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Common Core State Standards. Faculty Presentation Winter/Spring 2012. Common Core State Standards. What do I need to know? 2010 -2011 2011 -2012 2012 -2013 2013 - 2014 2014 -2015. VT is here!. Faculty presentation- Spr’12.

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Common core state standards
Common Core State Standards

Faculty Presentation

Winter/Spring 2012


Common core state standards1

Common Core State Standards

What do I need to know?

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

VT

is here!

Faculty presentation- Spr’12


What s different about the common core state standards
What’s Different about the Common Core State Standards?

  • Started with the end in mind (College and Career Readiness)

  • Increased the rigor – raised the bar

  • Goes deeper – not wider

  • They are common to (almost) all the states!


Turn and talk
Turn and Talk….

In groups of 2 or 3, each share:

  • One thing you wonder about the Common Core

  • One thing that you are concerned about the Common Core

    Put your group’s stickies on charts.


Over 1,300 students did NOT graduate from Vermont high schools in 2010.

The lifetime wages loss for those students is $300 MILLION.


In Vermont, for every 100 9 schools in 2010.th graders:

85

will graduate high school


In Vermont, for every 100 9 schools in 2010.th graders:

44

will enter college the following fall


In Vermont, for every 100 9 schools in 2010.th graders:

33

will return for their second year


In Vermont, for every 100 9 schools in 2010.th graders:

26

will receive a degree within 150% of normal time


Jobs require more education training today and tomorrow
Jobs schools in 2010.Require More Education & Training Today and Tomorrow

Source: Carnevale, Anthony P., Nicole Smith, and Jeff Strohl, “Help Wanted: Projections of Jobs and Education Requirements Through 2018”, Georgetown Center on Education and the Workforce, 2010.

almost

2/3


Teaching to higher levels of rigor
Teaching to Higher Levels of Rigor schools in 2010.

  • Educators need to have a ‘growth mindset’ rather than a ‘fixed mindset’.

    Teachers with a fixed mindset believe that what the teacher does matters very little – one is either smart or not.

    Teachers with a growth mindset believe intelligence can be developed with the right support and instruction.

    Studies by Carol Dweck show that when students are taught that the brain is a muscle that should be exercised to get stronger, students persist through challenges they would typically give up on.


Teaching to higher levels of rigor1
Teaching to Higher Levels of Rigor schools in 2010.

  • Educators need to explicitly teach thinking.

    Teachers should explain the levels of thinking and engage

    students in lessons that require them to compare and contrast, analyze, synthesize, evaluate, judge, defend.

    Teachers use the ‘think-aloud’ model to show students what happens in the brain of a person using those skills.

    Students then need to practice those skills and share their thinking until those processes become automatic.


“The most important reforms that a school system can make will be those that involve creating systems that support continuous improvement of instruction and increased personal and shared accountability for raising levels of student achievement.”Lucy Calkins


Teachers matter
Teachers Matter! will be those that involve creating systems that support

The effect of the teacher overshadows other classroom variables such as:

  • Previous achievement level of students

  • Class size

  • Heterogeneity of students

  • Ethnic and Socioeconomic makeup of the classroom

  • Curricula

    A teacher’s effect on student achievement is measurable years after the students have left that teacher. VMI/Laird presentation


Focus on shifts in instructional practice 2011 2013
Focus on Shifts in Instructional Practice 2011-2013 will be those that involve creating systems that support

What have we learned so far?

Take the time to get to know it.


Common core ela literacy math standards we are in sync
Common Core: ELA, Literacy will be those that involve creating systems that support & Math Standards – we are in sync!


Common core state standards english language arts k 12
Common Core State Standards: English Language Arts K-12 will be those that involve creating systems that support

Strands and organizing elements

Reading Writing (W) K-12

Literature (RL) K-12 Text types and purposes

Key ideas and details Production and distribution of writing

Craft and structure Research to build and present knowledge

Integration of knowledge and ideas Range of Writing

Range of reading and level of text complexity

Informational Text (RI) K-12 Speaking & Listening (SL) K-12

Key ideas and details Comprehension and collaboration

Craft and structure Presentation of knowledge & ideas

Integration of knowledge and ideas

Range of reading and level of text complexity Language (L) K-12

Foundational Skills (RF) K-5 only Conventions of Standard English

Print Concepts Knowledge of Language

Phonic and word recognition Vocabulary Acquisition and Use

Phonological Awareness

Fluency


Common core foundational reading standards k 5
Common Core Foundational Reading Standards K-5 will be those that involve creating systems that support

  • Print Concepts

  • Phonological Awareness

  • Phonics and Word Recognition

  • Fluency

    These standards focus on concepts of print, the alphabetic principle, and other basic conventions that are necessary for a comprehensive reading program across disciplines.


Common core reading standards
Common Core Reading Standards will be those that involve creating systems that support

There are 9 standards focused on reading comprehension and one on the range and level of text complexity for literature and informational text.

