Common Core State Standards: an overview

1. Common Core State Standards: an overview Common Core State Standards Team Emilie Amundson, Director Laura Adams, Literacy Consultant Ken Davis, Mathematics Consultant Diana Kasbaum, Mathematics Consultant Tamara Maxwell, English Language Arts Consultant Janice Mertes, Digital Learning Consultant Barb Novak, Literacy Consultant Carol Roth . Evaluation Consultant

2. Understand CCSS for mathematics and English language arts Identify ways you as a school board member can support educators in your district to leverage CCSS for greater educational impact Today’s Agenda

3. Wisconsin’s Guiding Principles for Teaching and Learning • Every student has the right to learn. • Instruction must be rigorous and relevant. • Purposeful assessment drives instruction and affects learning. • Learning is a collaborative responsibility. • Students bring strengths and experiences to learning. • Responsive environments engage learners. http://standards.dpi.wi.gov/stn_guiding-principles Agenda 2017

4. Wisconsin’s Vision for ALL Learners “Every child must graduate ready for future education and the workforce. We must align our efforts so all our students are prepared to succeed in college or a career.” - State Superintendent Tony Evers, Agenda 2017

5. Let’s Dig In To The CCSS: True or False? • No teachers were involved in the writing of the CCSS. True False

6. Academic Standards: Not a New Idea

7. Who Wrote the CCSS? • The NGA and CCSSO brought together content experts, teachers, and researchers in 2008 to write college and career readiness standards. • The standards were first available for public comment in 2009. • To learn more visit http://www.corestandards.org/resources/process

8. Common Core State Standards

9. True or False? • The CCSS amount to a national curriculum for our schools. True False

10. Standards Are Not A Curriculum • Standards are statements about WHAT students should know/be able to do. • States and individual school districts decide HOW students should get there.

12. True or False? • The CCSS require collection of personal data and family information. True False

13. No New Data Collection is Required as Part of CCSS • The Family Educational Rights & Privacy Act require that all student data be highly protected, used only for agreed-upon education purposes, and not be further disclosed. • In WI, student data is owned by districts and state laws exceed federal requirements.

14. True or False? • The CCSS doesn’t require students to learn mathematical facts. True False

15. RigorEQUAL intensity in conceptual understanding, procedural skill/fluency and application Conceptual Understanding: Standards call for conceptual understanding of key concepts. Procedural Skill & Fluency: Students use procedures efficiently with understanding. For example, 8x7 is one more 7 than 7x7. Application: Students are able to apply mathematics skills and procedures to make meaning of and access content.

16. Conceptual Understanding Procedural Fluency Rigor = ________ + ________ + _______ Application This shift requires a balance of three discrete components in math instruction. This is not a pedagogical option, but is required by the standards.

17. What Does A Mathematics Standard Look Like? • 5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm. • 5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

18. True or False? • The CCSS Mathematics don’t prepare or require students to learn Algebra in the 8th grade. True False

19. CCSSM – Standards Progression In the CCSS the content has been reorganized to provide time for greater depth and mastery of concepts.

20. Standards for Mathematical Content • K-7 Standards • Focus on arithmetic and fluency with whole numbers at early grades. • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals. • Fluency with fractions and decimals begin in Grade 3 and progress through Grade 7. • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content. • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after.

21. True or False? • The CCSS ELA dictate which texts to use and don’t allow for the use of classic literary texts. True False

22. Informational Text (RI) Reading Foundational Skills (RF) Literature (RL)

23. Students Should Read A Balance of Literature & Informational Text http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS for ELA, p. 5

25. Text

26. What Does An English Language Arts Standard Look Like? • RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. • RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

27. The Assessment Challenge ...to here? How do we get from here... All studentsleave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness ...and what can an assessment system do to help?

29. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

30. Assessment System Components Summative Assessment (Computer Adaptive) • Mandatory comprehensive assessment in grades 3–8 and 11 • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) • Optional comprehensive and content-cluster assessment • Learning progressions • Available for administration throughout the year Formative Processes and Tools • Optional resources for improving instructional learning

31. Find Out More • For more information on the Smarter assessment, including sample practice and pilot items, visit http://www.smarterbalanced.org/

32. Technology is the supplement to the “how” of learning to improve student outcomes Learning is the Goal… 32

33. The “How” of Achieving the Core Students are curators, communicators and creators of authentic learning..pick the tools to achieve these goals 37

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35. Develop students’ speaking, writing, reading and listening Integrate real world applications into higher order thinking and learning Personalize support for students Teach strategic use of technology tools Model digital citizenship and literacy for their students Collaborate with resource teachers and library media specialists Connect with personal learning networks to extend professional learning Empower students through inquiry learning Our Educators Are Working To… 35

36. What can you do? • How can you as school board members support educators in your district to leverage CCSS for greater educational impact? • What can you do to… • Impact classroom instruction for student learning? • Build infrastructure for student engagement? • Support professional learning for educators? CCSS Overview Video

37. Common Core State Standards Team We CREATE, CURATE, and COMMUNICATE high quality resources for Common Core State Standards. Team contact information WI CCSS Webpage

38. Tweet with us @WisDPICCSS @WisDPILit @WisDPIMath @WisDPITech