COMMON CORE STATE STANDARDS OVERVIEW Overview The Common Core State Standards State led initiative, not mandated by the federal government Developed by the Council of.
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COMMON CORE STATE STANDARDS OVERVIEW Overview The Common Core State Standards State led initiative, not mandated by the federal government Developed by the Council of Chief State School Officers and the National Governor’s Association September 2009: College and Career Readiness Standards June 2010: Release of the Common Core State Standards August 2, 2010: The CA State Board adopted the Common Core State Standards 3 Build towards preparing students to be college and career ready in literacy by no later than the end of high school Provide a vision of what it means to be a literate person in the twenty-first century Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language Career and College Ready Student as Defined in the Common Core Demonstrates independence Builds strong content knowledge Responds to the varying demands of audience, task, purpose, and discipline Comprehends and critiques Values evidence Uses technology and digital media strategically and capably Understands other perspectives and cultures Why is The Common Core Important? • Prior to 2010, every state has its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world What are the Common Core State Standards? Based on evidence and research Aligned with college and work expectations Focused and coherent educational framework Includes rigorous content and application of knowledge through higher order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society What’s the Difference Between the 1997 Standards and the Common Core Standards? 1997 Standards Focused on CONTENT... The WHAT Common Core Standards Focused on SKILLS…The HOW • Career and College • Students will know… Readiness Skills • Students will remember… • Critical thinking skills • Students will understand… - Analyze - Compare and Contrast - Show evidence - Synthesize - Create Bloom’s Taxonomy Updated Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding Webb, 2006 Common Core State Standards: Mathematics “WHERE” THE MATHEMATICS WORK Problem Solving Computational & Procedural Skills DOING MATH Conceptual Understanding “WHY” THE MATHEMATICS WORK 12 “HOW” THE MATHEMATICS WORK Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability 13 Focusing Attention Within Numbers and Operations Operations and Algebraic Thinking Expressions → and Equations Number and Operations— Base Ten → K 1 2 3 4 Algebra The Number System Number and Operations— Fractions → → → 5 6 7 8 High School 14 The CCSS Requires Three Shifts in Math (AKA as The Principles in the 2013 Math Curriculum Framework) 1. Focus within the grade levels identifying essential skills and understandings for deeper learning 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Mathematical Practice (recurring throughout the grades) Mathematical Content (different at each grade level) 16 Common Core State Standards for Mathematics The standards for mathematics: • • • • • • define what students should understand and be able to do in their study of mathematics are focused, coherent, and rigorous aim for clarity and specificity stress conceptual understanding of key ideas balance mathematical understanding and procedural skill are internationally benchmarked 1. Make sense of problems and persevere in solving them …start by explaining to themselves the meaning of a problem and looking for entry points to its solution 2. Reason abstractly and quantitatively …make sense of quantities and their relationships to problem situation 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 the mathematics they know to solve problems arising in everyday life, 18 society, and the workplace Standards for Mathematical Practice Mathematically Proficient Students… 5. Use appropriate tools strategically …consider the available tools when solving a mathematical problem 6. Attend to precision …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 19 Do: Set grade-level standards K-8 Identify standards for Algebra 1 Provide conceptual cluster standards in high school Provide clear signposts along the way toward the goal of college and career readiness for all students 20 Do not: Dictate curriculum or teaching methods Define intervention methods or materials Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations 21 22 23 Grade Shifts: K-6 Examples Concept 1997 Standards CCCS Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle) Grade 2 K Introduction to Probability Grade 3 Grade 7 Introduction of fractions as numbers Grade 2 Grade 3 Add and subtract simple fractions Grade 3 Grade 4 Introduction of integers Grade 4 24 Grade 6 Developed by SCFIRD Grade Shifts: 6-8 Examples 1997 Standards CCSS Dividing fractions by fractions Grade 5 Grade 6 Concepts of mean and median to summarize data sets Grade 5 Grade 6 Operations with numbers in scientific notation Grade 7 Grade 8 Pythagorean Theorem Grade 7 Grade 8 Concept Grade 8 Mathematics CCSS 8th grade math will be taught but districts will have the flexibility teach Algebra I The CCSS prepare students for Algebra 1 in grade 8 The CCSS also include a set of challenging grade 8 standards to prepare students for success in higher math, including Algebra 1 The High School Mathematics: Students applying mathematical ways of thinking to real world issues and challenges Developing a depth of understanding and ability to apply mathematics to novel situations, as college students and employees are requested to do Emphasizing mathematical modeling Preparing students to be college and career ready High School Math Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students. High School Mathematics: Pathways or Courses of Study Algebra II Mathematics III Geometry Mathematics II High School Algebra Mathematics I Math Curriculum Framework and Textbook Adoption Adopted by State Board of Education, November 6, 2013 Draft copy on CDE website: http://www.cde.ca.gov/ci/ma/cf/draft2mathwchapters.asp Next steps: Textbook Adoption Instructional Quality Commission recommending to SBE 31 textbooks for adoption at the January, 2014 SBE meeting Once approved by the SBE, recommended textbooks will go on public display SBE will formally approved at the March meeting Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and Technical Education The CCSS Requires Three Shifts in English Language Arts and Literacy 1. 2. 3. Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language 33 Built toward preparing students to be college and career ready in literacy Provide a vision of what it means to be a literate person in the twenty-first century Each strand is anchored by a set of College and Career Readiness Standards Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language Organization of the Standards 4 Domains 4 Strands 1997 CA Standards 2010 Common Core Reading Reading (includes vocabulary) Writing Writing Written and Oral Language Conventions Listening and Speaking Language (includes vocabulary) Speaking and Listening Key Design Considerations: Anchor Standards Anchor Standards are College and Career Readiness Standards Backbone of the Common Core Standards for English Language Arts Each strand is headed by a set of College and Career Readiness Standards 10 for Reading 10 for Writing 6 for Speaking and Listening 6 for Language The Headings are identical across the grades Balanced Representation of Literary and Informational Text Kindergarten through grade 5 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for opinion pieces, narratives, and informative/explanatory texts Grades 6-12 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for arguments, narratives, and informative/explanatory texts An additional set of standards for reading and writing in history/social studies, science and technical subjects Appendix A Research Supporting Key Elements of the ELA Standards Including: • • • • • • Complexity of Texts Foundational Skills Writing Speaking and Listening Language Glossary of Key Terms Appendix B: Text Exemplars • Includes examples by grade level with sample performance tasks • Stories, poetry, drama, and informational text • Gives teachers an idea of achievement expectations for each grade level • Includes examples for History/Social Studies, Science, and Technical Subjects Appendix C: Samples of Student Writing Samples of student writing for each grade level with annotation describing what the writer did well. Balanced Representation of Literary and Informational Text 2009 NAEP Reading Assessment: Distribution of Literary and Informational Passages Grade Literary Fiction 4 50% 8 45% 12 30% Informational Non-fiction 50% 55% 70% Source: National Assessment Governing Board, (2008), Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading2009.doc Focus on Writing 2011 NAEP Writing Framework: Distribution of Communicative Purposes by Grade Level Grade To Persuade To Explain To Convey Experience 4 30% 35% 35% 8 35% 35% 30% 12 40% 40% 20% What Did CA Add to the English Language Arts and Literacy CCSS? Formal presentations, Grades 1-12 Penmanship, Grades 2-4 Career and consumer documents for writing in Grade 8 Analysis of text features in informational text, Grades 6-12 Intentional Design Limitations What the Standards do NOT define: 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 English Learner Considerations Many CCSS support English language development The CCSS set rigorous grade-level expectations They assert that all students should be held to the same high expectations Common Core ELA Standards translated into Spanish: http://commoncore-espanol.com/spanish-language-arts-literacyhistorysocial-studies-science-and-technical-subjects-0 ELD Standards aligned to the Common Core: http://www.cde.ca.gov/sp/el/er/eldstandards.asp Literacy in History/Social Studies, Science, and Technical Subjects Built upon the same anchor standards for reading and writing: A focus on discipline-specific vocabulary An acknowledgement of unique text structures found in informational text The expectation that students will read and write in other content classes The expectation that students will develop informational/technical writing skills A focus on text analysis Reading Standards for Literacy in History/Social Studies 48 Grades 6-8 Grades 9-10 Grades 11-12 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Reading Standards for Literacy in Science and Technical Subjects 49 Grades 6-8 Grades 9-10 Grades 11-12 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Writing Standards for Literacy in History/ Social Studies, Science and Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. A Deeper Dive into the CCSS Focus on text complexity Address reading and writing across the curriculum Emphasize analysis of informational text Focus on writing arguments and drawing evidence from sources Emphasize participating in collaborative conversation Integrate media sources across standards English Language Arts/English Language Development Framework • The timeline for the framework development: http://www.cde.ca.gov/ci/rl/cf/elaeldtime4revision.asp • The last meeting of the framework committee was September 26-27, 2013 • The Instructional Quality Commission approved the draft for public comment November, 2013 • 60 day comment period began December 2013 and ends February 13, 2014 • Draft located at: http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp • State Board of Education action July 2014 Getting Organized for the Transition to the Common Core What Teachers Need to Know Common Core--New Challenges • New focus on career and college ready performance • New expectations for high school achievement • Cross curricular literacy standards • The level of rigor remains the same but the CCSS have new performance tasks that will affect all student • Professional development needs to be teacher centered In Your Study Teams or PLCs… 56 • Start looking for areas of strengths • Find areas of alignment between the current standards and the CCSS • Examine where the staff might need to scaffold the rigor of the CCSS, as well as the cognitive processes and learning strategies students need in order to acquire and retain curriculum content Education Code & Common Core Ed. Code 60208 “It is the intent of the Legislature to do both of the following: Provide to local educational agencies a process that involves teachers, and is consistent with the implementation of standards-based curricula” The union and district should agree to the principle of collaboration and shared decision making that involves teachers for the implementation of the Common Core Governor’s 2014 Budget Includes $1.25 billion one time funds distributed over 2 years for implementation of the Common Core • Funds to be allocated based on based on prior year’s enrollment at $200 per student • $1 billion dollars for 2013-14 to be equally distributed in August 2013 and October 2013 • $250million in 2014-15 • Must be spent by 2014-15 • Use of funds for instructional materials, technology, and professional development • Districts must develop a plan to spend the funds and hold a public hearing on the plan Union Considerations for the Governor’s Funding for the Common Core • • • Demand to bargain the use of these funds Funds are considered one-time, single use funds Don’t rush into purchasing textbooks Frameworks still have to be adopted • • 2013 for math; 2014 for ELA Governor’s budget extends flexibility for another two years until 2015-16 The CDE has supplemental materials available for purchase for state adopted textbooks for ELA and math CTA Resources CTA Website: www.cta.org/ipd Copy of Common Core State Standards Copy of Curriculum Guides for K-6 Powerpoint presentations CTA ELA Spirals/Progressions When you get to the website, scroll down to Materials and Resources, Spirals Other Resources www.achievethecore.org Basal Alignment Project Anthology Alignment Project Illustrative Mathematics www.engageny.org www.teachingchannel.org www.smarterbalanced.org www.myboe.org www.commoncore.tcoe.org CDE on iTunes U