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THE
Common Core News
[email protected]
12/17/12
Miami-Dade County Public Schools and
Institutions of Higher Education Consortium
The Basics
The Major Shifts
The Implementation
Changes…
Howard Gardner
Five Minds for the Future
(2007)
NEWS
“We live in a time of vast
changes that include
accelerating globalization,
mounting quantities of
information, the dominating
influence of science and
technology, and the clash of
civilizations. Those changes
call for new ways of learning
and thinking in school,
business, and the
http://youtu.be/ZRUN1F4rWAE professions.”
Poll Everywhere
NEWS
http://www.polleverywhere.com/ What is Poll Everywhere?
• Poll Everywhere is a simple
text message voting
application that works well
for live audiences.
• People vote by sending text
messages (or using Twitter)
to options displayed
on‐screen.
• It is a free service for up to
No understanding
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32 individual responses!
Limited understanding 552411
Fair understanding
552412
Send to: 37607
Good understanding
552413
Text Code number to
Excellent understanding 552424
respond
July 27, 2010
46 states and DC adopt the CCSS
Florida adopts standards
Provides a consistent, clear
understanding of what students are
expected to learn, so teachers and
parents know what they need to do to
help them.
Designed to be robust and relevant
to the real world, reflecting the
knowledge and skills that our young
people need for success in college
and careers.
With American students fully
prepared for the future, our
communities will be best positioned
to compete successfully in the
global economy.
Standards Development
State led effort to establish a single set • Are aligned with college and
of clear, voluntary, shared educational
work expectations;
standards for English/language arts
• Are clear, understandable and
and mathematics.
consistent;
• Include rigorous content and
The National Governor Association
(NGA) and the Chief Council of State
application of knowledge
School Officers (CCSSO) brought
through high-order skills;
together a teachers, experts, parents,
and school administrators to draft the • Build upon strengths and lessons
of current state standards;
standards.
• Are informed by other top
With American students fully prepared performing countries, so that all
students are prepared to succeed
for the future, our communities will be
best positioned to compete
in our global economy and
successfully in the global economy.
society; and
• Are evidence-based.
CCSS Key Advances
Focus in early grades on number
(arithmetic and operations) to
build a solid foundation in math
Focus on using math and
solving complex problems,
similar to what would see in the
real world in high school
Emphasis on problem-solving
and communication
Standards stress skills and conceptual
understanding so that students are
learning and absorbing the critical
information they need to succeed at
higher levels.
Strong foundation is built in K-5,
with hands-on learning in geometry,
algebra and probability and
statistics in middle grades.
Helping students develop a depth of
understanding and ability to apply
mathematics to novel situations, as
college students and employees
regularly do.
http://www.youtube.com/watch?v=2rje1NOgHWs
THE
Common Core News
http://www.corestandards.org/
12/17/12
Structure
Domains are larger groups of related
standards. Standards from different
domains may sometimes be closely related
Clusters are groups of related standards.
Note that standards from different clusters
may sometimes be closely related, because
mathematics is a connected subject.
Standards define what students should
understand and be able to do.
Domains for K-12
K
1
2
3
4
5
6
7
8
HS
Counting
and
Cardinality
(CC)
Number and Operations in Base Ten (NBT) The Number System
Number and
OperationsFractions (NF)
Ratios and
Proportional
Relationship
s (RP)
Number
and
Quantity
Functions (F)
Operations and Algebraic Thinking (OA)
Expressions and
Equations (EE)
Algebra
Geometry (G)
Measurement and Data (MD)
Statistics and Probability
(SP)
THE
Common Core News
http://www.corestandards.org/
12/17/12
Structure
Conceptual Categories portray a coherent view of high
school mathematics. The categories include: Number
and Quantity (N); Algebra (A); Functions (F); Modeling
(*); Geometry (G); Statistics and Probability (S).
Critical Areas are the big ideas of school mathematics at
each grade level. More learning time should be devoted
to the critical areas than to other content. The critical
areas are designed to bring focus to the standards at each
grade by providing the big ideas that educators can use
to build their curriculum and guide instruction. The
grade level introductions include at least two and no
more than four critical areas for each grade.
Structure
Domain
Cluster
Headings
Standards
Florida’s Numbering of
the Common Core State Standards
MACC.K.CC.2.5
Subject Grade Domain Cluster Standard
Subject
Mathematics Common Core
Grade
K
Domain
Counting and Cardinality
Cluster
Count to tell the number of objects
Standard
Count to answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number
from 1–20, count out that many objects.
CCSS for Mathematical Practice
“The Standards for Mathematical
Practice are unique in that they
describe how teachers need to teach
to ensure their students become
mathematically proficient. We were
purposeful in calling them standards
because then they won’t be ignored.”
