THE Common Core News email@example.com 12/17/12 Miami-Dade County Public Schools and Institutions of Higher Education Consortium The Basics The Major Shifts The Implementation
Changes… NEWS Howard GardnerFive Minds for the Future (2007) “We live in a time of vast changes that include accelerating globalization, mounting quantities of information, the dominating influence of science and technology, and the clash of civilizations. Those changes call for new ways of learning and thinking in school, business, and the professions.” http://youtu.be/ZRUN1F4rWAE
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July 27, 2010 46 states and DC adopt the CCSS Florida adopts standards Provides a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. Designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
Standards Development • Are aligned with college and work expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and • Are evidence-based. State led effort to establish a single set of clear, voluntary, shared educational standards for English/language arts and mathematics. The National Governor Association (NGA) and the Chief Council of State School Officers (CCSSO) brought together a teachers, experts, parents, and school administrators to draft the standards. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
CCSS Key Advances Focus in early grades on number (arithmetic and operations) to build a solid foundation in math Standards stress skills and conceptual understanding so that students are learning and absorbing the critical information they need to succeed at higher levels. Focus on using math and solving complex problems, similar to what would see in the real world in high school Strong foundation is built in K-5, with hands-on learning in geometry, algebra and probability and statistics in middle grades. Emphasis on problem-solving and communication Helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do. http://www.youtube.com/watch?v=2rje1NOgHWs
THE Common Core News http://www.corestandards.org/ 12/17/12 Structure Domainsare larger groups of related standards. Standards from different domains may sometimes be closely related Clustersare groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Standardsdefine what students should understand and be able to do.
THE Common Core News http://www.corestandards.org/ 12/17/12 Structure Conceptual Categoriesportray a coherent view of high school mathematics.The categories include: Number and Quantity (N); Algebra (A); Functions (F); Modeling (*); Geometry (G); Statistics and Probability (S). Critical Areas are the big ideas of school mathematics at each grade level. More learning time should be devoted to the critical areas than to other content. The critical areas are designed to bring focus to the standards at each grade by providing the big ideas that educators can use to build their curriculum and guide instruction. The grade level introductions include at least two and no more than four critical areas for each grade.
Structure Domain Cluster Headings Standards
Florida’s Numbering ofthe Common Core State Standards MACC.K.CC.2.5 Subject Grade Domain Cluster Standard
CCSS for Mathematical Practice “The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.” -Dr. William McCallum • Develops dispositions and habits of mind “Characteristic of an educated person” • Precision in thought • Precision in the use of language and terms • Precision of argument • Sense making happens through conversations • -Dr. Jason Zimba
CCSS 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 Video Clip http://youtu.be/KVn0aksCzNE
THE Common Core News Transitioning to the CCSS • The CCSS signify the need to change practice in at least three primary areas: • Content • Instruction • Assessment • More than just replacing current standards. • Opportunity to think about what and how to teach and purposefully plan for student success.
