California Common Core State Standards

Mike Horton Annette Kitagawa

Thursday, May 31, 2012

polleverywhere.com

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Today’s Outcomes

• Understand why we are changing to new standards.

• Understand the organization and design of CCSS.

• Understand the main similarities and differences between the 1997 standards and CCSS.

• Identify first steps in transitioning to CCSS.

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Why CCSS?

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Partner Dialogue

• What skills will our students need to be successful in the 21st century work force?

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21st Century Learning

http://www.youtube.com/watch?v=2DTUDczwtyc

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College and Career Readiness

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La Sierra HS Data

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Redefining College Readiness"Students entering college and career-technical fields are more likely to succeed if they can formulate, investigate, and propose solutions to non-routine problems; understand and analyze conflicting explanations of phenomena or events; evaluate the credibility and utility of source material and then integrate sources into a paper or project appropriately; think analytically and logically, comparing and contrasting differing philosophies, methods, and positions to understand an issue or concept; and exercise precision and accuracy as they apply their methods and develop their products. They should assemble work samples regularly, self-assess their performance using a common scoring guide and set goals to improve performance.”

David Connely 12

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What Does ELA CCSS Focus on?

• Rigor.• Application of learning to real world situations.• Technology and media sources.• Justification and evidence.• Communication/collaboration.• Expository reading and writing.• Research.

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What Does Math CCSS Focus on?

• Conceptual understanding.• Number sense in elementary.• Application to real world problems.• Rigor.• Success in algebra and higher level

mathematics.

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Assessment• Summative

– Selected response.– Extended constructed response.– Technology enhanced.– Performance tasks.– Writing prompts.– Oral response.– Mathematical application.

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An Introductio

n to California Common

Core Standards

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2020

• The Common Core Standards (CCS) were developed by the Council of Chief State School Officers and the National Governor’s Association Center for Best Practices, and were formally released on June 2, 2010.

• The focus of the CCS is to guarantee that all students are college and career ready as they exit from high school.

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What Are the Benefits of the CCSS?

• Internationally benchmarked.• Student expectations are clear to parents,

teachers, and the general public.• Allows for collaboration with other states on

best practices, instructional materials, and professional development.

• Reduces costs to the state.

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English Language Arts

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English Language Arts StrandsReading Standards for Literature(RL)•Key Ideas and Details•Craft and Structure•Integration of Knowledge and Ideas•Range and Level of Complexity

Reading Standards for Informational Text (RI) •Key Ideas and Details•Craft and Structure•Integration of Knowledge and Ideas•Range and Level of Complexity

Foundational Skills (FS) (K-5)•Concepts of Print (K-1)•Phoneme Awareness (K-1)•Phonics•Fluency

Writing (W)•Text Type and Structure•Production and Distribution of Writing•Research to Build and Present Knowledge•Range of Writing

Speaking and Listening (SL)•Comprehension and Collaboration•Presentation of Knowledge and Ideas

Language (L)•Conventions of Standard English•Knowledge of Language•Vocabulary Acquisition and Use

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Pages 4-6

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• College and Career Readiness (CCR) and grade-specific standards.

• Grade levels for K-8; grade bands for 9-10 and 11-12.• A focus on results rather than means.• An integrated model of literacy.• Research and media skills integrated into the Standards

as a whole.• Shared responsibility for students’ literacy development.• Focus and coherence in instruction and assessment.

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Key Design Considerations

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College and Career Readiness - Anchor Standard 2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details.

Standard 2 - Note the progression across grade levels:• Kindergarten: With prompting and support, identify the main

topic and retell key details of a text.• Grade 2: Identify the main topic of a multi-paragraph text as

well as the focus of specific paragraphs within the text.• Grade 4: Determine the main idea of a text and explain how it

is supported by key details; summarize the text.

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Reading: Informational Text

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Note the progression across grade levels:• Grade 6: Determine a central idea of a text and how it

is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

• Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

• Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

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Reading Informational Text Standard 2

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Discussion

• Read through Reading Standard #1.• Review the standard vertically.• Highlight the changes as you move through

grade levels.• Share your findings with your table.

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What Does ELA CCSS Focus on?

• Rigor.• Application of learning to real world situations.• Technology and media sources.• Justification and evidence.• Communication/collaboration.• Expository reading and writing.• Research.

ReadingReading

Anchor Standards1.Key Ideas and Details2.Craft and Structure3.Integration of Knowledge and Ideas4.Range of Reading and Level of Text Complexity

• Pre-reading inside and outside of text (R)

• Quickwrites/Reflections (W) • Focused Cornell Notes

(WOR)• Marking, charting,

annotating text, critical reading (R)

• Graphic Organizers (R)• Summarizing (R)• Dialectic Journals (W)• Interactive Notebooks (W)• Reciprocal Teaching (R)• Socratic Seminars/Phil.

