Transcript CACCSS… MAKING CONNECTIONS CSUC K-12 BCOE MYTH OR FACT?  The  CaCCSS… …define how ELA, Math and Literacy should be taught?  …specify all that can and should be taught?  …demand rigorous.

CACCSS…
MAKING CONNECTIONS
CSUC
K-12
BCOE
MYTH OR FACT?
 The

CaCCSS…
…define
how ELA, Math and Literacy should
be taught?
 …specify
all that can and should be taught?
 …demand
rigorous content knowledge and
application of higher order skills?
 …are
not yet ready for implementation in
California classrooms?
OVERVIEW AND KEY IDEAS
COLLEGE AND CAREER
READINESS STANDARDS

In 2009, the Council of Chief State School Officers
(CCSSO) and the National Governors Association
Center for Best Practices (NGA Center) committed to
developing a set of standards that would help prepare
students for success in college and career.

In September 2009, College and Career Readiness
standards were released.

This work became the foundation for the Common
Core.
To access the CCR Anchor Standards, visit
www.corestandards.org
HISTORICAL OVERVIEW
•
Work teams were established to backwards map
the CCR into a cohesive set of standards for K-12.
•
Work groups included parents, educators, content
experts, researchers, national organizations and
community groups.
•
They were officially released in June, 2010; 48
states have adopted.
•
California adopted our version in August, 2010.
TO SUCCEED IN OUR GLOBAL ECONOMY AND SOCIETY
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PROVIDED WITH RIGOROUS CONTENT AND APPLICATIONS OF
HIGHER KNOWLEDGE THROUGH HIGHER ORDER THINKING
SKILLS
COLLEGE AND CAREER READINESS
COLLEGE AND CAREER READINESS
What is the difference between Readiness and Eligibility?
Today’s high school diploma certifies college eligibility
via specified courses taken and grades received.
College eligibility is not the same as college readiness.
College and career readiness is more complex and
multi-dimensional than meeting eligibility standards.
-Educational Policy Improvement Center, David
Conley
COLLEGE AND CAREER READINESS
A synopsis of the research
College and Career Readiness are complex
and multidimensional . Research has
indicated a number of cognitive,
metacognitive, psychosocial and career
development factors which are critical to
college and career success.
THE FOUR DIMENSIONS OF COLLEGE
READINESS
Key
Contextual Skills
and Awareness
Cognitive Strategies
• Problem formulation, research,
• interpretation, communication,
Academic
Behaviors
precision and accuracy.
Key Content Knowledge
Key Content
• Key foundational content and
Knowledge
“big ideas” from core subjects.
Academic Behaviors
Key
• Self-management skills:
Cognitive
Strategies
time management, study skills,
goal setting, self-awareness,
and persistence.
Contextual Skills and Awareness (College Knowledge)
• Admissions requirements, college types and missions, affording
college, college culture, and relations with professors.
Educational Policy Improvement Center, David Conley
IN THE WORKPLACE
Carefulness—tendency to think and plan carefully
before acting or speaking.
Cooperation—tendency to be likable and cordial in
interpersonal situations.
Creativity—tendency to be imaginative and to think
"outside the box."
Discipline—tendency to be responsible, dependable,
and follow through with tasks without becoming
distracted or bored.
Goodwill—tendency to be forgiving and to believe
that others are well intentioned.
Influence—tendency to impact and dominate social
situations by speaking without hesitation and often
becoming a group leader.
IN THE WORKPLACE
Optimism—tendency toward having a positive
outlook and confidence in successful outcomes.
Order—tendency to be neat and well organized.
Savvy—tendency to read other people's motives,
understand office politics, and anticipate the needs
and intentions of others.
Sociability—tendency to enjoy being in other
people's company and to work with others.
Stability—tendency to maintain composure and
rationality in situations of actual or perceived stress.
