CCGPS in Jenkins and Emanuela County CSRA – RESA Mary Stout, Professional Learning Coordinator Brenda Hodgin, Math Consultant Steve Smith, Math Consultant Kelly Flanders, ELA CCGPS Consultant
Every student, every teacher, every day! STRIP AWAY ALL THE HYPE AND THEN WHAT….. “The standards are in place, the assessment will be in place, but that doesn’t drive change for an individual student. That change comes about with the instructional changes…that are implemented locally by EACH teacher in EACH classroom… It’s really on the instruction…it all converges around that conversation about classroom instruction and making instruction the focus for change.” Source: Paul Sandrock, Assistant Director of the Content and Learning Team at the Wisconsin Department of Public Instruction
The Common Core State Standards Initiative • Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories • and the District of Columbia committed to developing a • set of common core K-12 English-language arts (ELA) • and mathematics standards. • The Common Core State Standards Initiative (CCSSI) • is a state-led effort coordinated by the • National Governors Association (NGA) and the • Council of Chief State School Officers (CCSSO). • www.corestandards.org
Adoption in Georgia: July 8, 2010 CCSS + GPS = CCGPS • Georgia was allowed to add up to 15% of the current GPS not already included in the CCSS • ELA added less than 1% • Math added nothing Common Core State Standards adopted by 44 states
Five reasons why 44 states adopted the Common Core State Standards Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. Equity: Expectations are consistent for all – and not dependent on a student’s zip code. Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials. Source: www.achieve.org
CCSS Design The underlying purpose of the CCSS is to build on the strength of current state standards to prepare students for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.
What does Alignment really mean? • Alignment is an approximate term used lightly to show a match or comparison. • Some GPS standards/elements align or match perfectly in all aspects of comparison to CCGPS. • Some GPS standards/elements align or match creatively in all aspects of comparison with CCGPS.
What does Alignment really mean? • Sometimes, alignment occurs when a Common Core standard matches a GPS standard at a different grade level. • This grade level shift may be above the current GPS level or below it. • The alignment may occur across different domains or strands.
What is ? Partnership for Assessment of Readiness for College and Careers (PARCC) www.parcconline.org
24 States Participating State Governing State Source: www.parcconline.com
Assessment System Design • More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers. • Higher Quality Tests: PARCC assessments will include a mix of constructed responses and performance tasks to measure critical thinking, strategic problem solving, research and writing. A combination of artificial intelligence (AI) and human scoring will be employed. • Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material. • Maximize Technology: PARCC assessments for Grades 3 – 12 will be computer based. The K – 2 assessments will include a bank of resources to provide information to educators about the knowledge and skills of the students entering third grade. • Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards. Source: www.parcconline.com
Source: Center for K-12 Assessment & Performance Management (www.k12center.org)
Timeline Source: www.parcconline.com
Common Core State Standards www.corestandards.org
Appendices www.corestandards.org Click on the tab labeled “The Standards” www.corestandards.org
CCGPS English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects
College and Career Readiness Standards(CCR) • There are 20 overarching standards for each strand that are further defined by grade-specific standards. • 10 Reading /10 Writing • Standards are embedded at grades K-5. • Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12. ELA only Content Areas • There are 32 total overarching standards for ELA. • 10 Reading / 10 Writing • 6 Language / 6 Listening and Speaking • K-8, grade-by-grade • 9-10 and 11-12 grade bands for HS
Common Core State Standards for English Language Arts 4 CCGPS Strands Reading> 9 standards (literature) 10 standards (informational) Writing> 10 standards Speaking & Listening> 6 standards Language> 6 standards (conven./vocab)
Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres
Reading Foundational Skills Four categories (standards 1−4) • Print concepts (K−1) • Phonological awareness (K−1) • Phonics and word recognition (K−5) • Fluency (K−5) • Not an end in and of themselves • Differentiated instruction
Example of Grade-Level Progression in Reading Reading Standards for Informational Text Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Grade 7: 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). Grades 11-12: 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. CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Grade Level Progression Format highlights progression of standards across grades
Overview of Writing Strand Writing • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)
Categories of Writing Genres • Opinion/arguments • Informative/explanatory • Narratives Production and distribution of writing • Developing and strengthening writing • Using technology to produce and enhance writing Research • Engaging in research and writing about sources • Range of writing • Writing routinely over various time frames
Overview of Speaking and Listeningand Language Strands Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language • Include conventions for writing and speaking • Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading • To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the standards.