Chairs (C)

AVID Strategy

WritingWriting

Anchor Standards5.Text Types and Purposes

6.Production and Distribution of Writing

7.Research to Build and Present Knowledge

8.Range of Writing

• Quickwrites and Reflections (W)

• Focused Cornell Notes (WOR)

• Process Writing (W)

• Authentic Writing – Dialectic Journals/ Interactive Notebooks (W)

• Research (I)

• Learning Logs (W)

AVID Strategy

Speaking and ListeningSpeaking and Listening

Anchor Standards9.Comprehension and Collaboration

10.Presentation of Knowledge and Ideas

• Socratic Seminars (IC)• Philosophical Chairs (C)• Tutorials (C)• Reciprocal Teaching (R)• Peer Evaluation (W)• Questions that Guide

Research (I)• Group Activities and

Projects (C)

AVID Strategy

LanguageLanguage

Anchor Standards11.Conventions of Standard English

12.Knowledge of Language

13.Vocabulary Acquisition and Use

• Deep Reading Activities (R)

• Vocabulary Building (R)• Process Writing (W)• Peer Evaluation (W)• Peer Editing Groups (C)

AVID Strategy

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• Review the standards for ELA, Science, Social Studies, and Technical Subjects.

• Discuss how these skills can be incorporated in your content area.

• Share your findings with your table.

Jigsaw

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Pages 8-14

Common Core State Standards

Mathematics

Focus and Coherence

Rigor

Two Sets of Mathematics Standards

K-12 Domains

What are the characteristics of a mathematically proficient student?

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Problem Solving

Computational & Procedural

Skills

DOING MATH

Conceptual Understanding

“WHERE” THE MATHEMATICSWORK

“HOW” THE

MATHEMATICSWORK

“WHY” THE

MATHEMATICSWORK

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Round Table Sharing

• Gather into groups of 4.

• At your table, divide the 8 Standards of Mathematical Practice.

• Take turns sharing the key components of each standard.

• Record key components.

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Partner Dialogue

The key components in ______________ Mathematical practice

are _____________________________.

1. Make sense of problems and persevere in solving them

1. Make sense of problems and persevere in solving them

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

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2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics

4. Model with mathematics

5. Use appropriate tools strategically

5. Use appropriate tools strategically

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6. Attend to Precision

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7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

(1,2)

m = 3

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Standards for Mathematical Practice

#1: Explain and make conjectures…

#2: Make sense of…

#3: Analyze and justify…

#4: Apply and interpret…

#5: Consider and detect…

#6: Communicate precisely to others…

#7: Discern and recognize…

#8: Notice and pay attention to…

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Correct Incorrect

Think Pair Share

• As you reflect on the 8 Standards of Mathematical Practice, what role can these standards play in your classroom?

• How will incorporating these standards provide opportunities to further student understanding and 21st century skills?

California Common Core State Standards

Mathematics

K-12 Domains

Common Core State Standards for CA DOMAINS

California Standards • Grades K-7 STRANDS

K-5•Counting and Cardinality (K only)•Operations and Algebraic Thinking•Number and Operations in Base 10•Number and Operations-Fractions•Measurement and Data

6-8•Ratio and Proportional Relationships (grade 6-7)•The Number System•Expressions and Equations•Functions (Grade 8)•Geometry•Statistics and probability

• Number Sense

• Algebra and Functions

• Measurement and Geometry

• Statistics, Data Analysis and Probability

• Mathematical Reasoning

California Comparison

78© 2011 California County Superintendents Educational Services Association

6-7 Ratio and Proportional Relationships

6-8 The Number System

6-8 Expressions and Equations

6-8 Expressions and Equations

8 Functions

6-8 Statistics and Probability

6-8 Geometry

Number and Quantity

Algebra

Functions

Geometry

Statistics and Probability

Arranged by conceptual cluster (NOT by course):

• Number and Quantity

• Algebra

• Functions

• Modeling

• Geometry

• Statistics and Probability

Same K-8 structure of domain, cluster and standard

93© 2011 California County Superintendents Educational Services Association • Mathematics General Overview

• Specify the math that all students should study to be college and career ready

• Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+).

• Specific modeling standards appear throughout the high school standards and are indicated by a star symbol (★)

• Include the addition of two courses from California:

– Calculus

– Advanced Placement Statistics and Probability

• 2 pathways

– Traditional vs. Integrated94© 2011 California County Superintendents Educational Services Association • Mathematics General Overview

15%

Bolded and underlined

Copied and pasted in another grade level

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High School Mathematics

Courses in higher level mathematics: Pre-Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning,

or courses designed for career technical programs of study.

Algebra II

Geometry

High School

Algebra I

Traditional Pathway

Typical in U.S.

Mathematics III

Mathematics II

Mathematics I

Integrated Pathway

Typical outside of U.S.

Source: Appendix A of the CCSS for Mathematics at http://www.corestandards.org

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Assessment

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The purpose for the Common Core State Standards is to successfully prepare ALL students for college and the workforce.