Striving—tendency to have high aspiration levels
and to work hard to achieve goals.
COLLEGE AND CAREER READINESS
These 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 entry-level,
credit-bearing academic
college courses and in
workforce training
programs.
-Common Core State Standards
THE COMMON CORE STANDARDS:
PORTRAIT OF A PROFICIENT STUDENT
Students Who are College and Career Ready in
Reading, Writing, Speaking, Listening, and
Language
 They demonstrate independence.
 They build strong content knowledge.
 They respond to the varying demands of audience,
task, purpose, and discipline.
 They comprehend as well as critique.
 They value evidence.
 They use technology and digital media
strategically and capably.
 They come to understand other perspectives and
cultures.
THE COMMON CORE STANDARDS:
PORTRAIT OF A PROFICIENT STUDENT
 The
high school standards call on students
to practice applying mathematical ways of
thinking to real world issues and
challenges; they prepare students to think
and reason mathematically.
 The
high school standards set a rigorous
definition of college and career readiness,
by helping students develop a depth of
understanding and ability to apply
mathematics to novel situations, as college
students and employees regularly do.
COMMON CORE IN CALIFORNIA
•
You must adopt in their entirety.
•
You may use a pen, but not an eraser….
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CALIFORNIA’S ADDITIONS
States had the opportunity to make additions to
the CCSS (up to 15%). The following criteria
were used to decide when/where to make
additions:
•
•
•
•
Address a perceived gap
Substantively enhanced
Keep the original standard intact
Ensure the rigor of California’s existing standards
is maintained
•
ELA approx 8% and Math 14%
Additions will be noted in bold, underline for each
standard and grade level where applicable.
IMPLEMENTATION TIMELINE
Key Events
Supplemental Materials Lists
SBE action on frameworks
Common Core Assessments
SBE approves new materials
Math
ELA
Spring 2013
05/2013 05/2014
2014–15
11/2016 11/2018
ASSESSMENT
Next-Generation Assessments
Smarter Balanced
Assessment Consortium (SBAC)
www.smarterbalanced.org
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ASSESSMENT SYSTEM COMPARISONS
Current : STAR
•
•
•
•
Grades 2-11, writing in
grades 4 and 7
Paper and pencil
Taken around 85% of
school year
Only multiple choice
(and writing in grades 4,
7)
New : SBAC
•
Grades 3-8, and 11
•
Computer adaptive
Taken during final 12
weeks of school
Constructed response,
performance tasks and
some selected response
Accountability systems
not yet established
•
•
•
•
Part of state and federal
accountability systems
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ASSESSMENT: WHAT WE KNOW
•
Assessments will begin in 2014-15.
•
California is a governing state in the SMARTER
Balanced Assessment Consortium (SBAC).
•
Assessments will include:
▫ Computer Adaptive Assessments
(interim & summative)
▫ Multiple Item Types
 Selected Response
 Constructed Response (short & extended)
 Technology Enhanced
▫ Performance Tasks
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What is SMARTER Balanced?
• The SMARTER Balanced Assessment Consortium
or SBAC is a national consortium of 27 states
that have been working collaboratively to
develop a student assessment system aligned to
a common core of academic content standards.
• SMARTER stands for "Summative Multi-state
Assessment Resources for Teachers and
Educational Researchers”.
• California joined SBAC in June 2011.
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NATIONWIDE ASSESSMENT
27 states representing 43% of K-12 students
20 governing, 7 advisory states
THE SBAC GOALS

To develop a set of comprehensive and
innovative assessments for grades 3-8 and 11 in
English language arts and mathematics aligned to
the Common Core State Standards .

Students leave high school prepared for
postsecondary success in college or a career
through increased student learning and improved
teaching.

