Transcript COMMON CORE

COMMON CORE
STATE STANDARDS
(CCSS)
An Overview
Purpose
•
To provide a common base of information
about CCSS for every CSSU faculty.
•
To provide a place from which to launch in
depth work during work days this coming
school year.
Who developed Common Core State
Standards?
 Why were they developed?
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What are the Common Core State Standards
and what is different?
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Assessment of CCSS-Smarter Balanced
Assessment Consortium (SBAC)
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Implications for CSSU
Who developed the Common Core Standards
for Proficiency?
Developed in collaboration
with:
• Teachers
• School administrators
• Education experts and
researchers
• Higher education
National organization feedback
received from:
• Teachers
• Post secondary educators
(including Community Colleges
• Civil Rights groups
• English Language Learners
Advisory Group includes experts • Students with disabilities
• Representatives from the
from:
business community
• Achieve, Inc.
• ACT
A state led effort – National
• The College Board
Governors Association Center of
• NCTM
• The National Association of State Best Practices & Council of Chief
State School Officers
Boards of Education
• The State Higher Education
Executive Officers
Why were they developed?
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Equity - Standards across the states are widely
dissimilar. Common and consistently rigorous
standards are needed for all students across the United
States.
Standards did not align with college and workplace
expectations.
All students must be prepared to compete in a global
workplace, today’s jobs require different skills
• ‘Impoverished Curriculum’ - Struggling learners are
given watered-down lessons. Struggling students
are often pulled out of ‘first wave instruction’ and
miss out on rigor and a complete literacy or math
lesson. (Torf 2008)
Common Core: Literacy & Math
Standards have been adopted
by 46 States.
Why in Vermont?
In Vermont:
Over 1,300 students did not graduate from high
school in 2010.
 For every 100 9th graders , 85 will graduate high
school, and
 44 of them will enroll in college when they graduate.
 Of those 44 students, 33 will return for sophomore
year at college and,
 26 will receive a college degree.
At CVU: Of 337 seniors at CVU in 2010,
 30% did not go on to higher education.
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Why in Vermont?
Vermont Poverty Statistics
Poverty has a profound influence on academic
outcomes.
• 37% of all students in Vermont live in poverty
• 14% of CSSU’s 4,164 students are living in poverty.
• This is a 3% increase over 2010-2011.
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We need to provide all students with a rigorous and
well rounded education in order to prepare them for
success and confidence in college and or work.
What are the Common Core
State Standards (CCSS)?
CCSS are uniform, national, evidence-based K12 standards in Mathematics and English
Language Arts.
 CCSS define the knowledge and skills
students should know and be able to do within
their K-12 educational experience.
 They include rigorous content K-12
benchmarks as well as habits of learning and
application standards.
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They build upon strengths and lessons from
current state and world wide standards.
 They are about teaching. “A teacher’s effect on
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student achievement is measurable years after
students have left that teacher.”
The Final Report of the National Mathematics
Advisory Panel
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They are not just pieces of content distributed
over grade levels, they are also about powerful
teaching and research based practices.
What is different about CCSS?
“To begin with the end in mind means to start
with a clear understanding of your destination. It
means to know where you’re going so that you
better understand where you are now and so
that the steps you take are always in the right
direction.”
Stephen Covey - The Seven Habits of Highly Effective People
Broad Differences
Aligned with college and workforce expectations
 Increased rigor
 They go deeper, not wider - fewer and more
specific standards that stress application
 They are about the ‘how’ not just the ‘what.’
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What is Different? continued
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Informed by standards in high performing countries
(Finland, South Korea, Singapore, Shanghai-China)
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Re-alignment of content standards to match grade
appropriateness based on brain and developmental
research
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Monitoring progress and using data will be ‘built-in’ to
the assessment system; SBAC is developing interim,
formative benchmarking to support progress
monitoring.
Math Standards: What is different?
Math Practice (Standards of Practice) - set of 8
standards that describe the way content should
be taught.
