Transcript the Faculty Common Core PowerPoint

Common Core State Standards
Faculty Presentation
Winter/Spring 2012
Common Core State Standards
What do I need to know?
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Faculty presentation- Spr’12
What’s Different about the
Common Core State Standards?
Started with the end in mind (College and
Career Readiness)
 Increased the rigor – raised the bar

Goes deeper – not wider
 They are common to (almost) all the
states!

Turn and Talk….
In groups of 2 or 3, each share:
One thing you wonder about the
Common Core
 One thing that you are concerned about
the Common Core

Put your group’s stickies on charts.
Over 1,300 students did NOT graduate
from Vermont high schools in 2010.
The lifetime wages loss for those
students is $300 MILLION.
In Vermont, for every 100 9th graders:
85
will graduate
high school
In Vermont, for every 100 9th
graders:
44
will enter
college the
following fall
In Vermont, for every 100 9th
graders:
33
will return for
their second
year
In Vermont, for every 100 9th
graders:
26
will receive a
degree within
150% of
normal time
Jobs Require More Education & Training
Today and Tomorrow
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
7%
9%
12%
10%
11%
10%
19%
21%
23%
8%
40%
10%
12%
17%
17%
34%
30%
28%
10%
11%
10%
1992
2007
2018
19%
32%
1973
High school dropouts
High school graduates
Some college, no degree
Associate's degree
Bachelor's degree
Master's degree or better
Source: Carnevale, Anthony P., Nicole Smith, and Jeff Strohl, “Help Wanted: Projections of Jobs and Education
Requirements Through 2018”, Georgetown Center on Education and the Workforce, 2010.
almost
2/3
Teaching to Higher Levels of Rigor

Educators need to have a ‘growth mindset’
rather than a ‘fixed mindset’.
Teachers with a fixed mindset believe that what the teacher
does matters very little – one is either smart or not.
Teachers with a growth mindset believe intelligence can be
developed with the right support and instruction.
Studies by Carol Dweck show that when students are taught
that the brain is a muscle that should be exercised to get
stronger, students persist through challenges they would
typically give up on.
Teaching to Higher Levels of Rigor

Educators need to explicitly teach thinking.
Teachers should explain the levels of thinking and engage
students in lessons that require them to compare and
contrast, analyze, synthesize, evaluate, judge, defend.
Teachers use the ‘think-aloud’ model to show students what
happens in the brain of a person using those skills.
Students then need to practice those skills and share their
thinking until those processes become automatic.
“The most important reforms that a school system can
make will be those that involve creating systems that
support continuous improvement of instruction
and increased personal and shared accountability for
raising levels of student achievement.”
Lucy Calkins
Teachers Matter!
The effect of the teacher overshadows other classroom
variables such as:
 Previous achievement level of students
 Class size
 Heterogeneity of students
 Ethnic and Socioeconomic makeup of the classroom
 Curricula
A teacher’s effect on student achievement is
measurable years after the students have left that
teacher.
VMI/Laird presentation
Focus on Shifts in Instructional
Practice 2011-2013
What have we learned so far?
Take the time to get to know it.
Common Core: ELA, Literacy
& Math Standards – we
are in sync!
Common Core State Standards:
English Language Arts K-12
Strands and organizing elements
Reading
Writing (W) K-12
Literature (RL) K-12
Text types and purposes
Key ideas and details
Production and distribution of writing
Craft and structure
Research to build and present knowledge
Integration of knowledge and ideas
Range of Writing
Range of reading and level of text complexity
Informational Text (RI) K-12
Speaking & Listening (SL) K-12
Key ideas and details
Comprehension and collaboration
Craft and structure
Presentation of knowledge & ideas
Integration of knowledge and ideas
Range of reading and level of text complexity
Foundational Skills (RF) K-5 only
Language (L) K-12
Conventions of Standard English
Print Concepts
Knowledge of Language
Phonic and word recognition
Vocabulary Acquisition and Use
Phonological Awareness
Fluency
Common Core Foundational
Reading Standards K-5
Print Concepts
 Phonological Awareness
 Phonics and Word Recognition
 Fluency