Speaking and Listening Comprehension and collaboration (standards 1−3) • Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) • Formal sharing of information and concepts, including through the use of technology
Language Conventions of standard English Knowledge of language (standards 1−3) • Using standard English in formal writing and speaking • Using language effectively and recognizing language varieties Vocabulary (standards 4−6) • Determining word meanings and word nuances • Acquiring general academic and domain-specific words and phrases
Key Advances in the CCGPSAll standards must be taught with fidelity! Reading • Balance of literature and informational texts • Text complexity Writing • Emphasis on argument and informative/explanatory writing • Writing about sources Speaking and Listening • Inclusion of formal and informal talk Language • Stress on general academic and domain-specific vocabulary
What are the additions from GPS? • Kindergarten: No additions • 1st Grade: Prewriting and Handwriting • 2nd Grade: Prewriting and Handwriting • 3rd grade: Cursive Writing • 4th grade: Cursive Writing • 5th through 8th : No additions • 9-10th and 11-12th / Legible Documents
The Rationale for Content Literacy Standards • Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. • It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.
The Rationale for Content Literacy Standards For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner.
Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary
Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects Alignment with college and career readiness expectations
ELA LISTSERVE Send an email with no message to: • Joinfirstname.lastname@example.org • Joinemail@example.com • Joinfirstname.lastname@example.org
Supporting ELA Documents • Appendix A—Research Document/Key Terms • Appendix B---Text Exemplars and Performance Tasks • Appendix C---Writing Exemplars • Text Complexity • Language Progression Chart • http://www.corestandards.org/the-standards
Design and Organization 8 Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically expert student Standards for Mathematical Content • K-8 standards presented by grade level • Organized into domains that progress over several grades • Grade introductions give 2–4 focal points at each grade level • High school standards presented by conceptual theme
Eight Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.
Example of Grade-Level Progression in Math Grade 3: Construct arguments using concrete referents, such as objects, pictures, and drawings, refine communication skills through mathematical discussions, and explain one’s thinking to others. Grade 7: Construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, graphs, models, etc., refine communication skills through mathematical discussions and critically evaluate one’s own thinking and that of others. Grade 9-12: Understand and use stated assumptions, definitions, and previously established results in constructing arguments, make conjectures and build a logical progression of statements to explore the truth of one’s conjectures, analyze situations by breaking them into cases, recognize and use counterexamples, justify one’s conclusions and communicate them to others, and respond to the arguments of others. Standards for Mathematical Practices # 3: Construct viable arguments and critique the reasoning of others.
Elementary School Domains • Counting and Cardinality (Kindergarten) • Operations and Algebraic Thinking (K–5) • Number and Operations in Base 10 (K–5) • Number and Operations / Fractions (3 – 5) • Measurement and Data (K–5) • Geometry (K–5) Provide a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, decimals, negative numbers, and geometry
Middle School Domains Describe robust learning in geometry, algebra, and probability and statistics • Ratio and Proportion Relationships (6–7) • The Number System (6–8) • Expressions and Equations (6–8) • Geometry (6–8) • Statistics and Probability (6–8) • Functions (8)
High School Domains Call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically Conceptual categories in high school • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability College and career readiness threshold • (+) indicates material beyond the threshold; can be in courses required for all students but expected to be included in advanced math courses • () indicates modeling standards
Supporting Math Documents • Appendix A • Designing High School Mathematics Courses Based on the Common Core State Standards http://www.corestandards.org/the-standards
How do I read a standard? • Mathematics | High School – Algebra (conceptual category) • Reasoning with Equations and Inequalities A.REI (domain) • Solve equations and inequalities in one variable • CC.9-12.A.REI.4 Solve quadratic equations in one variable. (cluster) (standard) Common Core; Grades 9-12; Algebra: Reasoning with Equations and Inequalities; Standard #4
Overviews are NOT the Standards! Grade K Overview Counting and Cardinality • Know number names and the count sequence. Grade K Standards Counting and Cardinality • Count to 100 by 1’s and 10’s • Count forward beginning from a given number within the • known sequence (instead of having to begin at 1). • Write numbers from 0 to 20. Represent a number of objects • with a written numeral 0 to 20.
Organization of the Fraction Standard Grades 3 – 6 (Spiral Example) • 3. Develop an understanding of fractions as numbers. • 4. Extend understanding of fraction equivalence and • ordering. • 4. Build fractions from unit fractions by applying and • extending previous understandings of operations on • whole numbers. • 4. Understand decimal notation for fractions, • and compare decimal fractions. • 5. Use equivalent fractions as a strategy to • add and subtract fractions.
Example of Grade-Level Progression (Geometry) CC.7.G.2. Draw (free hand, with ruler and protractor, and with technology) geometric shapes with conditions. CC.9-12.G.CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straight edge, string, reflective devices, paper folding, dynamic geometric software, etc.). CC.2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles for a given number of equal faces.