What are you wondering about the Common Core?
Transitioning to the Common Core State Standards
Kay SammonsJohn SanGiovanni
(Intermediate)
http://jsangiovanni.hcpss.wikispaces.net
A history…
• 48 states and DC committed to developing common core standards in 2009.
• The COMMON CORE STATE STANDARDS INITIATIVE is a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers
Design Intent• Preparation: The standards are college and career ready.
• Competition: The standards are internationally benchmarked so that students are globally competitive.
• Equity: Expectations are consistent of all students.
• Clarity: The standards are focused, coherent, and clear.
• Collaboration: The standards are a foundation to work collaboratively across state lines to pool resources and expertise to create curricular tools and other materials.
Evidence was used to guide critical decisions in the following areas: Inclusion of particular content Timing of when content should be introduced and the progression of that content Ensuring focus and coherenceOrganizing and formatting the standards Determining emphasis on particular topics in standards
Evidence includes:Standards from high-performing countries, leading states, and nationally-regarded frameworksResearch on adolescent literacy, text complexity, mathematics instruction, quantitative literacy Lists of works consulted and research base included in standards’ appendices
Design Consideration
International Common GroundStandards from individual high-performing countries were used to inform content, structure, and language.
Writing teams looked for examples of rigor, coherence, and progression.
• Belgium (Flemish)• Canada (Alberta)• China• Chinese Taipei• England• Finland• Hong Kong• India• Ireland• Japan• Korea• Singapore
Standards for Mathematical Practice• Describe mathematical “habits of mind”• Connect with content standards
Grade Level Standards• Organized by domains
Mathematical Practices
1. Circle the verbs in each practice.2. Summarize the practice.3. Think about when students might
do this in your math class.
• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning
Standards for Mathematical Practice
The Content
3rd grade = 37 standards4th grade = 37 standards5th grade = 38 standards
• Number - Counting and Cardinality (K)
• Number - Operations and the Problems They Solve (K-5)
• Number - Base Ten (K-5)
• Measurement and Data (K-5)
• Geometry (K-5)
• Number – Fractions (3-5)
Domains of Mathematics (K-5)
Each grade level includes an overview of cross-cutting themes and critical areas of study
Structure of the Common Core…
A cluster from 4th grade…
Which of these are representations of ¾?
Show ¼ with a rectangle 6 different ways.
Where were the practices of mathematics in these problems?
What We’re Expecting from MSDE…• Gap analysis of SC and CC √• Curriculum and toolkit workgroups √• State Board adoption in Spring 2011• State testing no later than 2014• Testing discussions include “quarterly”
formative and EOY summative assessments and computer implementation
What We’re Doing…• Participating in Gap Analysis √• Working with MSDE other LEAs* to develop
interpretations and implementation materials• Developing HCPSS transition/implementation plan• PD for teachers, administrators, paraeducators, MSTs• Preliminary planning for:
• Content/pedagogy PD (timing and delivery)
• Reimagined K-5 eguides• Formative assessments
*(Baltimore, Carroll, Charles, Frederick, St Mary’s, Washington, Wicomico)
Probable HCPSS Timeline
Interpretation and Understanding…
What does this objective mean for our teachers and students?
Going deeper with instruction…
What We’re Wondering…• When will we have answers/direction from MSDE?• How will we transition (K-2, 3-5)?• How will we address gaps (money example)?• What will consortium assessments consider?• What will be considered A,O,B and how will we determine
it?• How will we meet the needs of Gifted and Talented
students? Will it be appropriate to simply use higher level standards?
• How will we meet the content needs of our teachers?
What are you wondering about the Common Core?
