Common Core State Standards

GESD Governing Board Presentation September 13, 2012

I. The Why

II. The What

III. The When

IV. The How

Why Common State Standards?

The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) presented the final Kindergarten-12 Common Core State Standards documents that were produced on behalf of 48 states, two territories, and the District of Columbia in the summer of 2010.

Purpose of the Standards:These English/Language Arts and Mathematics

standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.

• Preparation: The standards are college- and career-ready

• Competition: The standards are internationally benchmarked

• Equity: Expectations are consistent for all – and not dependent on a student’s zip code

• Clarity: The standards are focused, coherent, and clear

• Collaboration: The standards create a foundation to work collaboratively across states and districts.

To develop a set of shared national standards ensuring that students in every state are held to the same level of expectations that students in the world’s highest-performing countries are, and that they gain the knowledge and skills that will prepare them for success in postsecondary education and in the global arena.

Goal of the Initiative

What are the Common Core State Standards?

These standards are not intended to be new names for old ways of doing business.

Before Standards-Based Education

During the Standards Movement

Under the Common Core

Appropriateness of expectations to instructional time available

Time available = time needed.

Varies by state; no explicit design criteria. Often, not enough instructional time available to address all standards.

Standards are designed to require 85 percent of instructional time available.

Curriculum support

Curriculum is defined by the textbook.

Standards drive the curriculum, but curriculum development lags behind standards development.

Standards publication is followed quickly by curriculum development.

Methods of describing student outcomes

Seat time; Carnegie units (emphasis on inputs over outcomes).

State standards; criterion-based.

Cross-state standards; consortia of states.

Source of expectations for students

The expectations in textbooks or those described in Carnegie units; historical, traditional influences.

Varies by state; over time, moved from traditional course descriptions to college- and career-ready criteria.

The knowledge and skills required to be college- and career-ready; international benchmarks; state standards.

Primary assessment purposes

Infrequent comparison of students against a national sample; minimum competency tests in the 1970s.

Accountability; to clarify student performance by subgroup (NCLB).

Accountability; to inform and improve teaching and learning.

Systemic nature of reform

Not systemic; reform is enacted through programs at the school or district level.

Reform varies by state and within states. Some are tightly aligned; "local control" states are much less systemic.

Standards, curriculum, and assessment are shared among participating states and territories.

In the end…

Our purpose is to ensure best first instruction of the Common Core using student achievement data to differentiate for each child.

Key Advances-English/Language Arts

Students are exposed to 50% literary and 50% informational text throughout an entire school day.

ELA Shift 1Balance of literary and informational text

Content area teachers integrate reading strategies into their planning and instruction.

Students learn by reading science and social studies text.

ELA Shift 2Reading in the Content Areas

Students read grade appropriate text.

Level of difficulty has been raised in each grade level.

The Common Core State Standards have identified a list of exemplar text at each grade level that matches the increased text complexity.

ELA Shift 3Text Complexity

Teachers ask questions that require students to revisit the text to answer and provide textual evidence.

Students engage in rich conversations about a common text.

Example: How is this story like other stories about wolves? Non-Example: What did Little Red Riding Hood bring her grandmother?

ELA Shift 4Text Dependent Questions

Students construct arguments based on the ideas, facts, and arguments presented in text.

ELA Shift 5Argument Writing

Students build vocabulary to access grade level complex text by focusing on vocabulary words that are used across disciplines.

Example: generation, theoryNon-Example: onomatopoeia

ELA Shift 6Academic Vocabulary

Select a text with increased complexity

Allow the students to read through on their own and make notes/comments

Read through together stopping at specific points to ask text dependent questions

Text you read multiple times

Close ReadingReading with a pencil….

What’s the difference? Increased Rigor!

OLD Performance Objective:R06.S3C3.PO1 Determine the author’s

purpose for writing the persuasive text

W06.S3C4.P01 Write persuasive text.

NEW STANDARD:6.RI.6 Determine an author’s

point of view or purpose in a text and explain how it is conveyed in the text

6.W.1 Write arguments to support

claims with clear reasons and relevant evidence.

Key Advances-Mathematics

Key Advances-Mathematics Focus and Coherence

◦ Focus on key topics at each grade level Numeracy Geometry Fractions

◦ Coherent progressions across grade levels Balance of Concepts and Skills

◦ Content standards require both conceptual understanding and procedural fluency (i.e., mastery)

Mathematical Practices◦ Foster reasoning and sense-making in

mathematics College and career readiness

◦ Level is ambitious but achievable

Mathematics experience in early childhood should concentrate on

1. numbers (which includes whole number, operations, and relations) and

2. geometry, spatial relations, and measurement, with more mathematics learning time devoted to numbers than to other topics.

