Transcript Postsecondary Plans, 2009-10

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COMMON CORE STANDARDS
COLLEGE- AND CAREER-READINESS STANDARDS
FLORIDA’S PLAN FOR IMPLEMENTATION
Fall 2011
North East Florida Educational Consortium
The U.S. ranks 27th among developed
nations in the proportion of college
students receiving undergraduate
degrees in science or engineering
Source: National Academy of Science
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93 % of U.S. public school students
in grades 5-8 are taught the physical
sciences by a teacher without a
degree or certificate in the physical
sciences
Source: National Academy of Science
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75% of students in NEFEC’s
school districts graduate
from high school
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Postsecondary Plans, 2009-10
Number
Graduates
Total Continuing
Education
Percent
Continuing
Education
3585
2794
75.05%
Total FL Comm.
College
FL Univ. Total
Other
1314
892
588
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EXTERNAL DRIVERS
 Education Trends
 Changing Society/Workplace
 Technology
 Global Competition
 Economic Trends
 Demographics
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What are the Common Core Standards?
 Are aligned with college and work expectations;
 Are clear, understandable and consistent;
 Include rigorous content and application of
knowledge through high-order skills;
 Build upon strengths and lessons of current
state standards;
 Are informed by other top performing countries,
so that all students are prepared to succeed in
our global economy and society; and
 Are evidence-based.
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What is not included:
 How teachers should teach
 All that can or should be taught
 The nature of advanced work beyond the core
 The interventions needed for students well below
grade level
 The full range of support for English language
learners and students with special needs
 Everything needed to be college and career ready
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Common Core Standards Criteria
 Set the stage for US education not just beyond next
year, but for the next decade,
 Ensure all American students are prepared for the
global economic workplace.
 Raise the bar for all students
 All students are prepared for all entry-level, creditbearing, academic college courses in English,
mathematics, the sciences, the social sciences, and the
humanities.
 All students enter these classes ready for success
(defined for these purposes as a C or better).
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Florida’s Common Core State
Standards Implementation Timeline
Year/Grade Level
2011-2012
K
FL
1
L
2
L
3-8
L
9-12
L
2012-2013
FL
FL
L
L
L
2013-2014
FL
FL
FL
BL
BL
FL
FL
FL
FL
FL
CCSS fully implemented
2014-2015
CCSS fully implemented
and assessed
F - full implementation of CCSS for all content areas
L - full implementation of content area literacy standards including: (1) text
complexity, quality and range in all grades (K-12), and (2) CCSS Literacy
Standards in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards
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(NGSSS); last year of NGSSS assessed on FCAT 2.0
Florida’s CCSS Implementation Plan for PD
2011
2012
2013
2014
2015
Regional trainings on implementation for grades K-2
Support provided electronically for implementation
at grades K-2 and for literacy in grades K-12
Regional trainings on blending the curriculum for grades 3-12
Implementation of formative assessments for English/Language
Arts and Reading in grades K-8
Implementation of formative assessments for Mathematics in
grades K-3
Implementation of the revised student tutorials aligned to CCSS
Support provided electronically on blending the
curriculum for grades 3-12
Training provided by publishers on newly adopted
instructional materials aligned to CCSS for
ELA/Reading and Math
Regional trainings on implementations
for grades 3-12
Support provided electronically for
implementation at grades K-12
including literacy support
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Common Core Standards:
Design and Organization
Standards define the knowledge and skills students
should have within their K-12 education careers so that
they will graduate high school able to succeed in entrylevel, credit-bearing academic college courses and in
workforce training programs.
The standards have been divided into 2 categories:
 College and career readiness standards, which address
what students are expected to learn when they have
graduated from high school; and
 K-12 standards, which address expectations for
elementary through high school
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Design and Organization




Shared responsibilities for
students’ literacy development
Focus on results rather than
means
An integrated model of literacy
Media skills blended throughout
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Design and Organization
Four Strands:
 Reading
(including Reading
Foundational Skills)
Writing
 Speaking &Listening
 Language

Three Main Sections

K-5
(cross-disciplinary)
6-12 ELA
 6-12 Literacy

in History/Social
Studies, Science, &
Technical Subjects
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Design and Organization
K−12 standards

