Common Core

Gen Lau

July 25, 2013

Welcome and Introductions!

• LACY Staff

• DFCS Education Services

• JPD Project Yea!

Objectives

By the end of this session, we will begin to…

• Understand what Common Core is and its origins, and implementation timeline.

• Preview expected shifts in curriculum, instruction and assessments.

• Begin to unpack implications for specific populations.

Agenda

12:15-12:20 Opening – Introductions, Review Agenda

12:25-12:40 The Basics

12:40-1:30 Curriculum, Instruction, and Assessment and Implications

1:30-1:40 Q and A

1:40-1:45 Closing

What is the Common Core?

• Common Core State Standards

What is the Common Core?

Outline the most essential skills and knowledge every student needs to master to succeed in 21st Century college and careers.

Mission Statement – CCSS

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

Mission Statement – CCSS

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Mission Statement – CCSS

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Why we need the CCSS…

Clarity

Collaboration

Preparation

Competition

Equity

How were CCSS created?

Who has adopted Common Core?

The CCSS do… The CCSS do NOT… Define what all students are expected to

know and be able to do

Define how teachers should teach, nor do they identify all of the content students will need to learn. Thus, they must be supplemented by a well-developed, content-rich curriculum

Focus on the fundamentals, what is most essential

Describe all that should be taught/learned

Set grade-specific standards Define advanced work for students who meet the CCSS prior to the end of high school or define intervention methods or materials to support students who are well below, or above, grade level

Provide, and should be read to allow, the widest possible range of student participation. For example, reading is also meant to include Braille to accommodate students with such needs, as is writing meant to accommodate sign language, etc.

Define the full range of supports appropriate for English Language Learners or students with special needs

Identify critical skills for college and career readiness

Define the whole of such readiness; i.e. everything that students need to be ready (such as the social, emotional, physical development skills, etc.)

Common Core + 15%

• In order for states to be considered adopters, they must adopt them in their entirety, but states may augment with additional15% if they feel something was left out.

• California’s criteria for adding to the CCS:

– Substantively enhance

– Address a perceived gap

– Be defensible to classroom practitioners

– Keep the original standard intact

– Maintain the rigor of California’s current standards

California Implementation Timeline

Turn and Talk

• What might be some implications for the children and families that you serve?

Design and Organization

• What’s in the standards, and how are they organized?

Design and Organization of ELA

Design and Organization-Math

Design and Organization - Math

Turn and Talk

• What might be some implications for the children and families that you serve?

Instructional Shifts

How will CCSS impact classroom practice?

What will be expected of students and teachers?

What Educators are Experiencing

• Building a Plane While Flying.

5 Shifts in Teaching and Learning

1. Lead High-Level, Text-Based Discussions

2. Focus on Process, Not Just Content

3. Create Assignments for Real Audiences and with Real Purpose

4. Teach Argument, Not Persuasion

5. Increase Text Complexity

by Lauren Davis, Senior Editor, Eye On Education

21st Century Skills

21st Century Literacy

• New Literacies• Technology• Multimedia

• Collaboration and Interdependence

• Communication

• Creative Thinking

• Critical Problem Solving• Entrepreneurial Spirit

“The 4 Cs”

Student Books: Level of Difficulty

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,AT,AP*

* Source of National Test Data: MetaMetrics

Text Complexity-Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations

K-2 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

4RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND. The quoted text appears in pages xiii–xvi.

Turn and Talk

• What might be some implications for the children and families that you serve?

Assessment Systems

• How will the CCSS change standardized testing?

• How will accommodations be made?

Shifts in Assessment Systems

• CST/STAR system will sunset in July 2014

• New Assessments – ELA and Math for grades 3-8, 11. – Full implementation SY 2014-2015

• Computer Adaptive Technology (CAT) – Pencil and Paper option for limited time.

Pending Legislation - AB 484

• AB 484 being amended in Senate – Proposes suspension of 2nd Grade and EOY

assessments for 2013-2014

• STAR CalMAPP21– California Measurement of Academic

Performance and Progress for the 21st Century

• Requires SBE make plans and recommendations for Science and Social Studies.

Who is the Smarter Balanced Assessment Consortium?

What is Being Assessed?

Content Specifications – ELA/Literacy: 4 Major Claims

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

What is Being Assessed?

Content Specifications – Math 4 Major Claims

Claim #1 - Students can explain and apply mathematical concepts and interpret and carry our mathematical procedures with precision and fluency.

Claim #2 - Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4 - Students can analyze complex, real world scenarios and con construct and use mathematical models to interpret and solve problems.

HOW are we assessing students?

Key Concepts for the Design

Accessibility Accommodations

Assessment Item Types

Technology

Enhanced

Technology Enabled

Selected Response

Constructed Response

Performance Task

Sample Math Item

Sample Math Item

Sample Math Item

Sample ELA Item

Sample ELA Item

CST vs. CMA vs. CAPA?

• Most students will be taking new assessments

• NCSC (National Center and State Collaborative) is developing an alternate assessment for Students with Significant Cognitive Disabilities. – Piloting in Winter/Spring 2014– Aligned to Common Core State Standards.

CCSS and ELLs

Turn and Talk

• What might be some implications for the children and families that you serve?

Questions?

Anticipating Concerns

Based on what you know about yourself and your colleagues, what do you anticipate?

– How will everyone feel about making the transition to CCSS?

– What questions might come up?– What concerns might surface?– What resources might be needed?

Key Takeaways

Thank you!