Transcript Meeting The CORE Standards

GESD Governing Board Presentation
September 13, 2012
I.
The Why
II.
The What
III.
The When
I.
The How
The Council of Chief State School Officers (CCSSO) and
the National Governors Association Center for Best
Practices (NGA Center) presented the final
Kindergarten-12 Common Core State Standards
documents that were produced on behalf of 48 states,
two territories, and the District of Columbia in the
summer of 2010.
Purpose of the Standards:
These English/Language Arts and Mathematics standards
represent a set of expectations for student knowledge
and skills that high school graduates need to master to
succeed in college and careers.
• Preparation: The standards are college- and careerready
• Competition: The standards are internationally
benchmarked
• Equity: Expectations are consistent for all – and not
dependent on a student’s zip code
• Clarity: The standards are focused, coherent, and clear
• Collaboration: The standards create a foundation to
work collaboratively across states and districts.
To develop a set of shared national
standards ensuring that students in
every state are held to the same level
of expectations that students in the
world’s highest-performing countries
are, and that they gain the knowledge
and skills that will prepare them for
success in postsecondary education
and in the global arena.
These standards are not intended to
be new names for old ways of doing
business.
Appropriateness of
expectations to
instructional time
available
Curriculum support
Methods of
describing student
outcomes
Source of
expectations for
students
Primary assessment
purposes
Systemic nature of
reform
Before StandardsDuring the Standards
Based Education
Movement
Time available = time Varies by state; no
explicit design
needed.
criteria. Often, not
enough instructional
time available to
address all
standards.
Curriculum is defined Standards drive the
curriculum, but
by the textbook.
curriculum
development lags
behind standards
development.
Seat time; Carnegie
State standards;
units (emphasis on
criterion-based.
inputs over
outcomes).
The expectations in
Varies by state; over
textbooks or those
time, moved from
described in Carnegie traditional course
units; historical,
descriptions to
traditional influences. college- and careerready criteria.
Under the Common
Core
Standards are
designed to require
85 percent of
instructional time
available.
Infrequent
comparison of
students against a
national sample;
minimum
competency tests in
the 1970s.
Not systemic; reform
is enacted through
programs at the
Accountability; to
clarify student
performance by
subgroup (NCLB).
Accountability; to
inform and improve
teaching and
learning.
Reform varies by
state and within
states. Some are
Standards,
curriculum, and
assessment are
Standards publication
is followed quickly by
curriculum
development.
Cross-state
standards; consortia
of states.
The knowledge and
skills required to be
college- and careerready; international
benchmarks; state
standards.
Our purpose is to ensure best first instruction
of the Common Core using student
achievement data to differentiate for each
child.

Students are exposed to 50% literary and 50%
informational text throughout an entire
school day.


Content area teachers integrate reading
strategies into their planning and instruction.
Students learn by reading science and social
studies text.



Students read grade appropriate text.
Level of difficulty has been raised in each
grade level.
The Common Core State Standards have
identified a list of exemplar text at each grade
level that matches the increased text
complexity.


Teachers ask questions that require
students to revisit the text to answer and
provide textual evidence.
Students engage in rich conversations about
a common text.
Example: How is this story like other stories
about wolves?
Non-Example: What did Little Red Riding
Hood bring her grandmother?

Students construct arguments based on the
ideas, facts, and arguments presented in text.

Students build vocabulary to access grade
level complex text by focusing on vocabulary
words that are used across disciplines.
Example: generation, theory
Non-Example: onomatopoeia




Select a text with increased complexity
Allow the students to read through on their
own and make notes/comments
Read through together stopping at specific
points to ask text dependent questions
Text you read multiple times
OLD Performance Objective:
R06.S3C3.PO1
 Determine the author’s
purpose for writing the
persuasive text
NEW STANDARD:
6.RI.6
 Determine an author’s point
of view or purpose in a text
and explain how it is
conveyed in the text
W06.S3C4.P01
 Write persuasive text.
6.W.1
 Write arguments to support
claims with clear reasons
and relevant evidence.




Focus and Coherence
◦ Focus on key topics at each grade level
 Numeracy
 Geometry
 Fractions
◦ Coherent progressions across grade levels
Balance of Concepts and Skills
◦ Content standards require both conceptual
understanding and procedural fluency (i.e.,
mastery)
Mathematical Practices
◦ Foster reasoning and sense-making in
mathematics
College and career readiness
◦ Level is ambitious but achievable
Mathematics experience in early childhood
should concentrate on
1. numbers (which includes whole number,
operations, and relations) and
2. geometry, spatial relations, and
measurement, with more mathematics
learning time devoted to numbers than
to other topics.
Mathematical process goals should be
integrated in the content areas.