These standards focus on concepts of print, the alphabetic
principle, and other basic conventions that are necessary
for a comprehensive reading program across disciplines.
Common Core Reading Standards
There are 9 standards focused on reading
comprehension and one on the range and
level of text complexity for literature and
informational text.
The reading standards are broken into:
 Key ideas and details
 Craft and structure
 Integration of knowledge and ideas
 Range of reading and level of text complexity
Claim 1: Read closely and analytically to comprehend increasingly complex informational
texts.
Grade
Key Ideas and Details
11-12
RI. 1 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.
9 -10
RI. 1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from
the text.
8
RI. 1 Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text
7
RI. 1 Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text
RI. 1 Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text
6
5
RI. 1 Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
4
RI. 1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.
RI. 1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
RI.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a
text.
RI.1 Ask and answer questions about key details in a text.
Independence
RI.1 With prompting and support, ask and answer questions about
key details in a text.
3
2
1
K
RI.2 Determine two or more central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another to
provide a complex analysis; provide an objective summary
of the text.
RI.2 Determine a central idea of a text and analyze its
development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RI.2 Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
RI.2 Determine two or more central ideas in a text and
analyze their development over the course of the text;
provide an objective summary of the text.
RI.2 Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
RI.2 Determine two or more main ideas of a text and
explain how they are supported by key details; summarize
the text.
RI.2 Determine the main idea of a text and explain how it
is supported by key details; summarize the text.
RI.2 Determine the main idea of a text; recount the key
details and explain how they support the main idea.
RI.2 Identify the main topic of a multi-paragraph text as
well as the focus of specific paragraphs within the text.
RI.2 Identify the main topic and retell key details of a text.
Independence
RI.2 With prompting and support identify the main topic
and retell key details of a text.
Grade
Key Ideas and Details
ANCHOR 1. Read closely to determine what the
STANDARD 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.
11-12
RI. 1Cite 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.
9-10
RI. 1Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
8
7
6
5
2. Determine central ideas or themes of 3. Analyze how and why individuals,
a text and analyze their development; events, and ideas develop and interact
summarize the key supporting details over the course of a text.
and ideas.
RI.2 Determine two or more central ideas
of a text and analyze their development
over the course of the text, including how
they interact and build on one another to
provide a complex analysis; provide an
objective summary of the text
RI.2 Determine a central idea of a text
and analyze its development over the
course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
RI. 1 Cite the textual evidence that most RI.2 Determine a central idea of a text
strongly supports an analysis of what the and analyze its development over the
text says explicitly as well as inferences course of the text, including its
drawn from the text
relationship to supporting ideas; provide
an objective summary of the text.
RI. 1 Cite several pieces of textual
RI.2 Determine two or more central ideas
evidence to support analysis of what the in a text and analyze their development
text says explicitly as well as inferences over the course of the text; provide an
drawn from the text
objective summary of the text.
RI. 3 Analyze a complex set of ideas or
sequence of events and explain how
specific individuals, ideas, or events
interact and develop over the course of
the text.
RI. 3 Analyze how the author unfolds an
analysis or series of events, including the
order in which the points are made, how
they are introduced and developed, and
the connections that are drawn between
them.
RI.3 Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events
(e.g. through comparisons, analogies, or
categories).
RI.3 Analyze the interactions between
individuals, events, and ideas in a text
(e.g. how ideas influence individuals or
events, or how individuals influence
ideas or events).
RI. 1 Cite textual evidence to support
RI.2 Determine a central idea of a text
RI.3 Analyze in detail how a key
analysis of what the text says explicitly and how it is conveyed through particular individual, event, or idea is introduced,
as well as inferences drawn from the text details; provide a summary of the text
illustrated, and elaborated in a text (e.g.
distinct from personal opinions or
through examples and anecdotes).
judgments.
RI. 1 Quote accurately from a text when RI.2 Determine two or more main ideas RI. 3 Explain the relationships or
explaining what the text says explicitly of a text and explain how they are
interactions between two or more
and when drawing inferences from the
supported by key details; summarize the individuals, events, ideas, or concepts in
Throughout the Common Core, tremendous
emphasis is placed on students’ ability to closely
read and interact with increasingly challenging
literature and informational text.