The reading standards are broken into:

  • Key ideas and details

  • Craft and structure

  • Integration of knowledge and ideas

  • Range of reading and level of text complexity


Throughout the Common Core, tremendous emphasis is placed on students’ ability to closely read and interact with increasingly challenging literature and informational text.

  • Appendix A: complete discussion about why text complexity matters

  • Appendix B: provides text exemplars and sample performance tasks to illustrate the complexity, quality, and range of student reading and application at various grade levels


Appendix A students’ ability to closely read and interact with increasingly challenging literature and informational text.


Appendix B students’ ability to closely read and interact with increasingly challenging literature and informational text.


A Shift in Balance….. students’ ability to closely read and interact with increasingly challenging literature and informational text.

Students read a true balance of informational and literary texts – even in elementary school accessing the world of science, social studies, the arts and literature through text.


How to Read the Reading Standards…. students’ ability to closely read and interact with increasingly challenging literature and informational text.

-Strand

-Organizing Element

-Grade Level Column

-Standard


Writing Standards students’ ability to closely read and interact with increasingly challenging literature and informational text.

The writing standards are designed around:

  • Text Types and Purposes

  • Production and Distribution of Writing

  • Research to Build and Present Knowledge

  • Range of Writing over short and extended time frames.

    Appendix C: provides extensive samples of student writing that convey an understanding of adequate performance levels in writing arguments, informational/explanatory texts and narratives across the grades. They are annotated.


Appendix C students’ ability to closely read and interact with increasingly challenging literature and informational text.


Instruction shifts for ccss writing
Instruction Shifts for CCSS Writing: students’ ability to closely read and interact with increasingly challenging literature and informational text.

  • Focus on nonfiction writing (arguments as well as informational/explanatory texts) in all disciplines!

  • Ability to conduct research in short and longer projects


Tremendous value is placed on growing analytical thinkers and critical consumers and providing tools and structures for students to express their voice orally and in writing.


Speaking and listening standards
Speaking and Listening Standards and critical consumers and providing tools and structures for students to express their voice orally and in writing

  • Comprehension and collaboration

  • Presentation of knowledge and ideas

    Both of the above themes reinforce 21st century skills in establishing the importance of effective oral communication and collaborative discussion to build understanding and solve problems.


Common Core State Standards: Literacy in History/Social Studies, Science, and Technical Subjects – Grades 6-12

Strands and organizing elements

Reading Writing

History/Social Studies (RH) 6-12History/Social Studies, Science, and

Key ideas and detailsTechnical subjects (WHST) 6-12

Craft and structure Text types and purposes

Integration of knowledge and ideas Production and distribution of writing

Range of reading and level of text com- Research to build and present knowledge

plexity Range of writing

Science and Technical Subjects (RST) 6-12

Key ideas and details

Craft and structure

Integration of knowledge and ideas

Range of reading and level of text com-

plexity


The entire school s core
The Entire School’s Core…. Studies, Science, and Technical Subjects – Grades 6-12

The design and organization of the standards support literacy instruction as a shared responsibility within the school.

This integrated approach to literacy promotes relevant, real-world application of students’ reading and writing skills as they analyze, evaluate and differentiate between primary and secondary sources and communicate key ideas and concepts.


Common core state standards math
Common Core State Standards: Math Studies, Science, and Technical Subjects – Grades 6-12

  • Standards for mathematical practices

  • Standards for mathematical content K-8

  • Standards for mathematical content for high school.

  • Appendix A: extensive overview of units of study in high school for either a traditional model or integrated high school course sequence


Appendix A-Math Studies, Science, and Technical Subjects – Grades 6-12


Common core math standards
Common Core Math Standards Studies, Science, and Technical Subjects – Grades 6-12

  • Emphasis on mathematical practices and spotlight equal attention on developing understanding of core concepts and fluency with procedural skills

  • They are written to assume mastery, in any given year, of the preceding year’s standards.


Relationships between practices
Relationships Between Practices Studies, Science, and Technical Subjects – Grades 6-12

Overarching Habits of Mind

(Dispositions of an educated person within and outside mathematics)

1) Make sense of problems and persevere in solving them

6) Attend to precision

3) Construct viable arguments and critique the reasoning of others

Using Mathematics Inside and Outside of School

4) Model with mathematics

5) Use appropriate tools strategically

2) Reason abstractly and quantitatively

Skills Needed to Work with and to Learn Mathematics

7) Look for and make use of structure

8) Look for and express regularity in repeated reasoning

VMI/Laird


Common core standards for mathematics content standards
Common Core Standards for Studies, Science, and Technical Subjects – Grades 6-12Mathematics:Content Standards

K-5

__________________________________________________

Teach More of Less

Number and Operations

Operations and

Algebraic Thinking

Standards for Mathematical Content

Where the Rigor is!