 Math Content –Standards that define what
students should understand and be able to do
in mathematics at certain grade levels.
 Math standards emphasize: numeracy,
arithmetic and fact facility, including fractions,
in early grades.
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Standards for Mathematical Practice:
K-High School
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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
3/21/12
1
2
3
4
5
6
7
8
CVEDC Dine & Discuss
CVU
Expectation(s)
for Student
Learning
5.1, 6
5.4, 5.5
5.4, 5.5, 5.6
8.7
n/a
8.2
5.2, 5.3
5.2
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Shifts: Mathematics Grades K-5
Introduction at earlier grade
◦ Addition, subtraction, multiplication, and division
of whole numbers and other rational numbers
Introduction at later grade
◦ Statistics and Probability is introduced as a
domain in Grade 6
◦ Expressions and Equations is introduced as a
domain in Grade 6
More specificity
◦ Focus on operations with whole numbers,
fractions, and decimals as the foundation for
more demanding math concepts and procedures
4 – A Change in Content Structure
Current Structure of K-12 Mathematics
3/21/12
CVEDC Dine & Discuss
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Distribution of the Domains (K-8)
Domain
Grade Levels
K
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations - Fractions
Measurement and Data
Geometry
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Statistics and Probability
Functions
1
2
3
4
5
6
7
8
Standards for High School
Mathematical Content
High School Conceptual Categories:
◦ Number and Quantity
◦ Algebra
◦ Functions
◦ Modeling
◦ Geometry
◦ Statistics and Probability
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3/21/12
CVEDC Dine & Discuss
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ELA Standards: What is different ?
There are three kinds:
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Ten anchor standards, grade-specific standards
organized in four strands, and Interdisciplinary
Standards.
ELA Anchor Standards are college and career
readiness standards. These ‘anchor’ the ELA
standards by defining general expectations
consistent across all grade levels and in all content
areas.
Four ELA Content Strands include: Reading,
Writing, Listening/Speaking, and Language
Interdisciplinary Standards: Deeper literacy skill
development in content areas. Literacy standards
are embedded in History/Social Studies, Science
and Technology at grades 6-12.
ELA Standards: What is different?
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Emphasize comprehension- Through rigorous
written and oral demonstration of what has been
learned, by extracting from text in order to justify
a claim
◦ Research shows that the ability to read and comprehend
complex text is the best predictor of college success.
◦ “Students must read like detectives” David Coleman (CC
writer)
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Emphasize use of more complex text in reading,
writing and discussion.
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Research shows that high school books became simpler
after 1962, college texts did not.
Volume of reading in college is about 5-8 times what it is in
high school and is largely non-fiction.
What is different?
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continued
Emphasize rigorous informational content reading and
writing starting in early grades and continuing.
Literary
Informational
Elementary
50%
50%
Middle Level
45%
55%
High School
30%
70%
Emphasize application - use of short, challenging
texts for explicit instruction in critical thinking,
vocabulary and comprehension
• Emphasize rich, intentional student discourse launched by deep questioning and analysis of
thinking
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Bohm, ‘Use dialogue as a “true negotiation of meaning”…ideas are
bigger than any individual might have conceived on his own.
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Emphasize research starting in early grades
Emphasize use of multiple texts for comparison,
analysis, and developing evidence.
Emphasize “Gradual release of responsibility”
and assessment of independence.
o
High school reading is highly scaffolded, college reading is not
Instruction Shifts for CCSS Writing
Focus on informational writing (arguments as
well as information/explanatory texts) in all
disciplines especially social studies and science
 Ability to conduct research in short and longer
projects
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To Persuade
To Explain
To Convey
Experience
Elementary
30%
35%
35%
Middle
35%
35%
30%
High School
40%
40%
20%
Tremendous value is placed on growing analytical
thinkers and critical consumers and providing tools and
structures for students to express their voice orally and
in writing.
Common Core and Assessment
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Vermont has joined 33 states to form the Smarter
Balanced Assessment Consortium (SBAC).