Appendix A: complete discussion about why text
complexity matters

Appendix B: provides text exemplars and sample
performance tasks to illustrate the complexity, quality, and
range of student reading and application at various grade
levels
Appendix A
Appendix B
A Shift in Balance…..
Literary
Informational
Elementary
50%
50%
Middle
45%
55%
High
School
30%
70%
Students read a true balance of informational and literary
texts – even in elementary school accessing the world of
science, social studies, the arts and literature through text.
How to Read the Reading Standards….
-Strand
-Organizing Element
-Grade Level Column
-Standard
Writing Standards
The writing standards are designed around:
 Text Types and Purposes
 Production and Distribution of Writing
 Research to Build and Present Knowledge
 Range of Writing over short and extended time
frames.
Appendix C: provides extensive samples of student
writing that convey an understanding of adequate
performance levels in writing arguments,
informational/explanatory texts and narratives across the
grades. They are annotated.
Appendix C
Instruction Shifts for CCSS
Writing:


Focus on nonfiction writing (arguments as well as
informational/explanatory texts) in all disciplines!
Ability to conduct research in short and longer
projects
To
Persuade
To Explain
To Convey
Experience
Elementary
30%
35%
35%
Middle
35%
35%
30%
High
School
40%
40%
20%
Tremendous value is placed on growing analytical
thinkers and critical consumers and providing tools
and structures for students to express their voice
orally and in writing.
Speaking and Listening Standards
Comprehension and collaboration
 Presentation of knowledge and ideas

Both of the above themes reinforce 21st
century skills in establishing the
importance of effective oral
communication and collaborative
discussion to build understanding and
solve problems.
Common Core State Standards: Literacy in
History/Social Studies, Science, and Technical
Subjects – Grades 6-12
Strands and organizing elements
Reading
Writing
Key ideas and details
History/Social Studies, Science, and
Technical subjects (WHST) 6-12
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
Text types and purposes
Production and distribution of writing
Research to build and present knowledge
Range of writing
History/Social Studies (RH) 6-12
Science and Technical Subjects (RST) 6-12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
The Entire School’s Core….
The design and organization of the standards support
literacy instruction as a shared responsibility within the
school.
This integrated approach to literacy promotes relevant,
real-world application of students’ reading and writing
skills as they analyze, evaluate and differentiate between
primary and secondary sources and communicate key
ideas and concepts.
Common Core State Standards:
Math
Standards for mathematical practices
 Standards for mathematical content K-8
 Standards for mathematical content for
high school.


Appendix A: extensive overview of units
of study in high school for either a
traditional model or integrated high
school course sequence
Appendix A-Math
Common Core Math Standards

Emphasis on mathematical practices and
spotlight equal attention on developing
understanding of core concepts and
fluency with procedural skills

They are written to assume mastery, in any
given year, of the preceding year’s
standards.
Relationships Between Practices
Overarching Habits of Mind
(Dispositions of an educated person within and outside mathematics)
1) Make sense of problems and persevere in solving them
6) Attend to precision
3) Construct viable arguments and critique the reasoning of others
Using Mathematics Inside and Outside of School
4) Model with mathematics
5) Use appropriate tools strategically
2) Reason abstractly and quantitatively
Skills Needed to Work with and to Learn Mathematics
7) Look for and make use of structure
8) Look for and express regularity in repeated reasoning
VMI/Laird
Common Core Standards for
Mathematics: Content Standards
K-5
__________________________________________________
Teach More of Less
Standards for
Mathematical
Content
Number and
Operations
Where the Rigor
is!
Standards for
Mathematical
Practice
Operations and
Algebraic Thinking
Common Core Standards for
Mathematics: Content Standards
6-8
____________________________________________________
Transitional Years
Standards for
Mathematical
Content
Aggressive Progression
to Algebra
Standards for
Mathematical
Practice
Ratios and Proportions
Expressions, Equations, &
Functions
Common Core Standards for
Mathematics: Content Standards
High School
__________________________________________________________
_
College and Career
Ready
Standards for
Mathematical
Content
Advanced Standards
Application
Standards for
Mathematical
Practice
Modeling
More proportionality
Content Shifts – Less is More
Most Existing
State Standards
Number Concepts,
Operations, and Fluency
K
1
2
3
4
5
No 3-D
geometry at
grades 3 and 4
Data linked to measurement or
number concepts
Marge Petit Consulting, MPC margepetit.com 802-496.4651
6
Linear
Functions
and intro to
non-linear
7
8
HS
Counting techniques
Probability
Statistical analysis
Similarity
Transformations
43
Coherence across grades
Marge Petit Consulting, MPC
margepetit.com 802-496.4651
44
High School Standards – 2 sets
All students
 Students taking
advanced math
courses (+)