The assessments shall be operational across
Consortium states in the 2014-15 school year.
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ASSESSMENT TASKS
 Increased
expectations for students and how
they demonstrate their understanding
 Cognitive Rigor and Depth of Knowledge
 Detailed
 SBAC
item specifications and use of rubrics
items available to view
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SMARTER BALANCED ASSESSMENT
Question types:





selected response
short constructed response
extended constructed response
technology enhanced
performance tasks
Need more info? www.smarterbalanced.org
ASSESSMENT NOW….
Which model below best
represents the fraction 2/5 ?
A.
B.
C.
D.
SBAC – CONSTRUCTED RESPONSE
Source: www.k12.wa.us/SMARTER
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Source: www.k12.wa.us/SMARTER
Looking back:
How are
literacy and
content
interwoven?
Mathematics
Sample Item
With your table team, read through the
sample assessment items.
1) What do students need in terms of language
skills, content knowledge, and facility with
technology in order to be successful in these
assessment scenarios?
2) How will this impact instruction?
3) What do credential candidates need to know?
MATHEMATICS
KEY ADVANCES OF THE MATH CCSS
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
 Fostering reasoning and sense making in
mathematics
 College and Career Readiness

MATH COMMON CORE
Two Types of Standards:
Mathematical
Practice
 Recurring
throughout grade levels
 Describe habits of mind of a
mathematically expert student
Mathematical
 Different
Content
at each grade level
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PRACTICE STANDARDS
1.
Make sense of problems and persevere in
solving them
…start by explaining the meaning of a problem or situation and looking
for entry points to its solution
2.
Reason abstractly and quantitatively
…make sense of quantities or information and their relationships to
real-world situations
3.
Construct viable arguments and critique the reasoning of
others
…understand and use stated assumptions, definitions, and previously
established results in constructing arguments
4.
Model with mathematics
…can apply what they know to solve problems arising in everyday life,
society, and the workplace
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PRACTICE STANDARDS
5.
Use appropriate tools strategically
…consider the available tools when solving a
mathematical problem
6.
Attend to precision
…communicate precisely using clear definitions and calculate
accurately and efficiently
7.
Look for and make use of structure
…look closely to discern a pattern or structure
8.
Look for and express regularity in
repeated reasoning
…notice if calculations are repeated, and look for both general methods
and for shortcuts
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PRACTICE STANDARDS
The eight Practice Standards place an
emphasis on student demonstrations of
learning that describe the thinking
processes, habits of mind, and
dispositions that students need to
develop.
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adapted from Briars & Mitchell (2010)
Getting Started with the Common Core State Standards
MATH COMMON CORE
Two Types of Standards:
Mathematical
Practice
 Recurring
throughout grade levels
 Describe habits of mind of a
mathematically expert student
Mathematical
 Different
Content
at each grade level
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LEARNING PROGRESSIONS: K- HS
Kindergarten
1
2
3
4
5
6
7
8
Counting and
Cardinality
HS
Number
and
Numbers and Operations in Base Ten
Quantity
Ratios and Proportional
Relationships
Number and Operations – Fractions
The Number System
Operations and Algebraic Thinking
Expressions and Equations
Functions
Geometry
Measurement and Data
Algebra
Functions
Geometry
Geometry
Statistics and Probability
Statistics
and
Probability
SHIFTS IN CONTENT
Less data analysis and probability in K-5
• More statistics in 6-8 and lots more in HS
•Much more emphasis on statistical variability
Less algebraic thinking in K-5
• Much more algebraic thinking in K-5
•More algebra in 7-8 and functions in 8th
More focus on Ratio and Proportion beginning in 6th
• Percents in 6-7, not K-5
More Geometry in K-HS
• Much more transformational geometry in HS
MODEL COURSE PATHWAYS FOR
HIGH SCHOOL MATHEMATICS
Courses in higher level mathematics: Precalculus, Calculus (upon completion of
Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative
Reasoning, or other courses to be designed at a later date, such as additional
career technical courses.
Algebra II
Mathematics III
Geometry
Mathematics II
Algebra I
Mathematics I
Pathway A
Pathway B
Traditional in U.S.
International Integrated approach
(typical outside of U.S.)
IMPLEMENTING CCSS IN MATH:
WHERE TO START?
 Use
the Mathematical Practices
 Phase-in Implementation
 Consider relationships among the practices
 Teach the habits of mind that students need to
develop a deep, flexible, and enduring
understanding of math
 Support/monitor informal talk
 Focus on Conceptual Understanding
 Implement Research-informed Instructional
Practices
 Implement Higher Level Assessment Tasks
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RESEARCH-INFORMED BEST
PRACTICES
 Access
prior knowledge and address students’
misconceptions
 Provide routines and structures that help
struggling learners organize critical content
 Engage students with challenging tasks that
involve active meaning making
 Use formative assessment and provide timely,
specific feedback
 Provide on-going cumulative distributed
practice
 Questioning to facilitate thinking and learning

