transitioning to the common core state standards what can you do now?

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Transitioning to the Common Core State Standards

What Can You Do Now?

California Academic Partnership Program High School Leadership Initiative Summer Seminar

June 22, 2012

TOM TORLAKSONState Superintendent of Public Instruction

Today’s Workshop

• Brief history of the standards• Overview and resources for

mathematics• Overview and resources for English

language arts and literacy• Overview and resources for

assessment• Questions and answers

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College and Career Readiness Standards

• In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.

• In September 2009, College and Career Readiness standards were released.

• This work became the foundation for the Common Core.

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The Common Core State Standards

• Feedback and review from national organizations, including:– American Council on Education – American Federation of Teachers – Campaign for High School Equity – Conference Board of the Mathematical Sciences – Modern Language Association – National Council of Teachers of English– National Council of Teachers of Mathematics – National Education Association

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The Common Core State Standards

Benefits:•Internationally benchmarked•Evidence and research-based•Consistent expectations – no matter where you live•Opportunity for shared resources and reduced costs

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California and the Common Core State Standards

Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1):– established an Academic Content

Standards Commission (ACSC) to develop standards in mathematics and English–language arts

– stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material

– directed the State Board of Education to adopt or reject recommendations of the ACSC

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Source: http://www.corestandards.org/in-the-states 7


Source: http://www.cde.ca.gov/re/cc/8


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Common Core State Standards for Mathematics

The standards for mathematics:

• are focused, coherent, and rigorous• aim for clarity and specificity• stress conceptual understanding of key ideas• balance mathematical understanding and

procedural skill • are internationally benchmarked

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Mathematical Proficiency as defined by the California Framework (2006)

Conceptual Understanding

DOING MATH

Problem Solving

Procedural Skills

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Two Types ofInterrelated Standards

Mathematical Practices (the same at every grade level)

Mathematical Content (different at each grade level)

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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.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.

Describe ways students engage with the subject matter throughout the elementary, middle, and

high school years

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CCSS Domains K–5

Domain K 1 2 3 4 5

Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT)

Measurement and Data (MD)

Geometry (G) Number and Operations – Fractions (NF)

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CCSS Domains 6–8

Domain 6 7 8

Ratios and Proportional Relationships (RP)

The Number System (NS)

Expressions and Equations (EE) Geometry (G) Statistics and Probability (SP)

Functions (F)

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High School MathematicsThe CCSS high school standards are organized in 6 conceptual

categories:– Number and Quantity– Algebra– Functions– Modeling (*)– Geometry– Statistics and Probability

California additions:– Advanced Placement Probability and Statistics– Calculus

Modeling standards are indicated by a (*) symbol.

Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

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High School Mathematics

Build a function that models a relationship between two quantities (F-BF)1. Write a function that describes a relationship between two quantities. *

a. Determine an explicit expression, a recursive process, or steps for calculation from a context.b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

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Conceptual Category Overview

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Format of High School Standards

Conceptual Category

StandardCluster

Domain

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Source: http://www.corestandards.org/the-standards/

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Model Course Pathways for Mathematics

Pathway ATraditional in U.S.

Geometry

Algebra I

Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative

Reasoning, or other courses to be designed at a later date, such as additional career technical courses.

Pathway BInternational Integrated approach

(typical outside of U.S.)

.

Mathematics II

Mathematics I

Algebra IIMathematics

III

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Transitioning to the CCSS

1. Focus strongly where the Standards focus

2. Coherence: Think across grades, and link to major topics within grades

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Source: http://www.achievethecore.org/ 23


Source: http://insidemathematics.org/24


Source: http://illustrativemathematics.org/ 25


Source: http://commoncoretools.me/26


What Can You Do Now?

• Identify 3 steps your school community can take now to support implementation of the Common Core State Standards for Mathematics.

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Literacy Standards

• Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science and technical subjects using their content area expertise to help students meet the challenges of reading, writing, listening, speaking and language in our respective fields.

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Literacy Standards

It is important to note that the 6-12 LITERACY standards in

history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to SUPPLEMENT them!

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Fundamental Differences in Literacy Standards

• Literacy across-the-curriculum • Spotlight on text complexity• New grounding in informational texts

(from 50:50 to 75:25)• Writing about texts (drawing evidence

from texts)• Particular emphasis on marshaling

arguments• Conducting short, focused research

projects• Focus on academic vocabulary• Evidence, evidence, evidence!

S. Pimentel, Primary Author CCSS

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Major Shifts in Literacy Instruction

• An emphasis on text complexity and the language and vocabulary of complex text.

• A new focus on reading and writing grounded in evidence from text.

• A focus on building knowledge through increased content reading.

