COMMON CORE STATE STANDARDS INITIATIVE November 2013 FIU Miami Dade Public Schools Bryan Petorak, Cathy Benedict & Patrick Schmidt
Why is This Important for Students and Parents? • 1989 National Governors Association • Standards - 2002 NCLB; 2008 RTTT; 2009 CCSS • Prepares students with the knowledge and skills they need to succeed in college and work • Ensures consistent expectations regardless of a student’s zip code • Provides educators, parents, and students with clear, focused guideposts
Significance of the Initiative for Us • Focus on learning expectations for students, not how students get there. • This is up to us! Important! • Recognition that: • “The best understanding of what works in the classroom comes from teachers who are in them”
Common Standards: The First Step Standards are Important, but inadequate by themselves… • Educators must be given resources, tools, and time to adjust classroom practice. • Instructional materials needed that align to the standards. • Assessments must be developed to measure student progress. • Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement. • BUT WE MUST ALSO CONTRIBUTE, BE AWARE, OFFER OPPORTUNITIES AND ALTERNATIVES, MAKE OUR CASE!
Keeping up and finding a Balance… Focus on high participation and interaction with students Fostering reflection Get students to talk about and contribute to their learning Learning linked to ‘complex and rich’ text: musical, visual and written Creative alternatives to time organization – Multiple Tasks Locating, Inferring, Connecting, Comparing. Formative assessment as natural to teaching Ample Feedback; peer-assessment; dialogue; pair & share Student awareness and contribution of criteria
How do we enter these standards? • Two ways….. • 1. We can take note of where and how the CCSS make direct connections to the arts • 2. We can find those places where what we do intersects with CCSS
Direct Connections • CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. • ELA.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., The National Anthem as rendered by the Marine Band and a rendition by Jimi Hendrix. Posing the question: Who gets to play/sing the National Anthem?).
What IS text? • If the definition of text may be expanded to include non-print texts, such as works of dance, media arts, music, or theatre… • then all of the standards in this category (Reading) - at every grade level - can connect directly to arts-based content or investigation. (NCCAS presentation)
Music as Text • ELA.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • ELA.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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.
ELA.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language [music] evokes a sense of time and place; how it sets a formal or informal tone). • ELA.RL.9-10.5 Analyze how a [composers] choices concerning how to structure a text, order events within it (e.g., theme, variation, form), and manipulate time (e.g., rhythmic structure, form, dynamics, etc) create such effects as mystery, tension, or surprise.
Aligned Language • The goal is to make these connections explicit • Thus, one way to do this is through shared language • Cite (specific…) • Determine (a theme, the meaning) • Analyze • Draw evidence • Support (your points, your partner’s points…) • Integrate and Evaluate • Demonstrate understanding • Describe • Provide time to reflect, share, examine, articulate
Secondary Benchmarks • LACC.68.RST.2.4 (Craft and Structure Cluster) • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. • DA.68.S.2.1 (Dance NGSSS) • Sustain focused attention, respect, and discipline during classes and performances.
LACC.68.WHST.3.9 (Research to Build & Present Knowledge Cluster) • Draw evidence from informational texts to support analysis reflection, and research • LACC.6.SL.2.4 (Speaking and Listening Cluster) • Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
LACC.91.SL.2.4 (Presentation of Knowledge and Ideas Cluster) • Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. • DA.912.F.3.8 (NGSSS Dance) • Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution to set
MACC.K12.MP.7.1 • Mathematically proficient students look closely to discern a pattern or structure.