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Briars, 2011
RESEARCH-INFORMED
INSTRUCTIONAL STRATEGIES
•
Combine graphics with verbal descriptions
• to facilitate encoding of individual
mathematical representations and to make
conceptual connections between
representations.
•
Incorporate analyzing and explaining examples
of both correct and incorrect solutions;
• Have students look at incorrect examples that
anticipate common student misconceptions and
push students to more deeply process and
reason with greater understanding.
IES Practice Guide, 2007
QUESTIONS TO CONSIDER
 How
does the CCSS change the way we teach
Math?
 What
do credential candidates need to know
about the Math CCSS?
ENGLISH LANGUAGE ARTS
THE FOUNDATION IN ELA
 CaCCSS
correspond to the College and
Career Readiness Anchor Standards
 Reading:
10 standards
 Writing: 10 standards
 Speaking and Listening: 6 Standards
 Language: 6 Standards
Continuum of Learning
CCSS ELA SET REQUIREMENTS FOR:
 English
Language Arts
 Reading
 Writing
 Speaking
and Listening
 Language
 Literacy
in History/Social Studies, Science,
and Technical Subjects
 K-5:
Embedded in ELA
 6-12: Separate Section (Reading and
Writing only)
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ORGANIZATION OF THE ELA STANDARDS
4 Domains
1997 CA Standards
4 Strands
2010 Common Core
Reading
(including vocabulary)
Reading
**Standards for Literature
**Standards for
Informational Text
Writing
Writing
Written and Oral
Language Conventions
Language
(including vocabulary)
Listening and Speaking
Speaking and Listening
CHANGES YOU’LL NOTICE
CACCSS VS. 1997 ELA STANDARDS
 Balancing
informational text and
literature
 Comprehending more complex texts
 Responding to text in writing
 Conducting and reporting research
 Building speaking and listening
 Integrating literacy and content
 Developing vocabulary
 Narrowing the focus for writing
 Expecting students to think critically
FOCUS ON K-5
 You’ll
notice:
 Building of “foundational” reading skills
 Concepts of print, phonological awareness,
phonics & word recognition, and fluency
 More expository text (50% Lit/50% Info in 4th)
 Writing opinions with reasons
 Development of PRODUCTIVE language
 Rigor beginning in Kindergarten
 Scaffolding: “With guidance and support,”
“With prompting and support,” etc.
 Technology to write, research, and
collaborate
FOCUS ON 6-12
 You’ll
notice:
 Citing textual evidence in reading
 Push expository text (30% Lit/70% Info in
12th)
 Wider bands of text complexity
 English Language Arts and application of
LITERACY across content areas
 Writing arguments to support claims
 Higher degree of rigor approximating the
CCR Anchor Standards
 Technology to write, research, and
collaborate
NEW ACROSS THE DISCIPLINES?
LITERACY STANDARDS
 Current
Content Standards in
Science, History/Social Studies and
other courses remain in place.
 The
CCSS describes what the reading
and writing should look like in
subject matter classes.
CCSS --- Making Connections
Speaking and Listening?
PE?
Reading?
Math?
History?
VAPA?
CTE?
Science?
Writing?
Technology?
KEY ADVANCES
Greater clarity and coherency across grade
spans and across disciplines
 Reading
Attention to text complexity
 Balance of literature and informational texts