Grade-specific end-of-year
expectations

Developmentally appropriate,
cumulative progression of skills and
understandings
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English Language Arts Standards
6-12 Literacy in History/Social Studies, Science, &
Technical Subjects
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Reading Design and Organization
Three sections:
1. Literature
2. Informational Text
3. Foundational Skills (K-5)
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Literary/Informational Text
Literature
Literature
Literature
Informational
Text
Stories
Drama
Poetry
Literary
Nonfiction and
Historical,
Scientific, and
Technical Texts
Includes:
children’s
adventure stories,
folktales, legends,
fables, fantasy,
realistic fiction, &
myth
Includes:
staged dialogue &
brief familiar
scenes
Includes:
nursery rhymes &
the subgenres of
the narrative
poem, limerick, &
free verse poem
Includes:
biographies &
autobiographies;
books about history,
social studies,
science, & the arts;
technical texts,
including directions,
forms, & information
displayed in graphs,
charts, or maps; &
digital sources on a
range of topics
College and Career Readiness
Standards for Reading
College and Career Readiness anchor
standards are organized in four key areas:
1. Key Ideas and Details
2. Craft and Structure
3. Integration of Knowledge and Ideas
4. Range of reading and Level of Text
Complexity
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College and Career Readiness
Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and
style of a text.
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Reading Standards for Literature
Kindergarten
Grade 1
Craft and Structure
6.With prompting
6. Identify who is
and support, name telling the story at
the author and
various points in a
illustrator of a story text.
and define the role
of each in telling
the story.
Grade 2
6.Acknowledge
differences in the
points of view of
characters,
including by
speaking in a
different voice for
each character
when reading
dialogue aloud.
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Reading Standards for Literature
Grade 3
Grade 4
Grade 5
6. Compare and
contrast the point of
view from which
different stories are
narrated, including the
difference
between first- and
third-person narrations.
6. Describe how a
narrator’s or speaker’s
point of view influences
how events are
described.
Craft and Structure
6. Distinguish their own
point of view from that
of the narrator or those
of the characters.
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Reading Standards for Informational Text
Kindergarten
Grade 1
Grade 2
6. Distinguish
between information
provided by pictures
or other illustrations
and information
provided by the words
in a text.
6. Identify the main
purpose of a text,
including what the
author wants to
answer, explain, or
describe.
Craft and Structure
6. Name the author
and illustrator of a text
and define the role of
each in presenting the
ideas or information in
a text.
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Reading Standards for Informational Text
Grade 3
Grade 4
Grade 5
6. Distinguish
between information
provided by pictures
or other illustrations
and information
provided by the words
in a text.
6. Identify the main
purpose of a text,
including what the
author wants to
answer, explain, or
describe.
Craft and Structure
6. Name the author
and illustrator of a text
and define the role of
each in presenting the
ideas or information in
a text.
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Writing Standards
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College & Career Readiness
Writing Standards
Text Types and Purposes
1.Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2.Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection, organization,
and analysis of content.
3.Write narratives to develop real or imagined
experiences or events using effective techniques, wellchosen details, and well-structured event sequences.
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Writing Standards
Kindergarten
Grade 1
Grade 2
Text types and Purposes (Opinion)
1.Use a combination of
drawing, dictating, and
writing to compose
opinion pieces in which
they tell a reader the
topic or the name of the
book they are writing
about and state an
opinion or preference
about the topic or book
(e.g., My favorite book
is . . .).
1.Write opinion pieces
in which they introduce
the1. topic or name the
book they are writing
about, state an opinion,
supply a reason for the
opinion, and provide
some sense of closure.
1. Write opinion pieces
in which they introduce
the topic or book they
are writing about, state
an opinion, supply
reasons that support
the opinion, use linking
words (e.g., because,
and, also) to connect
opinion and reasons,
and provide a
concluding statement or
section.
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Writing Standards
Grade 3
Grade 4
