Welcome to ourLeighton Parent Curriculum Night

Thank you for coming!

Evening Goals

• I can list several reasons for the shift to the new curriculum.

• I can explain some of the key shifts for the new standards.

• I can share with my child the “big ideas” in his/her grade level curriculum for Math and Language Arts.

• I can utilize the resources presented tonight and those that will be available on the Aurora City Schools website to assist my child (academically successful & less stress).

Why did Ohio shift to the new Common Core standards?

•In a word- RIGOR

Why the change in

rigor.

Present Conditions

+Future Challenges

Why did Ohio shift to the new Common Core standards?

• College and Career Ready• 40% of the students in the U.S. need to take a

remedial class to attend college. HS Dropout rate is too high.

• Current Curriculum is too broad (Deep vs. Wide)• The former curriculum had double the number of

standards as the common core. The emphasis was on skills and knowledge; shifts to an emphasis on higher order thinking skills.

• Global Competition (Internationally Benchmarked)• US ranking on international tests is flat or falling.

Jobs Require More Education & Training

72%

28%

1973

38%

62%

2018

NO COLLEGE REQUIREDCOLLEGE REQUIRED

Source: Georgetown Center on Education and the Workforce, 2010.

Are Ohio Students Ready for College?

Percent of Ohio Students Ready For:

College Biology:

College Algebra:

College Social Studies:

College English Composition:

35%

49%

58%

71%Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”

Are Ohio Students Ready for College?

Only 28% of Ohio students

are ready in all four

content areas

Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”

ACT Composite Mean-AHS

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 201318.0

19.0

20.0

21.0

22.0

23.0

24.0

25.0

26.0

ACT Composite Mean

Aurora State Mean National Mean

ACT

Mea

n

Total AP Exams 2000-2013

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 20130

50100150200250300350400450500550600650700750800850

Total AP Exams

Num

ber o

f Exa

ms

# AP Exams Passed 2000-2013

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 20130

100

200

300

400

500

600

700

# AP EXAMS-PASSED

# of

Tes

ts

How will the changes affect instruction?

• The Common Core standards define what all students are expected to know and be able to do, and it aligns in it progressions or scaffolds.

• Lessons will be designed to allow students more time to practice and explore new knowledge/skills (less breadth/more depth).

• Students will have opportunities to apply their knowledge to “real-world” problems.

Math

Balanced Math Framework• Fact FluencyAll students are expected to be fluent in addition and subtraction by the end of second and fluent in multiplication and division by the end of third grade.

• Computational FluencyEfficient, flexible, mathematical thinking when solving problems (Promotes student thinking and use of The Practice Standard).

Ex. 57 x 19 =

• Core InstructionSpecific Learning Target for each lesson based on our adopted Common Core Standards

Common Core•Increased Rigor - Application•More Depth –longer on topics•K-2 Heavy in Number Sense •3-5 Heavy Application

Common Core•Practices Standards (RIGOR/APPLICATION)

The perimeter of the rectangular state park shown is 42 miles. A ranger estimates that there are 9 deer in each square mile of the park.If this estimate is correct, how many total deer are in the park? Explain your answer using numbers, symbols, and words.

Common Research Findings From Math Instruction Studies• All children can learn• Increase in confidence• Students sharing promoted development of

more efficient strategies• Lecture less – Learn more• Students create strategies• Students know more facts• Students that were not doing well start to

succeed

Food for Thought

WE LEARN• 10% read• 20% hear• 30% see• 50% see/hear• 70% discussed• 80% experienced• 95% what we teach

English Language Arts “In an ideal literacy program, children are constantly reading,

writing, listening, and speaking. They are engaged learners who are constantly expected to apply what they are learning to new contexts.” ~ Michael F. Optiz

Our Balanced Literacy Framework

• Shared Reading Students read with the teacher- teacher provides high level of support

• Guided Reading Students read all of the text independently while the teacher

coaches/supports • Word Study (Phonics, Spelling and Vocabulary) Students have opportunities to investigate and understand the patterns in

words.

• Writing Workshop Students build fluency in writing through continuous, repeated

exposure to the process of writing.

Close Reading

Among the highest of priorities of the CCSS is that students are able to read closely and gain knowledge from the text.

Students must begin to think and argue through and with texts by constantly being directed to find evidence in what they read.

Ten Guiding Principles for ELA Common Core Instruction:

1. Makes close reading of the texts central to the lesson.

2. Structures majority of instruction so all students read grade level complex texts.

3. Emphasizes informational texts from earliest grades on (exposure and access).

4. Provide scaffolding that does not replace text.5. Ask text-dependent questions.

Ten Guiding Principles for ELA CC Instruction:

6. Provides extensive research and writing opportunities.

7. Offers regular opportunities for students to share ideas, evidence, and research.

8. Offers systematic instruction in vocabulary.9. Provides explicit instruction in grammar and

conventions.10. Cultivates students’ independence.

Sue Pimente, ODE

What can parents do to help? Look for new books and authors that your child may enjoy.

Organize an area dedicated to reading and writing tools.

Visit the library frequently.

Encourage your child to talk about what he/she has read.

Talk to your child, sprinkle interesting words into your conversation

Offer a variety of books to read.

Read and write with your child every day.

Expand your home library to include non-fiction.

Ask questions as your child is reading to promote thinking.

Decide to raise a reader! Let your child see you reading and writing.

Classroom Presenters

English/Language Arts MathMaria Goodman Dan ClapperRo RyanDana McNallyStephanie Tutkovics Nancy Petru

Stacey Gareau Lori FlynnGina Voinovich Keri StoylePaula WillShannon GagelLisa Roberto

Breakout Sessions• 3rd Grade

Math (Last Name A-L) Room 10Language Arts (Last Name M-Z) Room 3

• 4th GradeMath (Last Name A-L) Room 16Language Arts (Last Name M-Z) Room 21

• 5th GradeMath (Last Name A-L) Room 27Language Arts (Last Name M-Z) Room 34