THE Common Core News A NEW WAY OF WORK • Current • NEW • Standards-based instruction • Test item specifications guide development of curriculum maps • Focus mini-assessments aligned to individual benchmarks and used to monitor student progress • Teaching benchmarks in isolation results in long lists of tasks to master • Standards-based instruction facilitated by learning goals • Big ideas and learning goals guide the development of curriculum maps • Learning progression scales describe expectations for student progress in attaining the learning goals • Assessments used to monitor student progressare aligned directly to the learning progressions or scales • Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding
Instructional Design Course Requirements and Standards Major Learning Goals Progression Scales for Major Learning Goals Progress Monitoring Assessments “Chunks” or Big Ideas
https://www.teachingchannel.org/videos/teaching-fractions The CCSS ARE Different NEWS What Fraction of this Shape is Red? Lesson Objective: Students explore part and whole by creating pattern block designs How does using pattern blocks of multiple shapes push students thinking about partitioning into equal parts? Why does Mr. D have students explain their work geometrically, verbally, and in writing? How could Mr. D extend this lesson to develop students thinking around adding and subtracting fractions or decomposition of fractions? http://youtu.be/uMWFrEx5ZHA
CCSS Mathematics Progressions The Common Core State Standards in mathematics were built on progressions. 3-5 Number and Operations - Fractions Common Core Progressions Project • They are: • Narrative documents describing the progression of a topic across a number of grade levels • Informed both by research on children's cognitive development and by the logical structure of mathematics • http://ime.math.arizona.edu/progressions • http://commoncoretools.me/category/progressions/ • http://youtu.be/w7h64xjN-PM
THE Common Core News Florida’s CCSS Implementation Plan • Phase 1 (2011-2012) • Phase 2 (2012-2013) • Full Implementation Grade K • Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 • Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Phase 3 (2013-2014) • Full Implementation Grades K-1 • Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 • Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Phase 4 (2014-2015) • Full Implementation Grades K-2 • Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 • Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Full Implementation Grades K-12 • PARCC Assessments Aligned to CCSS
THE Common Core News http://www.corestandards.org/ 12/17/12 New Standard and Purpose for Teacher Evaluations The performance of students represents 50% of a teacher’s evaluation, with performance based on student learning growth. As set forth in the Student Success Act and Race to the Top, teacher evaluations are: • Designed to support effective instruction and student learning growth To meet the above requirement, the development of a fair and transparent measure of student growth is essential. http://feaweb.org/race-to-the-top-for-student-success-sb-736
State Model Framework State Model Framework Domain 1
State Model Framework Lesson Segments Enacted on the Spot Lesson Segments Addressing Content Domain 1 DQ5: Engaging Students 24. Noticing When Students are Not Engaged 25. Using Academic Games 26. Managing Response Rates 27. Using Physical Movement 28. Maintaining a Lively Pace 29. Demonstrating Intensity and Enthusiasm 30. Using Friendly Controversy 31. Providing Opportunities for Students to Talk about Themselves 32. Presenting Unusual or Intriguing Information DQ2: Helping Students Interact with New Knowledge 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Lesson Segments Involving Routine Events DQ1: Communicating Learning Goals and Feedback 1. Providing Clear Learning Goals and Scales (Rubrics) 2. Tracking Student Progress 3. Celebrating Success DQ7: Recognizing Adherence to Rules and Procedures 33. Demonstrating “Withitness” 34. Applying Consequences for Lack of Adherence to Rules and Procedures 35. Acknowledging Adherence to Rules and Procedures DQ3: Helping Students Practice and Deepen New Knowledge 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge DQ8: Establishing and Maintaining Effective Relationships with Students 36. Understanding Students’ Interests and Background 37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students 38. Displaying Objectivity and Control DQ6: Establishing Rules and Procedures 4. Establishing Classroom Routines 5. Organizing the Physical Layout of the Classroom DQ4: Helping Students Generate and Test Hypotheses 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance DQ9: Communicating High Expectations for All Students 39. Demonstrating Value and Respect for Low Expectancy Students 40. Asking Questions of Low Expectancy Students 41. Probing Incorrect Answers with Low Expectancy Students
Implementation Efforts NEWS Florida College and University teacher educators look to the CCSS • How are the state’s current K-12 standards currently embedded in teacher preparation programs? • How might this need to change? • How can faculty ensure that their aspiring teachers know how to analyze and interpret standards to guide their teaching? to signal and define what their students should know and be able to do to succeed as effective teachers.
Take Action Now NEWS Connect CCSS with Current Practice Model • Faculty should use same instructional strategies of CCSS to model effective teaching. • Read through standards with highlighters and highlight what is currently being taught, somewhat taught and not teaching/or not at grade level. Ongoing Professional Development Learn with Students • Retreat/In-service on standards to take time to read, analyze, incorporate them • Use resources from Florida and other states • CCSS Focus/Component during every faculty meeting • Use videos from Hunt Institute and Teaching Channel on CCSS in classes to give students an introduction • Have them identify standards found in video clips.
Take Action Now NEWS Form a CCSS Team at your Institution Re-connect with current teaching • Team includes COE faculty, content faculty, leadership, district personnel, teachers • Team attends trainings, shares information, creates workshops, maintains connections • Visit classrooms, offer to co-teach, get involved to experience district implementation • Use the new standards Connect with local school districts • Ask to be included in their PD • Ask that your in-service students are included
Take Action Now NEWS Take a “hard look” at what CCSS means for your program. Engage the entire institution • All faculty will need to be prepared for CCSS because their incoming students will be prepared using CCSS. • What does a first year teacher need to know for their grade/content? Re-think and re-structure methods and assessment courses • Include instructional practices and methods of CCSS and formative assessments.