-Dr. William McCallum
Develops dispositions and habits of
mind “Characteristic of an educated
person”
• Precision in thought
• Precision in the use of language and
terms
• Precision of argument
• Sense making happens through
conversations
-Dr. Jason Zimba
CCSS 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
Video Clip
http://youtu.be/KVn0aksCzNE
THE
Common Core News
Transitioning to the CCSS
The CCSS signify the need to
change practice in at least three
primary areas:
• Content
• Instruction
• Assessment
More than just replacing current
standards.
Opportunity to think about what
and how to teach and
purposefully plan for student
success.
MATHEMATICS
Focus, coherence and clarity:
emphasis on key topics at each grade
level and coherent progression across
grades
Procedural fluency and understanding
of concepts and skills
Promote rigor through mathematical
proficiencies that foster reasoning and
understanding across discipline
High school standards organized by
conceptual categories
THE
Common Core News
A NEW WAY OF WORK
• Current
• NEW
• Standards-based instruction
• Test item specifications
guide development of
curriculum maps
• Focus mini-assessments
aligned to individual
benchmarks and used to
monitor student progress
• Teaching benchmarks in
isolation results in long lists
of tasks to master
• Standards-based instruction
facilitated by learning goals
• Big ideas and learning goals guide the
development of curriculum maps
• Learning progression scales
describe expectations for student
progress in attaining the learning
goals
• Assessments used to monitor
student progress are aligned directly
to the learning progressions or scales
• Teaching big ideas narrows the
focus and allows students to delve
deeper for a greater depth of
understanding
Instructional Design
Course Requirements and Standards
“Chunks” or Big Ideas
Major Learning Goals
Progression Scales for Major Learning Goals
Progress Monitoring Assessments
https://www.teachingchannel.org/videos/teaching-fractions
The CCSS ARE Different
Lesson Objective:
Students explore part and
whole by creating pattern
block designs
NEWS
What Fraction of this
Shape is Red?
1. How does using pattern blocks of
multiple shapes push students
thinking about partitioning into
equal parts?
2. Why does Mr. D have students
explain their work geometrically,
verbally, and in writing?
http://youtu.be/uMWFrEx5ZHA
3. How could Mr. D extend this
lesson to develop students
thinking around adding and
subtracting fractions or
decomposition of fractions?
CCSS Mathematics Progressions
The Common Core State
Standards in mathematics were
built on progressions.
They are:
Narrative documents
describing the progression of
a topic across a number of
grade levels
 http://ime.math.arizona.edu/pro
gressions
 http://commoncoretools.me/cate
gory/progressions/
 http://youtu.be/w7h64xjN-PM
Informed both by research on
children's cognitive
development and by the
logical structure of
mathematics
THE
Common Core News
Florida’s CCSS Implementation Plan
Phase 1 (2011-2012)
Phase 2 (2012-2013)
Full Implementation
Grade K
Phase 3 (2013-2014)
Full Implementation
Grades K-1
Begin Implementation of
Phase 4 (2014-2015)
Full Implementation
Literacy Standards in
ALL Content Areas for
Grades 6-12
Full Implementation of
Literacy Standards in
ALL Content Areas for
Grades 6-12
Begin Implementation of
Rich and Complex Text
and Informational Text
Continue
for Grades K-12
Implementation of Rich
and Complex Text and
Informational Text for
Grades K-12
Grades K-2
Full Implementation
Grades K-12
Implementation of a
Blended Curriculum
(CCSS and Supplemental
NGSSS Aligned to FCAT PARCC Assessments
2.0 and EOCs) for Grades Aligned to CCSS
3-12
Continue Implementation
of Rich and Complex Text
and Informational Text for
Grades K-12
THE
Common Core News
http://www.corestandards.org/
12/17/12
New Standard and Purpose for Teacher Evaluations
As set forth in the Student Success
Act and Race to the Top, teacher
evaluations are:
–Designed to support effective
instruction and student
learning growth
The performance of students
represents 50% of a teacher’s
evaluation, with performance
based on student learning
growth.
To meet the above requirement,
the development of a fair and
transparent measure of student
growth is essential.
http://feaweb.org/race-to-the-topfor-student-success-sb-736
State Model Framework
Domain 1
Lesson Segments
Involving Routine
Events
Lesson Segments
Addressing Content
Lesson Segments
Enacted on the Spot
Design Question 1: What will I
do to establish and
communicate learning goals,
track student progress, and
celebrate success?
Design Question 2: What will I
do to help students actively
interact with the new
knowledge?
Design Question 5: What will I
do to engage students?
