Transcript Document

EGUSD Common Core Parent Night
Session 1: Introducing the Common Core
State Standards
Dr. Steven Ladd, EGUSD Superintendent
Mark Cerutti, Associate Superintendent
Anna Trunnell, Director of Curriculum and Professional Learning
LaRae Blomquist, ELA Curriculum Specialist
Mark Freathy, Math Curriculum Specialist
Presented January 22, 2014
Outcomes
Provide answers for the following two questions:
• What are the Common Core State Standards
(CCSS) for English Language Arts/Literacy and
Mathematics?
• How will the standards better prepare
students for today and tomorrow?
What other questions do you have?
Write any other questions that you have
regarding the CCSS on the index card provided
(besides the two that will be addressed during
this presentation) .
What are “content standards”?
“Content standards were designed to encourage
the highest achievement of every student, by
defining the knowledge, concepts, and skills that
students should acquire at each grade level.”
Source: California Department of Education
What is the difference between
“standards” and “curriculum”?
•
•
•
•
States determine the content standards.
Districts determine the curriculum.
Curriculum is the vehicle for the standards.
Curriculum is comprised of the texts and
materials used by a district to teach content
standards.
Connecting to Experience
Brainstorm a list of
English/Language Arts skills or
knowledge that students need to be
successful in college and/or the
work place.
Articulating the Expectations via
Standards
CCSS authors analyzed necessary
skills/knowledge and determined
specific categories…
• Reading (literature & info text)
• Writing
• Speaking/Listening
• Language (grammar,
conventions, word choice)
What are ELA/Literacy
College and Career Readiness standards?
The four categories
• Reading
• Writing
• Speaking/Listening
• Language
were specifically defined
as expectations for
student college/career
readiness (CCR) standards.
CCR Example
CCR Reading #1: Read closely to determine what the
text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
1st Gr: Ask and answer questions about key
details in a text.
CCR Example
CCR Reading #1: Read closely to determine what the
text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
6th Gr: Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
CCR Example
CCR Reading #1: Read closely to determine what the
text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
11th/12th Gr: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text,
including determining where the text leaves matters
uncertain.
Comparing Notes
to the Anchor Standards
Common Core State Standards:
Shifts in English/Language Arts
• Increase reading of informational texts
• Increased text complexity of reading texts as
measured by lexile level
• Focus on academic vocabulary within context
of texts
• Emphasis on text-dependent questions and
performance tasks
• Connect writing to reading with frequent
opportunities to research information
• Provide literacy instruction in all content areas
Increase reading of informational texts
Did you know…
• Most of the required reading in workforce
training programs is informational in structure
and challenging in content.
• Post-secondary education programs typically
provide students with both a higher volume of
the reading that is generally required in K–12
schools and much less instructional support.
Source: http://www.corestandards.org/ELA-Literacy/introduction/key-designconsideration
What is meant by increased text
complexity?
• “Lexile” is a way of measuring how difficult a
text is to read based on sentence length and
word frequency.
• The higher the lexile rate, the more complex
the text is to read independently.
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Text Lexile Measure (L)
1600
1400
CCSS Lexile Expectations
1200
Currently Assessed Standards Lexile Expectations
1000
800
600
16
Interquartile Ranges Shown (25% - 75%)
High College High College Military Personal EntryUse
Level
School
Lit. School Texts
OccupaLit.
Texts
tions
* Source of National Test Data: MetaMetrics
SAT 1,
ACT,
AP*
Questions & Answers
• What surprised you the most with the
information just presented?
• What questions do you have as a result?
Common Core State Standards:
Shifts in English/Language Arts
• Increase reading of informational texts
• Increased text complexity of reading texts as
measured by lexile level
• Focus on academic vocabulary within context
of texts
• Emphasis on text-dependent questions and
performance tasks
• Connect writing to reading with frequent
opportunities to research information
• Provide literacy instruction in all content areas
Now a Look at the Math Standards
•What are the Common Core State
Standards for Mathematics?
•How will the standards better
prepare students for today and
tomorrow?
Here are some questions to think about:
•How much change will I get back if I purchase a
gallon of milk for $3.19 and pay with a 5 dollar
bill?
•My car needs a new transmission. Should I spend
$3,000 fixing it, or should I buy a new car?