FTCE NEWS FTCE Subject Area Exam Timeline Science subtests of GK and Elem Ed will still include Next Generation SSS
Changes in FTCE – an Overview NEWS RTTT Project: Update Florida’s competencies and skills across Subject Area Examinations, the Professional Education exam, and the General Knowledge exam over the next 3 years to conform with updated standards. “Improve the rigor of teacher certification examinations, both content and cut scores, [by] focusing on examinations that include STEM subject content and reading;” align exams containing Common Core State Standards (CCSS) as applicable. Set passing scoresfor all revised exams to align with adopted standards at the appropriate level needed by a Beginning Effective Teacher Candidate (BETC). http://www.fldoe.org/arra/RacetotheTop.asp
Changes in FTCE – an Overview NEWS 2012 State Board Approved Competencies and Skills for PK–3 2013 State Board Proposed Competencies and Skills for Elem. Ed K-6 • New Test Design and Alignment: • 4-subtest model • Subtest 1: Developmental Knowledge • National Association for the Education of Young Children Standards (NAEYC) • Subtest 2: Language Arts and Reading • Common Core State Standards for English Language Arts • Subtest 3: Mathematics • Common Core State Standards for Mathematics • Subtest 4: Science • Next Generation Sunshine State Standards • Must pass all 4 subtests for certification • New Test Design and Alignment: 4-subtest model • Subtest 1: Language Arts and Reading • Common Core State Standards for English Language Arts • Subtest 2: Social Science • Next Generation Sunshine State Standards • Subtest 3: Science and Technology • Next Generation Sunshine State Standards • Subtest 4: Mathematics • Common Core State Standards for Mathematics • Must pass all 4 subtests for certification
THE Science News http://www.nextgenscience.org/ 11/28/12 NGSS Second Public Draft will be Released January 2013 The release of the second and final public draft of the Next Generation Science Standards (NGSS) is set for the first week in January. In recognition of the hectic schedules in December and the approaching holidays, the NGSS staff wanted to ensure all educators, stakeholders. and the public had appropriate access to the draft. We fully encourage all interested parties to review the draft as individuals or in groups and provide feedback to the Lead States and writers. • The NGSS will be completed in March of 2013. Since the May draft release, the Lead States and the writers evaluated all feedback and worked on revising the standards. As a result, over 90% of the standards have been revised. In addition, the lead states charged the NGSS team with finalizing the definition for college and career readiness in science. The NGSS then went through a second round of revision to ensure the standards supported this definition
Resources • PARCC • http://www.parcconline.org/ • Achieve • http://achieve.org • The Hunt Institute • http://www.youtube.com/user/TheHuntInstitute • CCSS Toolbox http://www.ccsstoolbox.com/ • Illustrative Mathematics • http://illustrativemathematics.org • Common Core State Standards for Mathematics • http://www.corestandards.org/ • Florida Common Core • http://www.fldoe.org/schools/ccc.asp • http://www.fldoe.org/schools/BlastOff.asp • CPALMS • http://www.floridastandards.org
Resources • Georgia • https://www.georgiastandards.org/Common-Core/Pages/default.aspx • Oregon • http://www.ode.state.or.us/search/page/?id=3566 • Indiana • http://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standards • The Teaching Channel • https://www.teachingchannel.org/ • Inside Mathematics • http://www.insidemathematics.org/index.php/common-core-standards • Common Core Look-fors • http://itunes.apple.com/us/app/common-core-look-fors-mathematics/id467263974?mt=8
THE Common Core News firstname.lastname@example.org 12/17/12 Let’s Do This Together! “Few will have the greatness to bend history itself; but each of us can work to change a small portion of events, and in the total of all those acts will be written the history of this generation.” – Robert F. Kennedy http://www.youtube.com/watch?v=FM_G4Y7SX3g&feature=relmfu