Transitioning to the Common Core State Standards

1. Transitioning to the Common Core State Standards Overview September 14, 2011 FCASD adapted from

2. Overview Goals • Develop an initial understanding of the • PA Math, English Language Arts, & Cross-Curricular Literacy Common Core State Standards (CCSS) • K-12 (national) Science Framework • Highlight instructional implications for • English Language Arts • Cross-curricular Literacy • Mathematics • Science • Implementation timeline

3. What Do You Already Know… • Turn and talk: • One thing you already know about the Common Core State Standards (CCSS)

4. What are the CCSS? • State led - coordinated by NGA (National Governor’s Association) Center and CCSSO (Council of Chief State School Officers) • Rigorous content and application of knowledge through higher-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society

5. Why CCSS: Rationale Different states have different ways of determining proficiency Proficiency in Most States’ standardized assessments fall below the proficiency on the NAEP (nation’ report card)

6. NAEP - 2009

9. PISA - Reading (2009) US - 500 Average - 493

10. PISA - Math (2009) US - 487 Average - 496

11. PISA - Science (2009) US - 502 Average - 501

12. Common Core State Standards • Prepare students with the knowledge and skills they need to succeed in college and work • Ensure consistent expectations regardless of a student’s zip code • Provide educators, parents, and students with clear, focused guideposts

13. Profile of a Common Core Graduate • Responsive to varying audience, task, purpose, and discipline • Independent learner able to comprehend and critique works of quality and substance • Value/produce Evidence – relevant support • Technology and Digital Media • Understand other Perspectives/Cultures 13

14. Literacy CCSS • Students are losing momentum as they move through school. • Student readiness for college/work at an all time low. 14

15. Overarching themes • Common Core supports a high degree ofrigorand student collaboration. • An emphasis on non-fiction occurs throughout the grades as well as increasing the amount of student reading. • Technology is embedded and emphasizes the use of digital resources. • Speaking and Listening standards are much more specific. • Writing on a daily basis for a variety of purposes is encouraged. • Academic writing – argument/explanation/research • Text complexity is a prominent addition with exemplar texts. • Specificityand scaffolding of standards providing vertical articulation to support text complexity. • Text connectionsare emphasized throughout the grade levels. 15

16. ELA: English/Language Arts Standards 16 • Conventions of Standard English - grammar • Knowledge of Language • Vocabulary Acquisition and Use

17. Standards for Reading 17 Key Ideas and Details Integration of Knowledge and Concepts Range of Reading and Level of Text Complexity

18. Key Ideas and Details 18 • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidencewhen writing or speaking to support conclusions 2. Determine central ideas or themes of a text and analyze their development; summarize the key ideas and supporting details. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

19. Example:Integration of Knowledge and Ideas 19 Delineate and evaluate the argument and specific claims in a text -- validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes/topics in order to build knowledge or to compare the approaches the authors take.

20. Example: Range of Reading and Level of Text Complexity(cross-curricular) • Read and comprehend complex literary and informational texts independently and proficiently. “…students must read deeply and widely from a broad range of high-quality, increasingly challenging literary and informational texts.” 20

21. Standards for Writing • Types and Purposes – argument - debate/explanatory/narrative 2. Production and Distribution – types/process/technology/publish #6 produce & publish –in a single sitting: 4th -1page 5th -2 pages 6th - 3pages 3. Research to Build and Present Knowledge • short and sustained research projects • multiple sources • relevant and substantial evidence 21

22. Research begins in Kindergarten K - Participate in shared research and writing projects 4th - Conduct short research projects that build knowledge through investigation of different aspects of a topic. 7th - Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 11th/12th - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 22

23. Changes to Notice. . . • Text Complexity • Argument • Grammar • Inter-textual and Cross-textual Comparisons • Discerning Point of View “Me vs. Author” 23

24. Math Common Core Organization • Standards for Mathematical Practice • Standards for Mathematical Content 24

25. Common Core Organization • Describe habits of mind of a mathematically competent student 25

26. Emphasis The mathematics standards: • Applying mathematical ways of thinking to real world issues and challenges • Depth of understanding and ability to apply mathematics to novel situations • Mathematical modeling -- use of mathematics and statistics to analyze empirical situations • College and career ready. 26

27. Key Changes • Focuses in early grades on number (arithmetic and operations) to build a solid foundation in math • Evens out pace across the grades • Focuses on using math and solving complex problems - the real world emphasis • Stresses problem-solving and communication 27

28. 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. 28

29. Standards for Mathematical Practice Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 29

30. Finally. . . • The Common Core really IS rigorous! • It is not about buying all new books and changing the coding on your curriculum. • It is about looking at what the Common Core expects and designing curriculum that will best advance students to the expectations. 30

31. Transition Timeline 2011 - 2012 Current curriculum based on PA Standards (or other) Become knowledgeable in the CCSS standards Convene think tank Create a design plan re: CCSS Analyze current curriculum relative to CCSS and identify areas for potential change Use state provided (crosswalk documents) Recommend short and long term actions 2012 - 2013 Continue with curriculum modifications/re-design 2013 - 2014 Curriculum based on CCSS

32. Name that Grade Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

33. Grade 6

34. Name that Grade Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

35. Grade 6