Quick explanations of the many acronyms and terminology associated with the CCSS-M
Term List
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The Association of Public and Land Grant Universities (APLU) along with the Science and Mathematics Teacher Imperative (SMTI) initiative is engaged in a long term project called designed to provide a coordinated research and development effort for secondary mathematics teacher preparation programs in order to meet the challenges of the CCSS and to embody research and best practices in the field. Visit http://www.aplu.org/smti |
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The Conference Board of the Mathematical Sciences (CBMS) is an umbrella organization consisting of seventeen professional societies all of which have as one of their primary objectives the increase or diffusion of knowledge in one or more of the mathematical sciences. Its purpose is to promote understanding and cooperation among these national organizations so that they work together and support each other in their efforts to promote research, improve education, and expand the uses of mathematics. Visit http://www.cbmsweb.org/ |
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The Common Core State Standards (CCSS) Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce, visit www.corestandards.org. |
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An NSF-funded project, Articulating Research Ideas that Support the Implementation of the Professional Development Needed for Making the Common Core State Standards in Mathematics Reality for K-12 Teachers, will coordinate knowledge from different fields to develop recommendations for the design, implementation, and assessment of large scale professional development systems consistent with the mathematics CCSS. |
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The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. Visit: www.ccsso.org. |
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An NSF-funded report, Moving Forward Together: Curriculum & Assessment and the CCSM, based on discussions during a conference organized by the Consortium for Mathematics and Its Application (COMAP Inc.). |
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The CBMS Ad Hoc Committee on Teachers as Professionals to commission the development of a CCSS-M Toolkit and to identify a cadre of teacher leaders to help design and facilitate a one day workshop that can be used in regional conferences and institutes for teachers focused on implementation of CCSS-M. |
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The CCSS Mathematics Curriculum Analysis Project developed a set of mathematics curriculum materials analysis tools to assist textbook selection committees, school administrators, and teachers in the selection of curriculum materials that support implementation of the new CCSSM. With funding from the Brookhill Foundation and Texas Instruments and support from the CCSSO and NCSM, a national team of educators with expertise in mathematics, mathematics education, and school administration developed the tools. The intention of these tools is that they will provide assistance in collecting useful data and information that will make the selection process consistent across reviewers. |
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The policy workshop Gearing Up for the Common Core State Standards in Mathematics supported by The Institute for Mathematics & Education, University of Arizona, The Center for Science, Mathematics & Computer Education, University of Nebraska, The Institute for Research on Mathematics and Science Education, Michigan State University convened representatives from state departments of education and school districts, the K–12 community, mathematicians, mathematics educators, professional development deliverers, and policy organizations to develop recommendations for the initial domains of professional development on the CCSS-M. Participants studied both K–8 and high school standards. In addition to recommending that all professional development incorporate the Standards for Mathematical Practice, this report outlines five recommended domains for initial professional development efforts in K–8. Visit: http://ime.math.arizona.edu/2010-11/0401_workshop.html |
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Horizon Research, Inc. has received NSF funding to create a research agenda for understanding the influence of the CCSS. The project named, A priority research agenda for understanding the influence of the CCSS for mathematics began by surveying various leaders of the CCSS development to gather input on indicators and measures of alignment to the CCSS, to current efforts intended to influence alignment, and recommended priority areas of study. |
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The Illustrative Mathematics Project will provide guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards. Visit http://illustrativemathematics.org/ |
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Inside Mathematics is a professional resource for educators passionate about improving students' mathematics learning and performance. This site features classroom examples of innovative teaching methods and insights into student learning, tools for mathematics instruction that teachers can use immediately, and video tours of the ideas and materials on the site. Inside Mathematics has worked closely with mathematics education leaders involved in the creation of the national CCSS-M to align the resources of this site with the national standards for mathematical practice. Visit www.insidemathematics.org/. |
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The Learning Trajectory posters support effective Professional Development at all levels by introducing teachers to the CCSS and mathematical practices in accessible and informative ways. Designed for display and use in the classroom, the posters provide the fundamental knowledge teachers need to drive documentable student progress based on the mathematics standards through formative assessment and instruction. Visit http://www.wirelessgeneration.com/posters. |
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The Mathematics Assessment Project MAP) developed by the Shell Center/MARS, University of Nottingham and University of California, Berkeley through funding from the Gates Foundation, is producing well-engineered formative and summative assessment tools to support U.S. schools in implementing the CCSS. These tools are designed to make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress. Visit http://map.mathshell.org.uk/materials/ |
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The Mathematics Common Core Coalition works to provide expertise and advice on issues related to the effective implementation of the Common Core State Standards for School Mathematics (CCSSM). Members of the coalition are the National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), the Council of Chief State School Officers (CCSSO), the Smarter Balanced Assessment Consortium, and the Partnership for the Assessment of Readiness for College and Careers (PARCC). Visit http://www.nctm.org/standards/mathcommoncore/ |
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Revision of MET based on the CCSS and ten years of research in mathematics education. |
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This project is a collection of tasks to support implementation of the CCSS. Many of these tasks are drawn from existing sources. Each task includes: Teacher Notes that provide an overview of the task, the Common Core State Standards Content and Practices standards that the task requires, Activity Launch that addresses key prerequisite understandings and assesses student readiness for the task, Core Task with which students are expected, individually and collaboratively, to wrestle, Extension Activities Visit: http://www.mathedleadership.org/ccss/materials.html |
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Founded in 1908, the National Governors Association (NGA) is the collective voice of the nation’s governors and one of Washington, D.C.’s most respected public policy organizations. Its members are the governors of the 50 states, three territories and two commonwealths. NGA provides governors and their senior staff members with services that range from representing states on Capitol Hill and before the Administration on key federal issues to developing and implementing innovative solutions to public policy challenges through the NGA Center for Best Practices. For more information, visit www.nga.org. |
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The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 24 states working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. Visit http://www.parcconline.org/about-parcc |
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The Progressions Documents for the CCSS-M are funded by the Brookhill Foundation. This project is organizing the writing of final versions of the progressions documents for the K–12 CCSS-M. The work will be undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing. |
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The SMARTER Balanced Assessment Consortium is a state-led consortium working to develop next-generation assessments that are aligned to the Common Core State Standards and that accurately measure student progress toward college and career readiness. Visit http://www.k12.wa.us/smarter/ |