed guidance to be used along with the CCSS. These materials are intended to provide further direction and should not be viewed as administrative rule. This publication provides a vision for student success, guiding principles for teaching and learning, and locates the standards within a multi-level sys-tem of support where high quality instruction, balanced assessment, and collaboration function together for student learning.

7 Information on the design and content of the CCSS is included, as is a guide to assist with facilitating local conversations about these internationally-benchmarked standards and how they impact core ESSENTIAL ELEMENTS for MATHEMATICS VIIIA ligning for Student SuccessTo build and sustain schools that support every student in achieving success, educators must work together with families, community members, and business partners to connect the most promising practices in the most meaningful contexts. Major statewide initiatives focus on high school graduation, Response to Intervention (RtI), and the common core State standards for English Language Arts, Disciplinary Literacy, and Mathematics. While these are often viewed as separate efforts or initiatives, each of them is connected to a larger vision of every child graduating college and career ready. The graphic below illustrates how these initiatives function together for a common purpose. Here, the vision and set of guiding principles form the foundation for building a supportive process for teaching and learning rigorous and relevant content.

8 The following sections articulate this integrated approach to increasing student success in Wisconsin schools and communities. A Vision: Every Child a GraduateIn Wisconsin, we are committed to ensuring every child is a graduate who has successfully completed a rigorous, meaningful, 21st century education that will prepare him or her for careers, college and citizenship. Though our public education system continues to earn nation-leading graduation rates, a fact we can be proud of, one in ten students drop out of school, ACHIEVEMENT gaps are too large, and overall ACHIEVEMENT could be even higher. This vision for every child a graduate guides our beliefs and approaches to education in By PrinciplesAll educational initiatives are guided and impacted by important and often unstated attitudes or principles for teaching and learning. The Guiding Principles for Teaching and Learning emerge from research and provide the touchstone for practices that truly affect the vision of every child a graduate prepared for college and career.

9 When made transparent, these principles inform what happens in the classroom, the implementation and evaluation of programs, and most important, remind us of our own beliefs and expectations for students. common core ESSENTIAL ELEMENTS for MATHEMATICS IXEnsuring a Process for Student SuccessTo ensure that every child in Wisconsin graduates prepared for college and career, schools need to provide high quality instruction, balanced assessment and collaboration reflective of culturally responsive practices. The Wisconsin Response to Intervention (RtI) framework helps to organize the components of a system designed to support student learning. Below, the three essential elements of high quality instruction, balanced assessment and collaboration interact within a multi-level system of support to ensure each student receives what he or she needs to access higher levels of academic and behavioral success. At the school or district level, programs, initiatives and practices related to high quality instruction, balanced assessment and collaboration can be more powerful when organized or braided to function systemically to support all students.

10 The focus must be on a comprehensive approach to student to Content: The common core State StandardsWithin this vision for increased student success, rigorous, internationally-benchmarked academic standards provide the content for high quality curriculum and instruction, and for a balanced assessment system aligned to those standards . With the adoption of the CCSS, Wisconsin has the tools to build world-class curriculum, instruction and assessments for greater student learning. The CCSS articulate what we teach so that educators can focus on how instruction can best meet the needs of each student. When implemented within a multi-level system of support, the CCSS can help to ensure that every child will graduate prepared for college, work and a meaningful life. Educators must work together with families, community members, and business partners to connect the most promising practices in the most meaningful contexts. Wisconsin s Vision for RtICOMMON core ESSENTIAL ELEMENTS for MATHEMATICS XGuiding Principles for Teaching and LearningThese guiding principles are the underpinnings of effective teaching and learning for every Wisconsin teacher and every Wisconsin student.