Design Question 6: What will I
do to establish or maintain
classroom rules and
procedures?
Design Question 3: What will I
do to help students practice and
deepen their understanding of
new knowledge?
Design Question 7: What will I
do to recognize and
acknowledge adherence to or
lack of adherence to rules and
procedures?
Design Question 4: What will I
do to help students generate
and test hypotheses about new
knowledge?
Design Question 8: What will I
do to establish and maintain
effective relationships with
students?
Design Question 9: What will I
do to communicate high
expectations for all students?
State Model Framework
Domain 1
Lesson Segments
Involving Routine
Events
DQ1: Communicating
Learning Goals and
Feedback
1. Providing Clear
Learning Goals and
Scales (Rubrics)
2. Tracking Student
Progress
3. Celebrating Success
DQ6: Establishing
Rules and Procedures
4. Establishing
Classroom Routines
5. Organizing the
Physical Layout of the
Classroom
Lesson Segments
Addressing Content
DQ2: Helping Students Interact with
New Knowledge
6. Identifying Critical Information
7. Organizing Students to Interact with New
Knowledge
8. Previewing New Content
9. Chunking Content into “Digestible Bites”
10. Processing of New Information
11. Elaborating on New Information
12. Recording and Representing
Knowledge
13. Reflecting on Learning
DQ3: Helping Students Practice and
Deepen New Knowledge
14. Reviewing Content
15. Organizing Students to Practice and
Deepen
Knowledge
16. Using Homework
17. Examining Similarities and Differences
18. Examining Errors in Reasoning
19. Practicing Skills, Strategies, and
Processes
20. Revising Knowledge
DQ4: Helping Students Generate and
Test Hypotheses
21. Organizing Students for Cognitively
Complex Tasks
22. Engaging Students in Cognitively
Complex Tasks Involving Hypothesis
Generation and Testing
23. Providing Resources and Guidance
Lesson Segments
Enacted on the Spot
DQ5: Engaging Students
24. Noticing When Students are Not Engaged
25. Using Academic Games
26. Managing Response Rates
27. Using Physical Movement
28. Maintaining a Lively Pace
29. Demonstrating Intensity and Enthusiasm
30. Using Friendly Controversy
31. Providing Opportunities for Students to Talk about
Themselves
32. Presenting Unusual or Intriguing Information
DQ7: Recognizing Adherence to
Rules and Procedures
33. Demonstrating “Withitness”
34. Applying Consequences for Lack of Adherence to
Rules and Procedures
35. Acknowledging Adherence to Rules and Procedures
DQ8: Establishing and Maintaining Effective
Relationships with Students
36. Understanding Students’ Interests and Background
37. Using Verbal and Nonverbal Behaviors that Indicate
Affection for Students
38. Displaying Objectivity and Control
DQ9: Communicating High Expectations for
All Students
39. Demonstrating Value and Respect for Low
Expectancy Students
40. Asking Questions of Low Expectancy Students
41. Probing Incorrect Answers with Low Expectancy
Students
Implementation Efforts
Florida College and
University teacher
educators look to the CCSS
to signal and define what their
students should know and be able
to do to succeed as effective
teachers.
NEWS
How are the state’s current
K-12 standards currently
embedded in teacher
preparation programs?
How might this need to
change?
How can faculty ensure
that their aspiring teachers
know how to analyze and
interpret standards to
guide their teaching?
Take Action Now
Connect CCSS with
Current Practice
Read through standards with
highlighters and highlight
what is currently being taught,
somewhat taught and not
teaching/or not at grade level.
Learn with Students
NEWS
Model
Faculty should use same
instructional strategies of CCSS
to model effective teaching.
Ongoing Professional
Development
Retreat/In-service on standards
Use videos from Hunt Institute
to take time to read, analyze,
and Teaching Channel on CCSS
incorporate them
in classes to give students an
Use resources from Florida and
introduction
other states
Have them identify standards
CCSS Focus/Component during
found in video clips.
every faculty meeting
Take Action Now
Form a CCSS Team at
your Institution
NEWS
Re-connect with current
teaching
 Team includes COE faculty,
 Visit classrooms, offer to cocontent faculty, leadership,
teach, get involved to
district personnel, teachers
experience district
 Team attends trainings, shares
implementation
information, creates
 Use the new standards
workshops, maintains
connections
Connect with local
school districts
 Ask to be included in their PD
 Ask that your in-service
students are included
Take Action Now
Take a “hard look” at
what CCSS means for
your program.
 What does a first year teacher
need to know for their
grade/content?
Re-think and re-structure
methods and
assessment courses
 Include instructional practices
and methods of CCSS and
formative assessments.