Standards for Mathematical Practice
◦ Carry across all grade levels
◦ Describe mathematical habits of mind that should
be taught explicitly to all students
Standards for Mathematical Content
◦ K-8 standards are presented by grade level
◦ Organized into areas of focus that progress over
several grades
◦ Grade introductions give 2-4 focal points at each
grade level
1. Make sense of problems and persevere
in solving them
6. Attend to precision
2. Reason abstractly and quantitatively
3. Construct viable arguments and
critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
7. Look for and make use of structure
8. Look for and express regularity in
repeated reasoning
Reasoning and
explaining
Modeling and
using tools
Seeing
structure and
generalizing
To…
2.NBT.8 Solve word problems involving dollar bills,
quarters, dimes, and pennies, using $ and ¢
symbols appropriately.
MP.2. Reason abstractly and quantitatively.
MP4. Model with mathematics.
MP6. Attend to precision.
Task Objective: Students will find the value of
money in piggy banks using the coins, cents, and
dollars. They will then arrange the value on a
number line.
From NCSM Great Tasks for Mathematics
2.NBT.8 Solve word problems involving dollar bills, quarters,
dimes, and pennies, using $ and ¢ symbols appropriately.
MP.2. Reason abstractly and quantitatively.
MP4. Model with mathematics.
MP6. Attend to precision.
0 10 20 30 40 50 60 70 80 90 1.00



Complements and Does NOT replace state
standards
Increased responsibility of teachers to
integrate literacy of their own content area
Science and Visual and Performing Arts
Common Core Standards are currently being
developed
CC standards DO NOT define:
 How teachers should teach
 All that can and should be taught
 Extensions for students beyond the core
 Interventions for students below grade level
 Full range of support for SPED and ELD
students
 Everything needed to be ready for college or
career
To ensure best first instruction of the Common
Core using student achievement data to
differentiate for each child.
CENTRALIZED TRAINING
C&I
Achievement Advisors
CLASSROOM
IMPLEMENTATION
Differentiated Instruction to
Meet the Needs of All
Learners
CLASSROOM
IMPLEMENTATION
Job Embedded
SITE IMPLEMENTATION
Process
Plan
Personalize
TEACHER PROFESSIONAL
LEARNING COMMUNITIES
Collaboration
Collective Inquiry
CLASSROOM
IMPLEMENTATION
Job-Embedded
2012-2015 Preparing for Success
Non-use
Orientation
Preparation
Mechanical
Use
Routine
Implementation Change Process
Refinement
Four Pillars
2012-13
Best First Instruction

Teacher Evaluation Process
Instrument
Refining Balanced Literacy/Math
Blocks
Flexible Grouping



8 Mathematical Practices
Math textbook
6 shifts in ELA

Depth of Knowledge/Task
Analysis
Unit Plans
Performance Tasks
Content-based Reading/Writing
STEM (Science, Technology,
Engineering, Math)
Project-based Learning
Unwrapping Standards

Common Core


Use of Student Achievement
Data


Differentiation
2013-14


Socratic Method
Structured use of Benchmark data Design formative to match PARCC
to ID students needs at concept
level
PLC Common Assessment to progress
Framework for PLC
monitor
Service Review for Gifted Students Implement RTI
Design Response to Intervention
(RTI) model
Implement Gifted model
Professional Development Feedback
4.00
3.50
3.00
2.50
8/8
2.00
8/15
1.50
8/22
1.00
Content was
Content was
Content was
Training was Materials were There was an
I feel
aligned to site
focused on
organized to
designed for organized and opportunity to
adequately
and/or district best practices
goals
provide
the diverse
pacing was
opportunities learning styles appropriate for
aply the
prepared to
learning to
use the
to interact with
of adult
an effective
solve a
content
other
learners
training
problem or
delivered in a
scenario
way that aligns
educators in a
professional
with my
and
professional
collaborative
needs
manner


Further defining the current reality
A baseline survey included the use of all of
the districtwide initiatives or programs that
have been implemented in the past few years
NON-USE
ORIENTATION
PREPARATION
ROUTINE
REFINEMENT
INTEGRATION
RENEWAL
NOT APPLICABLE
Level of Use
MECHANICAL USE
Four Types:
◦ Community Visits
◦ Teacher Supervision
◦ State and Federal Compliance, and
◦ Program Monitoring and Evaluation
All
Leadership
Teams
All
Teachers
Pilot
Refine
Implement
WalkThrough
Process
Task Force
August-October
November-December
Develop Walk-Through Tenants and
Draft Basic Design
January