Mathematical process goals should be integrated in the content areas.

Taken from the “Introduction to the Math CCSS”

Standards for Mathematical Practice◦ Carry across all grade levels◦ Describe mathematical habits of mind that should

be taught explicitly to all students

Standards for Mathematical Content◦ K-8 standards are presented by grade level◦ Organized into areas of focus that progress over

several grades◦ Grade introductions give 2-4 focal points at each

grade level

Design and Organization of Math CCSS

Standards for Mathematical Practice

1.

Make

sense

of

pro

ble

ms

and

pers

evere

in s

olv

ing t

hem

6.

Att

end t

o p

reci

sion

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Reasoning and explaining

Modeling and using tools

Seeing structure and generalizing

How are expectations changing?

To…

2.NBT.8 Solve word problems involving dollar bills, quarters, dimes, and pennies, using $ and ¢ symbols appropriately. MP.2. Reason abstractly and quantitatively.MP4. Model with mathematics.MP6. Attend to precision.

Task Objective: Students will find the value of money in piggy banks using the coins, cents, and dollars. They will then arrange the value on a number line.

From NCSM Great Tasks for Mathematics

Piggy Banks2.NBT.8 Solve word problems involving dollar bills, quarters, dimes, and pennies, using $ and ¢ symbols appropriately. MP.2. Reason abstractly and quantitatively.MP4. Model with mathematics.MP6. Attend to precision.

Piggy Banks

0 10 20 30 40 50 60 70 80 90 1.00

Complements and Does NOT replace state standards

Increased responsibility of teachers to integrate literacy of their own content area

Science and Visual and Performing Arts Common Core Standards are currently being developed

Key Advances- Science/Social Studies/Technical Subjects (All other Core Academic Subjects)

CC standards DO NOT define: How teachers should teach All that can and should be taught Extensions for students beyond the core Interventions for students below grade

level Full range of support for SPED and ELD

students Everything needed to be ready for college

or career

Intentional Design Limitations

When are the Common Core State Standards being

Implemented?

To ensure best first instruction of the Common Core using student achievement data to differentiate for each child.

Purpose: The Four Pillars

CENTRALIZED TRAINING C&I

Achievement

AdvisorsCLASSROOM

IMPLEMENTATION

Job Embedded

SITE IMPLEMENTATION Process Plan

PersonalizeCLASSROOM

IMPLEMENTATION

Job-Embedded

TEACHER PROFESSIONAL

LEARNING COMMUNITIES

Collaboration Collective

Inquiry

CLASSROOM IMPLEMENTATION

Differentiated Instruction to Meet the Needs of All

Learners

Professional Development Cycle

Non-use

Orientation

Preparation

Mechanical Use

Routine

Refinement

2012-2015 Preparing for Success

Implementation Change Process

Building District Capacity for the Four PillarsFour Pillars 2012-13 2013-14

Best First Instruction Teacher Evaluation Process Instrument

Refining Balanced Literacy/Math Blocks

Flexible Grouping Socratic Method

Common Core 8 Mathematical Practices Math textbook 6 shifts in ELA Depth of Knowledge/Task

Analysis Unit Plans Performance Tasks

Content-based Reading/Writing STEM (Science, Technology, Engineering, Math)Project-based LearningUnwrapping Standards

Use of Student Achievement Data

Structured use of Benchmark data to ID students needs at concept level

Framework for PLC

Design formative to match PARCC PLC Common Assessment to progress monitor

Differentiation Service Review for Gifted Students

Design Response to Intervention (RTI) model

Implement RTI

Implement Gifted model

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Professional Development Feedback

8/8

8/15

8/22

Further defining the current reality

A baseline survey included the use of all of the districtwide initiatives or programs that have been implemented in the past few years

Baseline Data

NON-USE

ORIENTATION

PREPARATION

MECHANICAL USE

ROUTINE

REFINEMENT

INTEGRATION

RENEWAL

NOT APPLICABLE

Level o

f Use

Four Types:◦Community Visits◦Teacher Supervision◦State and Federal Compliance, and ◦Program Monitoring and Evaluation

Walk-Through Protocols

Program Monitoring and Evaluation Walk-Throughs

November-December January

Pilot

Refine

All Leadership TeamsAll TeachersTask Force

Implement Walk-

Through Process