NEWS
Engage the entire
institution
 All faculty will need to be
prepared for CCSS because
their incoming students will be
prepared using CCSS.
FTCE NEWS
FTCE Subject Area Exam Timeline
FTCE Subject Area
Examinations
Pre K – 3
Tentative Rollout Date
(to include CCSS)
Math 6-12
English 6-12
July – Sept 2013
Math 5-9
Mar – June 2014
General Knowledge
Elementary Ed
May – June 2014
Science subtests of GK and Elem Ed will still include
Next Generation SSS
Changes in FTCE – an Overview
RTTT Project:
NEWS
Update Florida’s
competencies and skills
across Subject Area Examinations,
the Professional Education exam,
and the General Knowledge exam
over the next 3 years to conform
with updated standards.
“Improve the rigor of teacher
certification examinations, both
Set passing scores for all
content and cut scores, [by]
revised exams to align with
focusing on examinations that
adopted standards at the
include STEM subject content
appropriate level needed by a
and reading;” align exams
Beginning Effective Teacher
containing Common Core State
Candidate (BETC).
Standards (CCSS) as applicable.
http://www.fldoe.org/arra/RacetotheTop.asp
Changes in FTCE – an Overview
NEWS
2012 State Board Approved
Competencies and Skills for
PK–3
2013 State Board Proposed
Competencies and Skills
for Elem. Ed K-6
New Test Design and Alignment:
4-subtest model
Subtest 1: Developmental Knowledge
• National Association for the
Education of Young Children
Standards (NAEYC)
Subtest 2: Language Arts and Reading
• Common Core State Standards for
English Language Arts
Subtest 3: Mathematics
• Common Core State Standards for
Mathematics
Subtest 4: Science
• Next Generation Sunshine State
Standards
 Must pass all 4 subtests for
certification
New Test Design and Alignment:
4-subtest model
Subtest 1: Language Arts and Reading
• Common Core State Standards for
English Language Arts
Subtest 2: Social Science
• Next Generation Sunshine State
Standards
Subtest 3: Science and Technology
• Next Generation Sunshine State
Standards
Subtest 4: Mathematics
• Common Core State Standards for
Mathematics
 Must pass all 4 subtests for
certification
THE
Science News
http://www.nextgenscience.org/
11/28/12
NGSS Second Public Draft will be Released January 2013
The release of the second and final
public draft of the Next Generation
Science Standards (NGSS) is set for
the first week in January. In
recognition of the hectic schedules in
December and the approaching
holidays, the NGSS staff wanted to
ensure all educators, stakeholders. and
the public had appropriate access to the
draft. We fully encourage all interested
parties to review the draft as individuals
or in groups and provide feedback to the
Lead States and writers.
The NGSS will be completed
in March of 2013. Since the May
draft release, the Lead States and the
writers evaluated all feedback and
worked on revising the standards. As a
result, over 90% of the standards have
been revised. In addition, the lead
states charged the NGSS team with
finalizing the definition for college and
career readiness in science. The NGSS
then went through a second round of
revision to ensure the standards
supported this definition
Resources
• PARCC
• http://www.parcconline.org/
• Achieve
• http://achieve.org
• The Hunt Institute
• http://www.youtube.com/us
er/TheHuntInstitute
• CCSS Toolbox
http://www.ccsstoolbox.com/
CPALMS
http://www.floridastandards.o • Illustrative Mathematics
• http://illustrativemathemati
rg
cs.org
• Common Core State Standards
for Mathematics
• http://www.corestandards.org/
• Florida Common Core
• http://www.fldoe.org/schools/
ccc.asp
• http://www.fldoe.org/schools/
BlastOff.asp
Resources
• The Teaching Channel
• https://www.teachingchann
el.org/
• Inside Mathematics
• http://www.insidemathemat
ics.org/index.php/commoncore-standards
• Common Core Look-fors
• http://itunes.apple.com/us/ap
p/common-core-look-forsmathematics/id467263974?m
t=8
• Georgia
• https://www.georgiastanda
rds.org/CommonCore/Pages/default.aspx
• Oregon
• http://www.ode.state.or.us/
search/page/?id=3566
• Indiana
• http://www.doe.in.gov/achi
evement/curriculum/resour
ces-implementingindianas-common-corestandards
THE
Common Core News
[email protected]
12/17/12
Let’s Do This Together!
http://www.youtube.com/watch?v=
FM_G4Y7SX3g&feature=relmfu
“Few will have the
greatness to bend history
itself; but each of us can
work to change a small
portion of events, and in
the total of all those acts
will be written the history
of this generation.”
– Robert F. Kennedy