 Writing

Emphasis on argument and
informative/explanatory writing
 Speaking
and Listening
Inclusion of formal and informal communication
 Integrates media sources across the standards

INTEGRATED MODEL OF LITERACY
Reading and writing are not the same in
every content area; each serve specific
purposes.
6TH GRADE
INTEGRATED MODEL OF LITERACY
Reading for Informational Text 6
English
Language Arts
Determine an author’s point of view or purpose in a
text and analyze how the author distinguishes his or
her position from that of others.
History/
Social Studies
Identify aspects of a text that reveal an author’s point
of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
Science and
Technical
Subjects
Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing an
experiment in a text.
2011 © CA County Superintendents Educational Services Association
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THE 3 BIG BUCKETS OF WRITING
Opinion/
Argument
Informative/
Explanatory
Narrative
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5TH GRADE
COLLABORATIVE CONVERSATIONS
 Engage
effectively in collaborative discussions
(one-on-one, in groups, and teacher-led) with
diverse partners, building on others’ ideas and
expressing one’s own clearly.
 Pose
and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.
 Review
the key ideas expressed and draw
conclusions in light of information and
knowledge gained from discussions.
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WHAT WILL CACCSS LOOK LIKE IN
THE ELA CLASSROOM?
 Shift
in lesson design
 Coordinated application of multiple skills
 High student engagement
 Increased interaction (S-S, S-T)
 Less “I think” and more “From the text, I
see that…” and “I can connect to…”
 Students explaining their thinking orally
and in writings and justifying their
conclusions
 Students thinking and talking & less
teacher-talk
WHAT CAN BE DONE NOW IN ELA?
 Literature




& Informational Text
Text Complexity
Writing
Units of Study
Re-think Assessment
QUESTIONS TO CONSIDER
 How
does the CCSS change the way we
teach ELA?
 What
do credential candidates need to
know about the ELA CCSS?
PUTTING IT INTO PRACTICE
THE BIG PICTURE
•
•
•
•
•
•
•
•
•
•
•
•
Critical thinking and reasoning
Literacy across cross content areas
Reading a range of complex texts
Citing textual evidence
Forming opinions and arguments
Writing to inform and explain
Integrate technology across strands
Structured participation, collaboration,
and interaction
Increased rigor & application of skills
Balance informational text & literature
Vocabulary development
Ability to solve real world problems
STRUCTURED INTERACTION
 How
can we provide opportunities
for our students to have
collaborative conversations in class?
 How
can we structure the
interaction to provide support?
INSTRUCTIONAL STRATEGIES
 10/2
 Inside-Outside
 Partner
Circle
Talks
 Discussion Builders/Sentence Frames
 Three-Minute Pauses
CLASSIFYING WRITING ASSIGNMENTS
With a partner, use the “The 3 Big
Buckets of Writing” handout to
determine which bucket the writing
assignments fall into.
THREE MINUTE PAUSE
 Read
the passage on your own,
highlighting or note-taking as needed.
 Identify group roles:
 Summarizer
(of article)
 Adder of Thoughts
 Poser of Additional Questions
 Each
person takes a minute to fulfill their
role (see Encouraging Classroom
Discourse or Sentence Frames as needed)
 Change roles and repeat for next section.
REFLECTION AND NEXT STEPS
QUESTIONS TO CONSIDER
 How
does the CCSS change the way we
teach?
 What do credential candidates need to know
about the CCSS?
 How do we teach candidates to be versed in
all sets (academic content, EL-A, ELL, CCSS)
of standards
 What does the CCSS mean for supervision?
 What challenges do we face on making this
happen (2-4 years)?
BURNING
QUESTIONS