Marge Petit Consulting, MPC margepetit.com 802-496.4651
45
3
All rational number operations
2
All positive fraction and decimals
operations
1
All whole number operations
K
All whole number –add and subtract
An Emphasis on Procedural Fluency
Procedural fluency “refers to the knowledge
of procedures, knowledge of when and how
to use them appropriately, and skill in
performing them flexibly, accurately and
efficiently.” (Adding It Up! NRC (2000))
4
5
6
7
Marge Petit Consulting, MPC margepetit.com 802-496.4651
8
HS
46
How to Read Math Standards
Domains (larger groups of related
standards)
Clusters (within domains – related
standards)
Standards (define what students should
understand and be able to do)
Another way to look at the
timeline
2011/12
2012/13
2013/14
2014/15
3
NECAP
NECAP
NECAP
SBAC
4
NECAP
NECAP
NECAP
SBAC
5
NECAP
NECAP
NECAP
SBAC
6
NECAP
NECAP
NECAP
SBAC
7
NECAP
NECAP
NECAP
SBAC
8
NECAP
NECAP
NECAP
SBAC
NECAP
NECAP
NECAP
SBAC
K
1
2
9
10
11
12
Turn and Talk….
In groups of 2 or 3, each share:

One thing you wonder about the
assessment (SBAC)

One thing that you are concerned about
the assessment
Put your group’s stickies on charts.
Smarter Balanced Assessment
Consortium
http://www.smarterbalanced.org/
The SBAC – assessment system including summative, interim and formative
components – is aligned with the Common Core State Standards and will
accurately measure student achievement and growth toward college and career
readiness.
http://www.smarterbalanced.org/smarter-balanced-assessments/
Computer Adaptive Testing
Based on student responses, the computer
program adjusts the difficulty of questions
throughout the assessment.



Better information for teachers
More efficient and more secure
More accurate
Nimble Tools has a site where you can test out sample items online!
http://nimbletools.com/demo/index.htm
Suggested Next Steps…..
 Read
the CORE
-your grade level
-the one before and after your level
-the Introduction
- the Appendices
Suggested Next Steps….

Look at your current practice and
incorporate or learn about a new
instructional strategy aligned with the
Common Core…..
ELA
MATH
Text Complexity
Informational Text
Academic Vocabulary
Short Consistent Research
Argument/Evidence
Use of Multiple Texts
Content Shifts
Embedding the Practice
Standards in Lessons
Math Modeling
Procedural Fluency
Additive Reasoning
Summer Opportunities
Math:
K2 – Laying the Foundation (Tuttle)
Aug 13-17
Early Grades - Building Upon the Foundation (TBA)
Aug 13-17
Gr 3-5 – Dig Into Practices and CC Standards
June 25-29
Gr 6-8 – Dig Into Practices and CC Standards
Aug 6-10
High School Math & Common Core
June 21-22
Summer Opportunities
ELA
Common Core Literacy Institute
Frederick Tuttle Middle School – Aug 13-15
Strands include:
 Supporting the Transition – Building Leaders
 Teaching with Nonfiction
 Connections: Effective Discussions and Writing Claims
(ELA through Science)
 Non-fiction Reading and Writing
 Vocabulary Development
 Moving from Persuasion to Argument
Questions?
This combines the work of VT DOE Common
Core presentations, CommonCore.org, Marge Petit,
SmarterBalanced.org, Navigating Implementation of
the Common Core – Doug Reeves, and Lauren
Wooden –CESU, Kerry Sewell - MTSD