Grade 5
Text types and Purposes (Opinion)
Write opinion pieces on
topics or texts, supporting
a point of view with
reasons.
1. Write opinion pieces on
topics or texts, supporting
a point of view with
reasons and information.
1. Write opinion pieces on
topics or texts, supporting
a point of view with
reasons and information.
a. Introduce the topic or text they
are writing about, state an
opinion, and create an
organizational structure that lists
reasons.
b. Provide reasons that support
the opinion.
c. Use linking words and phrases
to connect opinion and reasons.
d. Provide a concluding statement
or section.
a. Introduce a topic or text clearly,
state an opinion, and create an
organizational structure in
which related ideas are
grouped to support the writer’s
purpose.
b. Provide reasons that are
supported by facts and details.
c. Link opinion and reasons using
words and phrases.
d. Provide a concluding statement
or section related to the opinion
presented.
a. Introduce a topic or text clearly,
state an opinion, and create an
organizational structure in
which ideas are logically
grouped to support the writer’s
purpose.
b. Provide logically ordered
reasons that are supported by
facts and details.
c. Link opinion and reasons using
words, phrases, and clauses.
d. Provide a concluding statement
or section related to the opinion
presented.
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Table Discussion
Why is the student’s ability to write
sound arguments on substantive
topics and issues important?
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College and Career Readiness Anchor
Standards for Speaking and Listening
Comprehension and Collaboration
1. Range of conversations and collaborations, diverse
partners, building on others’ ideas and expressing their
own clearly and persuasively.
2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and
orally.
3. Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric.
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Speaking and Listening
Kindergarten
Grade 1
Grade 2
Comprehension and Collaboration
2.Confirm understanding of
a text read aloud or
information presented
orally or through other
media by asking &
answering questions
about key details &
requesting clarification if
something is not
understood.
3.Ask & answer questions
in order to seek help, get
information, or clarify
something that is not
understood.
2.Ask & answer questions
about key details in a text
read aloud or information
presented orally or
through other media.
3.Ask & answer questions
about what a speaker
says in order to gather
additional information or
clarify something that is
not understood.
2.Recount or describe key
ideas or details from a
text read aloud or
information presented
orally or through other
media.
3.Ask & answer questions
about what a speaker
says in order to clarify
comprehension, gather
additional information, or
deepen understanding of
a topic or issue.
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Speaking and Listening
Grade 3
Grade 4
Grade 5
Comprehension and Collaboration
2.Determine the main ideas
& supporting details of a
text read aloud or
information presented in
diverse media and formats,
including visually,
quantitatively, and orally.
3. Ask & answer questions
about information from
a speaker, offering
appropriate elaboration &
detail.
2. Paraphrase portions of a
text read aloud or
information presented in
diverse media & formats,
including visually,
quantitatively, & orally.
2. Summarize a written text
read aloud or information
presented in diverse media
& formats, including
visually, quantitatively, &
orally.
3. Identify the reasons &
evidence a speaker
provides to support
particular points.
3. Summarize the points a
speaker makes & explain
how each claim is
supported by reasons
& evidence.
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Comprehension
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Mathematic Standards
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Mathematical Practices
 The Common Core proposes a set of
Mathematical Practices that all teachers
should develop in their students.
 These practices are similar to NCTM’s
Mathematical Processes from the
Principles and Standards for School
Mathematics.
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Mathematics/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
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Common Core
Mathematics Format
Domains
larger groups of related standards. Standards
from different domains may sometimes be
closely related.
Clusters
groups of related standards. Standards from
different clusters may sometimes be closely
related, because mathematics is a connected
subject.
Standards
define what students should be able to
understand and be able to do.
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Common Core Format
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High School
K-8

