Transitioning to the Common Core State

StandardsOverview

September 14, 2011

FCASD adapted from

Overview Goals• Develop an initial understanding of the

– PA Math, English Language Arts, & Cross-Curricular Literacy Common Core State Standards (CCSS)

– K-12 (national) Science Framework

• Highlight instructional implications for– English Language Arts– Cross-curricular Literacy– Mathematics– Science

• Implementation timeline

What Do You Already Know…

• Turn and talk:

– One thing you already know about the Common Core State Standards (CCSS)

What are the CCSS?State led - coordinated by NGA (National

Governor’s Association) Center and CCSSO (Council of Chief State School Officers)

Rigorous content and application of knowledge through higher-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Why CCSS: Rationale

Different states have different ways of determining proficiency

Proficiency in Most States’ standardized assessments fall below the proficiency on the NAEP (nation’ report card)

NAEP - 2009

PISA - Reading (2009)

US - 500

Average - 493

PISA - Math (2009)

US - 487

Average - 496

PISA - Science (2009)

US - 502

Average - 501

Common Core State Standards

• Prepare students with the knowledge and skills they need to succeed in college and work

• Ensure consistent expectations regardless of a student’s zip code

• Provide educators, parents, and students with clear, focused guideposts

Profile of a Common Core Graduate

• Responsive to varying audience, task, purpose, and discipline

• Independent learner able to comprehend and critique works of quality and substance

• Value/produce Evidence – relevant support

• Technology and Digital Media

• Understand other Perspectives/Cultures

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Literacy CCSS

1. Students are losing momentum as they move through school.

2. Student readiness for college/work at an all time low.

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Overarching themes• Common Core supports a high degree of rigor and student

collaboration.

• An emphasis on non-fiction occurs throughout the grades as well as increasing the amount of student reading.

• Technology is embedded and emphasizes the use of digital resources.

• Speaking and Listening standards are much more specific.

• Writing on a daily basis for a variety of purposes is encouraged.– Academic writing – argument/explanation/research

• Text complexity is a prominent addition with exemplar texts.– Specificity and scaffolding of standards providing vertical

articulation to support text complexity.

• Text connections are emphasized throughout the grade levels.15

ELA: English/Language Arts Standards

• Conventions of Standard English - grammar

• Knowledge of Language

• Vocabulary Acquisition and Use

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Standards for Reading

• Key Ideas and Details

• Integration of Knowledge and Concepts

• Range of Reading and Level of Text Complexity

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Key Ideas and Details1. Read closely to determine what the text

says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions

2. Determine central ideas or themes of a text and analyze their development; summarize the key ideas and supporting details.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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Example:Integration of Knowledge and Ideas

1. Delineate and evaluate the argument and specific claims in a text -- validity of the reasoning as well as the relevance and sufficiency of the evidence.

2. Analyze how two or more texts address similar themes/topics in order to build knowledge or to compare the approaches the authors take.

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Example: Range of Reading and Level of Text Complexity

(cross-curricular)

1. Read and comprehend complex literary and informational texts independently and proficiently.

“…students must read deeply and widely from a broad range of high-quality, increasingly challenging literary and informational texts.”

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Standards for Writing 1. Types and Purposes – argument - debate/explanatory/narrative

2. Production and Distribution – types/process/technology/publish

#6 produce & publish –in a single sitting: 4th -1page 5th -2 pages 6th -

3pages

3. Research to Build and Present Knowledge– short and sustained research projects– multiple sources– relevant and substantial evidence

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Research begins in Kindergarten

K - Participate in shared research and writing projects

4th - Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

7th - Conduct short research projects to answer a question, drawing

on several sources and generating additional related, focused questions for further research and investigation.

11th/12th - Conduct short as well as more sustained research projects

to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating understanding of the

subject under investigation.

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Changes to Notice. . .

• Text Complexity• Argument• Grammar• Inter-textual and Cross-textual

Comparisons• Discerning Point of View “Me vs.

Author”

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Math Common Core Organization

•Standards for Mathematical Practice

•Standards for Mathematical Content

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Common Core Organization

– Describe habits of mind of a mathematically competent student

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EmphasisThe mathematics standards:–Applying mathematical ways of thinking to real world issues and challenges– Depth of understanding and ability to apply mathematics to novel situations – Mathematical modeling -- use of mathematics and statistics to analyze empirical situations– College and career ready.

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Key Changes• Focuses in early grades on number (arithmetic

and operations) to build a solid foundation in math

• Evens out pace across the grades

• Focuses on using math and solving complex problems - the real world emphasis

• Stresses problem-solving and communication

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Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

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

4. Model with mathematics.

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Standards for Mathematical Practice

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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Finally. . .• The Common Core really IS

rigorous!

• It is not about buying all new books and changing the coding on your curriculum.

• It is about looking at what the Common Core expects and designing curriculum that will best advance students to the expectations.

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Transition Timeline• 2011 - 2012

– Current curriculum based on PA Standards (or other)

– Become knowledgeable in the CCSS standards

– Convene think tank Create a design plan re: CCSS• Analyze current curriculum relative to CCSS and

identify areas for potential change – Use state provided (crosswalk documents)

• Recommend short and long term actions

• 2012 - 2013– Continue with curriculum modifications/re-

design• 2013 - 2014

– Curriculum based on CCSS

Name that Grade

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is thesame as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Grade 6

Name that Grade

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Grade 6