SBAC summative testing will be a computerdelivered assessment system implemented Spring
2014-15.
SBAC draws upon the work of Professor and
researcher Linda Darling-Hammond from Stanford
University.
SBAC is comprised of performance, formative
interim, and summative assessments.
Exemplars and released items will be available.
Grades 3-8 and 11 will be tested in the spring.
Common Core and Assessment continued
SBAC summative testing will include
performance tasks as well as multiple choice
questions at each grade level.
 SBAC will employ a growth model for score
analysis (‘gain scores’ for individual students
over successive years of assessment).
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Common Core and Assessment continued
Each student’s testing level will be determined
and a unique assessment will be provided based
on the pre-test.
 Students do not need to take the SBAC test
simultaneously since each test is uniquely
designed (CAT technology).
 There will be a three month testing window.
 Interim assessments will be available in 201314.
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Implications for CSSU
Common Core
CSSU Implementation Goal
To implement the Common Core State
Standards in a way that strengthens
instruction and thereby prepares students
for a rapidly changing world.
Implications for CSSU Assessment
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NECAP - 2011-12 , 2012-13 no changes
2013-2014 NECAP may include sample SBAC
questions and interims will be available.
Final Math and Literacy NECAP – Fall 2013
First SBAC assessment – Spring 2014-2015
Science NECAP will not be impacted by
Common Core in the near future.
Assessment Implications
2011/12
2012/13
2013/14
2014/15
3
NECAP
NECAP
NECAP
SBAC
4
NECAP
NECAP
NECAP
SBAC
5
NECAP
NECAP
NECAP
SBAC
6
NECAP
NECAP
NECAP
SBAC
7
NECAP
NECAP
NECAP
SBAC
8
NECAP
NECAP
NECAP
SBAC
NECAP
NECAP
NECAP
SBAC
K
1
2
9
10
11
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Professional Learning
Implementation Timeline
Professional Learning on significant shifts in instruction
SY2010-2011
SY 2011-2012
SY 2012-2013 SY2013-2014
SY2014-2015
and Common Core
Assessment
Beginning Implementation
2012-2-13
CCSS Implications for CSSU
We have three years to learn, train, and implement CCSS
CSSU Implementation Plan:
2011-12 Leadership capacity building and study
 Summer 2012-Members of study groups shape
professional development for 2012-13.
 August 23-24th CSSU In service-”Digging in to Common
Core”
 November 19 & 20th- Regional Common Core
 Optional professional workshops 12-13 school year
 Summer Common Core work teams developing units
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Regional and Local Common Core
Professional Development
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Ongoing Best Practices and Studio in Math
with Teacher Development Group
Regional middle level course - CMP2, August
6-10
Regional grades 3-5 course - June 25-29
Regional high school workshop – June 21-22
extension in October
Literacy Institute on CC – August 13-15
In Conclusion, implementing
Common Core is more than…
A chart
 A textbook correlation
 A scope and sequence or
 An alignment
These are just the material artifacts that
may or may not imply good teaching.
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Implementation will require a strong focus
throughout CSSU and at each local school
by all stakeholders for the next 3-5 years in
order to implement the new standards
with meaning and depth.
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Common Core Standards are different, it is a transformative
document.
It’s a messy process.
CSSU teachers are well positioned to implement CCSS.
We will work on this incrementally.
Time will be given to work and learn together.
Each year we will choose several areas in which to focus
across CSSU.
If you are interested…
Read part of the Core this summer
◦ The Introduction
◦ The Appendices
◦ Look up resources- get a jump start
Resources
http://www.corestandards.org/
 http://www.commoncore.org
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The VT Department of Education has
assembled multiple resources at:
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https://sites.google.com/site/commoncoreinvermont/
“The most important reforms that a school
system can make will be those that involve
creating systems that support continuous
improvement of instruction and increased
personal and shared accountability for
raising levels of student achievement.”
Lucy Calkins