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CCSS GOALS for LEARNING

CAREER Readyand

COLLEGE Ready

and

LIFE Ready

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Text ComplexityDefined by Three Factors

1. Quantitative measures: word length, word frequency, word difficulty, sentence length, text length and cohesion

2. Qualitative measures: levels of meaning, structure, language conventionality and clarity, and knowledge demands measured by an attentive reader

3. Reader and Task considerations: background knowledge, interests, motivation, “grade levels of content,” assigned tasks

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Meaning: Text Dependent Questions and Tasks

• Can be addressed only through careful scrutiny of the text and do not rely on outside information

• Students draw evidence from the text and explain the evidence (orally and in writing)

• Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations

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Appendix A

Research Supporting Key Elements of the ELA Standards Including:– Complexity of Texts– Foundational Skills– Writing– Speaking and Listening– Language– Glossary of Key Terms

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Appendix B: Text Exemplars

• Includes examples by grade level with sample performance tasks

• Stories, poetry, drama, and informational text

• Gives teachers an idea of achievement expectations for each grade level

• Includes examples for History/Social Studies, Science, and Technical Subjects

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Appendix C: Samples of Student Writing

• samples of student writing for each grade level with annotation describing what the writer did well.

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Writing Standards

“The Common Core Standards require students to show that they can analyze and synthesize sources and present careful analysis, well defended claims and clear information.”

“…the writing standards…require students to draw evidence from a text or texts to support analysis, reflection or research.”

Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12

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Writing Types and Purposes

NAEP Writing Framework Foundation Purposes for and Recommended Writing Types

Grade

To

Persuade

To

Explain

To Convey

Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing-2011.doc 39


Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (2-12.W.10)

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Speaking and Listening Standards

“…engaging discussions around grade level topics and texts that students have studied and researched in advance.”

“…strengthening students listening skills as well as their ability to respond to and to challenge their peers with relevant follow up questions and evidence.”

Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12

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Language Standards

“…gain adequate mastery of the essential “rules” of standard written and spoken English.”

“…learn how to approach language as a matter of craft so they can communicate clearly and powerfully.”

Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12 42


Literacy in History/Social Studies, Science, and Technical

Subjects• Builds upon the same anchor standards

for reading and writing• Includes a focus on discipline-specific

vocabulary• Acknowledges the unique text

structures found in informational text• Focuses on expectation that students

will develop content knowledge AND informational/technical writing skills

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Technical Subjects

Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music

Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A

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Reality Check: Increase Teacher Collaboration

• Interdisciplinary planning – Allows for multiple points of access to

subject matter – Deepens student understanding of

content– Ensures adequate reading and

writing of informational text

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Meeting English Learners’ Needs

• Approximately 25% of California students are English learners.

• Many CCSS support English language development.

• The CCSS set rigorous grade-level expectations.

• They assert that all students should be held to the same high expectations.

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Common Core: Important Skills for English Learners

• Apply knowledge of language to understand how languagefunctions in different contexts, to make effective choices formeaning and style, and to comprehend more fully whenreading or listening. Knowledge of language should include:

– Pragmatic knowledge--knowledge of language use in

context (status/purpose of speaker, genre structures)

– Linguistic knowledge--knowledge of the functional demands of writing and speaking (e.g., formulate questions, compare/contrast, summarize, draw conclusions

• Recognize variations from standard English in their own andothers’ writing and speaking and identify and use strategiesto improve expression in conventional language

Source: Diane August, Center for Applied Linguistics 47


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Implications For Your Team

• So What? Now What?• What do you already do that is

interdisciplinary in nature? • Think about ‘piloting’ some tasks, units,

common reading and writing activities and review student work together next year.

• What can you do to learn more and practice some of the ideas from others?

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California Joins SMARTER Balanced Assessment Consortium

• On June 9, 2011 California joined the SMARTER Balanced Assessment Consortium (SBAC)– Memorandum of Understanding

signed by Superintendent Torlakson, Governor Brown, and State Board of Education President Micheal Kirst

– Governing state role• Decision-making capacity

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• 27 states representing 43% of K-12 students

• 21 governing, 6 advisory states

SBAC Landscape


Using Computer Adaptive Technology for Summative and Interim Assessments

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Assessment System Components

Summative Assessment• Assesses the full range of Common Core in

English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10)

• Measures current student achievement and growth across time, showing progress toward college and career readiness

• Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year)

• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

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Interim Assessment• Optional comprehensive and content-cluster assessment

to help identify specific needs of each student

• Can be administered throughout the year

• Provides clear examples of expected performance on Common Core standards

• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

• Aligned to and reported on the same scale as the summative assessments

• Fully accessible for instruction and professional development

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Performance Tasks• Extended projects demonstrate real-world

writing and analytical skills

• May include online research, group projects, presentations

• Require 1-2 class periods to complete

• Included in both interim and summative assessments

• Applicable in all grades being assessed

• Evaluated by teachers using consistent scoring rubrics

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Formative Assessment Practices• Research-based, on-demand tools and

resources for teachers

• Aligned to Common Core, focused on increasing student learning and enabling differentiation of instruction

• Professional development materials include model units of instruction and publicly released assessment items, formative strategies

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Online Reporting•Static and dynamic reports, secure and public views

•Individual states retain jurisdiction over access and appearance of online reports

•Dashboard gives parents, students, practitioners, and policymakers access to assessment information

•Graphical display of learning progression status (interim assessment)

•Feedback and evaluation mechanism provides surveys, open feedback, and vetting of materials

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More SBAC Information

For more information, visit the CDE SBAC Web page at

http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

Contact: Kristen Brown, PhDSBAC State [email protected]

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Contact us:[email protected] Brownell 916-319-0693

Barbara Murchison 916-319-0490

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transitioning to the common core state standards what can you do now?

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