Grade

Domain

Cluster
 Standards

Conceptual Category
Domain
 Cluster
 Standards
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Grade Level Overview
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Common Core – Domain

Domains are overarching big ideas that
connect topics across the grades

Descriptions of the mathematical content
to be learned elaborated through clusters
and standards
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Common Core – Clusters

May appear in multiple grade levels in
the K-8 Common Core. There is
increasing development as the grade
levels progress

What students should know and be able
to do at each grade level

Reflect both mathematical understandings
and skills, which are equally important
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Common Core – Standards

Standards are content statements. An
example content statement is: “Use
properties of operations to generate
equivalent expressions.”

Progressions of increasing complexity
from grade to grade
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Regularly encourage students to
demonstrate and deepen their
understanding of numbers and operations
by solving interesting, contextualized
problems and by discussing the
representations and strategies they use.
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Key Advances
Focus and coherence


Focus on key topics at each grade level.
Coherent progressions across grade levels.
Balance of concepts and skills

Content standards require both conceptual
understanding and procedural fluency.
Mathematical practices

Foster reasoning and sense-making in mathematics.
College and career readiness

Level is ambitious but achievable.
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PARCC Theory of Action
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PARCC’s Fundamental Goal
States in the Partnership are committed
to building their collective capacity to
increase the rates at which students
graduate from high school prepared for
success in college and the workplace.
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Goal of PARCC
Create an assessment system that will help
states dramatically increase the number of
students who graduate high school ready for
college and careers and provide students,
parents, teachers and policymakers with the
tools they need to help students – from
grade three through high school – stay on
track and graduate prepared.
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PARCC States
Governing States
Participating States
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Theory of Action:
Assessment System Design
 More Meaningful Standards: The Partnership’s assessment system will be
anchored in the Common Core State Standards which are consistent
across states, clear to the public, and provide an on-ramp to college
and careers.
 Higher Quality Tests: PARCC assessments will include sophisticated items
and performance tasks to measure critical thinking, strategic problem
solving, research and writing.
 Through-Course Testing: Students will take parts of the assessment at key
times during the school year, closer to when they learn the material.
 Maximize Technology: PARCC assessments in most grades will be
computer based.
 Cross-State Comparability: States in PARCC will adopt common
assessments and common performance standards.
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PARCC Timeline
Oct. 2010
Sept. 2011
Launch and
design phase
begins
Development
phase begins
Sept. 2012
Sept. 2013
Sept. 2014
Summer 2015
First year field
testing and
related research
and data
collection
begins
Second year
field testing
begins and
related research
and data
collection
continues
Full
administration
of PARCC
assessments
begins
Set
achievement
levels,
including
college-ready
performance
levels
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FLORIDA’S VISION:
ONE SYSTEM!
SUPPORTING ALL STUDENTS
Fall 2011
North East Florida Educational Consortium
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Implementing One System
 Standards-based
Instruction
 Lesson Study
 Response to Intervention
 Text Complexity & Text-
based Questioning
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Standards Based Instruction
Learning Goals
Standard or Benchmark
Aligned to Course Description
• Guides the development of
the lesson beginning with
the desired outcome
Engaging Lesson
• appropriate and meaningful
activities that engage students
in the learning process, address
common misconceptions, and
incorporate higher‐order
thinking skills
• Describes what students should
know and be able to do
• Includes essential questions &
• Rubrics to define levels of
knowledge acquisition
Formative, Interim, and/or
Summative Assessments
• Provides multiple sources of
student data to guide decisions
about adjusting instruction
and/or providing interventions
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Lesson Study
8. Repeat the process
1. Lesson study team
7. Next steps
2. Common planning
6. Reflect, analyze,
and discuss
5. Teach and observe
the lesson
LESSON STUDY
CYCLE
3. Common research
theme
4. Collaboratively plan
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Multi-tier Systems of Support (MTSS)
Response to Intervention (RtI)
Intensive,
Individualized Supports
Few
Some
4. Define
What’s the problem?
Targeted,
Supplemental Supports
1. Analyze
Why is it occurring?
3. Evaluate
What should be
done about it?
ALL
2. Implement
What are we going
to do about it?
Academics and/or Behavior
Core,
Universal Supports
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Text Complexity & Text-based Questions
 Reading Standards include over exemplar texts (stories and
literature, poetry, and informational texts) that illustrate appropriate
level of complexity by grade
 Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and clarity,
and knowledge demands
2. Quantitative measures – readability and other
scores of text complexity
3. Reader and Task – background knowledge of
reader, motivation, interests, and complexity
generated by tasks assigned
Reader and Task
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Defining Action Steps
1.
2.
3.
Review your checklists
Identify Focus areas
Identify 2-3 action steps, define outcome, timeline,
who is responsible
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