Standards for Mathematical Practice


Common core standards for mathematics content standards1
Common Core Standards for Studies, Science, and Technical Subjects – Grades 6-12Mathematics: Content Standards

6-8

____________________________________________________

Transitional Years

Aggressive Progression

to Algebra

Ratios and Proportions

Expressions, Equations, & Functions

Standards for Mathematical Content

Standards for Mathematical Practice


Common core standards for mathematics content standards2
Common Core Standards for Studies, Science, and Technical Subjects – Grades 6-12Mathematics:Content Standards

High School

___________________________________________________________

College and Career Ready

Advanced Standards

Application

Modeling

Standards for Mathematical Content

Standards for Mathematical Practice


Content shifts less is more
Content Shifts – Less is More Studies, Science, and Technical Subjects – Grades 6-12

Most Existing State Standards

More proportionality

Linear Functions and intro to non-linear

Number Concepts, Operations, and Fluency

4

3

5

K

1

2

HS

7

6

8

No 3-D geometry at grades 3 and 4

Counting techniques

Probability

Statistical analysis

Similarity

Transformations

Data linked to measurement or number concepts

Marge Petit Consulting, MPC margepetit.com 802-496.4651


Coherence across grades
Coherence across grades Studies, Science, and Technical Subjects – Grades 6-12

Marge Petit Consulting, MPC margepetit.com 802-496.4651


High school standards 2 sets
High School Standards – 2 sets Studies, Science, and Technical Subjects – Grades 6-12

Marge Petit Consulting, MPC margepetit.com 802-496.4651

All students

Students taking advanced math courses (+)


An emphasis on procedural fluency
An Emphasis on Procedural Fluency Studies, Science, and Technical Subjects – Grades 6-12

Procedural fluency “refers to the knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately and efficiently.” (Adding It Up! NRC (2000))

All whole number –add and subtract

All positive fraction and decimals operations

All rational number operations

All whole number operations

7

4

5

3

K

1

2

HS

6

8

Marge Petit Consulting, MPC margepetit.com 802-496.4651


How to read math standards
How to Read Math Standards Studies, Science, and Technical Subjects – Grades 6-12

Domains (larger groups of related standards)

Clusters (within domains – related standards)

Standards (define what students should understand and be able to do)


Another way to look at the timeline
Another way to look at the timeline Studies, Science, and Technical Subjects – Grades 6-12


Turn and talk1
Turn and Talk…. Studies, Science, and Technical Subjects – Grades 6-12

In groups of 2 or 3, each share:

  • One thing you wonder about the assessment (SBAC)

  • One thing that you are concerned about the assessment

    Put your group’s stickies on charts.


Smarter balanced assessment consortium
Smarter Balanced Assessment Consortium Studies, Science, and Technical Subjects – Grades 6-12

http://www.smarterbalanced.org/


The SBAC – assessment system including summative, interim and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness.

http://www.smarterbalanced.org/smarter-balanced-assessments/


Computer adaptive testing
Computer Adaptive Testing and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness

Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment.

  • Better information for teachers

  • More efficient and more secure

  • More accurate

    Nimble Tools has a site where you can test out sample items online!

    http://nimbletools.com/demo/index.htm


Suggested next steps
Suggested Next Steps….. and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness

  • Read the CORE

    -your grade level

    -the one before and after your level

    -the Introduction

    - the Appendices


Suggested next steps1
Suggested Next Steps…. and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness

  • Look at your current practice and incorporate or learn about a new instructional strategy aligned with the Common Core…..

    ELAMATH

    Text ComplexityContent Shifts

    Informational TextEmbedding the Practice Academic VocabularyStandards in Lessons

    Short Consistent ResearchMath Modeling

    Argument/EvidenceProcedural Fluency

    Use of Multiple TextsAdditive Reasoning


Summer opportunities
Summer Opportunities and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness

Math:

K2 – Laying the Foundation (Tuttle)

Aug 13-17

Early Grades - Building Upon the Foundation (TBA)

Aug 13-17

Gr 3-5 – Dig Into Practices and CC Standards

June 25-29

Gr 6-8 – Dig Into Practices and CC Standards

Aug 6-10

High School Math & Common Core

June 21-22


Summer opportunities1
Summer Opportunities and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness

ELA

Common Core Literacy Institute

Frederick Tuttle Middle School – Aug 13-15

Strands include:

  • Supporting the Transition – Building Leaders

  • Teaching with Nonfiction

  • Connections: Effective Discussions and Writing Claims (ELA through Science)

  • Non-fiction Reading and Writing

  • Vocabulary Development

  • Moving from Persuasion to Argument


Questions
Questions? and formative components – is aligned with the Common Core State Standards and will accurately measure student achievement and growth toward college and career readiness

This combines the work of VT DOE Common Core presentations, CommonCore.org, Marge Petit, SmarterBalanced.org, Navigating Implementation of the Common Core – Doug Reeves, and Lauren Wooden –CESU, Kerry Sewell - MTSD


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