•How long will the new Bay Bridge last?
Most of us have a strategy.
How much change will I get back if I purchase a
gallon of milk for $3.19 and pay with a 5 dollar
bill?
5.00 +1.00=$5.00 $5 - $3.19 = $1.81
+.80=$4.00
 3.19
+.01=$3.20
+.01
$3.19
$3.20
+ $1.00
+.80
$4
$5
What Influenced Common Core Math?
A+ Countries
Focus on learning a few topics in depth
United States
Many topics per grade, revisited year after
year
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Two Kinds of Math Standards
Content Standards
Standards for Mathematical Practice
Tell us what
students should
learn in the
math classroom.
These are the expectations and the
behaviors students should
demonstrate to successfully interact
with the math content.
Both sets of standards are not meant to be taught in
isolation. Math Content & Math Practices must be
taught together.
23
Difference of Standards
CCSS-Math Standards are more
• focused
• coherent
• rigorous
How are the CCSS math standards
more rigorous?
Instruction
must
be “balanced”
withmean?
equal
What does
“more
rigorous”
attention given to all three components.
Conceptual
Understanding
Procedural Fluency
Application &
Modeling
Expectations for Mathematical Understanding
Former Standards (CST)
Multiply 300 x 500
a.
b.
c.
d.
800
1500
80,000
150,000
Common Core
Find all the values
equivalent to 300 x 500
a.
b.
c.
d.
e.
3 x 10 x 10 x 5 x 10 x 10
1,500
15x104
150,000
800
Multiple Representations
Instead of only emphasizing
computational skills, multiple
representations can help students make
the conceptual shift to…develop
algebraic thinking.
Source: B. Moseley and M. Brenner, Using Multiple Representations for Conceptual Change in
Pre-algebra: A Comparison of Variable Usage with Graphic and Text Based Problems
Real Life Problems/ Real Math
We all face questions that require us to
gather data, make assumptions,
analyze, and make a decision.
Should I spend $3,000 putting a new
transmission in my car?
Standards for Mathematical Practices
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
Corrosion Plagues New Bay Bridge Span
Independent evaluator
of the Caltrans study
gave it a vote of
confidence based on
faulty assumptions.
Response of Engineers
Engineers had discovered an alarming corrosion
problem with the "post-tension" tendons, and were
pumping gallons of rusty water from the ducts that
held them, Sayre said Coe told him. "Oh my…What
are we going to do?"
Source: The Sacramento Bee
http://www.sacbee.com/2013/05/18/5431401/corrosion-plagues-new-bay-bridge.html#storylink=cpy
Corrosion Plagues New Bay Bridge Span
Corrosion of steel tendons supporting the new
Bay Bridge skyway running between Oakland
and the suspension span could affect the
structure's performance in a quake.
How long will it last?
“Does it mean the bridge's structural elements
will last 40 years instead of 150?”
Samuel I. Schwartz, former chief engineer for
highways and bridges in New York City
The SMPs will support our instructional shifts.
Do what makes
sense and be
persistent
Look for
and use
patterns and
connections
Use math to
describe a
real situation
or problem
Use number sense
when representing
a problem
What do good
problem
solvers do?
Make
conjectures
and prove or
disprove them
Look for
and create
efficient
strategies
Be precise
with words,
numbers, and
symbols
Use tools
and
technology
strategically
CCSS Next Time – Feb. 26
6:30-8:00 in the Board Room
• How might Common Core instruction look
different from when I was in school?
• How do Common Core State Standards impact
me as a parent?
NOTE: Questions written on index cards
that have not yet been addressed will be
answered at the next meeting.
Revisiting Outcomes
Provide answers for the following two questions:
• What are the Common Core State Standards
(CCSS) for English Language Arts/Literacy and
Mathematics?
• How will the standards better prepare
students for today and tomorrow?
EGUSD Common Core Parent Night
Session 1: Introducing the Common Core
State Standards
Dr. Steven Ladd, EGUSD Superintendent
Mark Cerutti, Associate Superintendent
Anna Trunnell, Director of Curriculum and Professional Learning
LaRae Blomquist, ELA Curriculum Specialist
Mark Freathy, Math Curriculum Specialist
Presented January 22, 2014