Common Core State Standards IISD Technical Assistance Session

1. Common Core State Standards IISD Technical Assistance Session February 29, 2011 Theron Blakeslee Kathy Dewsbury-White Amy Kilbridge Cindy Kendall Cindy Leyrer

2. Purpose, Outcomes, Procedures – for this session Purpose – Updates, resources, planning time Outcomes • Updates since winter 2011 CCSS & SBAC • Understand instructional shifts & implications • Become familiar with new resources • Time to plan Procedures – presentation, small group activities, discussion

3. Introducing the Common Core Quick Facts: • Developed under the joint direction of the National Governors Association Center for Best Practices and the Council of Chief State School Officers • Final version released on June 2, 2010 • Official Website: http://www.corestandards.org/ • Adopted by the Michigan Board of Education on June 15th. States are required to adopt 100% of the common core K-12 standards in ELA and mathematics (word for word), with the option of adding up to an additional 15% of standards on top of the core. • Organizers expect 48 states to adopt the Common Core

4. RtI and Common Core State Standards • Core Curriculum in Tier One must now begin to be aligned to the Common Core State Standards. • The Common Core State Standards are rigorous, and the RtI Framework is designed so that all students receive the appropriate instruction and intervention.

5. CCSS Initiative and RtI Integration The standards do not define the following but still critical for districts to account for: -Advanced work for students who meet the standards prior to high school completion -Intervention methods or materials necessary to support students who are well-below or well-above grade level expectations. The Standards are rigorous. In an RtI Framework, we will intervene early so that all students can achieve success.

6. Timeline for Transition 2011-12 Introduce CCSS to staff Check alignment with current curricula 2012-13 Develop and implement new curricula as needed Integrate math practices and literacy across the curriculum Provide PD as needed 2013-14, 2014-15 Full implementation in all classrooms New state assessments in spring, 2015

7. ReflectionWhen you think about implementing Common Core…. • What makes you most uncomfortable? • What inspires you the most? • What do you perceive is the biggest opportunity? • What do you perceive is the biggest risk?

8. Defining College & Career Readiness Our New Context

9. MDE Working Definition of College & Career Readiness A high school graduate has the core foundational knowledge and skills necessary to succeed, without remediation, in workforce training, certificate programs and entry-level credit-bearing academic college courses that provide preparation for careers. These careers provide a self-sustaining wage, pathways to advancement, and competitiveness in the global economy.

10. College Readiness and Eligibility Today’s high school diploma certifies college eligibility via specified courses taken and grades received. College eligibility is not the same as college readiness. Collegeand career readiness is more complex and multi-dimensional than meeting eligibility standards. -Educational Policy Improvement Center, David Conley

11. College Readiness – 4 domains Contextual Skills and Awareness Contextual Skills and Awareness Key Cognitive Strategies Problem formulation, research, interpretation, communication, precision and accuracy. Key Content Knowledge Key foundational content and “big ideas” from core subjects. Academic Behaviors Self-management skills: timemanagement, study skills, goal setting, self-awareness, and persistence. Contextual Skills Knowing how “to do” college: types, $, college culture, & interaction w/professors, admissions Academic Behaviors Academic Behaviors Key Content Knowledge Key Content Knowledge Key Cognitive Strategies Key Cognitive Strategies 6

12. O*NET Job Zone 3 Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, interviewers, and insurance sales agents.

13. Activity • At your table, share what your team has established as a working definition for College and Career Readiness.

14. English Language Arts & Literacy Standards

15. Where are you in the process? What are your burning questions about the Common Core? What have you done up to this point that might enlighten others?

16. Standards for English Language Arts: Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy across subjects Media requirements blended throughout

17. Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

18. Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

20. Transitioning to the Common Core State Standards in ELA – Where Can We Begin? Common Core Shifts in ELA Shift 1 Pre K-5 Balancing Informational & Literary Texts Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

21. Shift 2 6-12 Knowledge in the Disciplines Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

22. Shift 3 Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

23. Shift 4 Text-based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

24. Shift 5 Writing from Sources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

25. Shift 6 Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

26. Major Shifts • Reading Like a Detective • Writing Like a Reporter

27. Close and Critical Reading Read Close and Critical Reading Strategy bookmarks in groups Report on the bookmark you read Read Cobwebs to Crosshairs! Answer the Close and Critical Reading Questions: What does the text say? How does the text say it? What does the text mean? What does the text mean to me?

28. Standards for Literacy inHistory/Social Studies,Science, and Technical Subjects

29. Content Area Reading and Writing • It is important to note that the 6-12 literacy standards in history/social studies, science, and technical studies are not meant toreplace content standards in those areas but rather to supplement them.

30. Standards for Mathematics

31. Standards for Mathematics Standards for Mathematical Practice Apply across all grade levels Describe habits of mind of a mathematically proficient student Standards for Mathematical Content K-8 standards presented by grade level High school standards presented by topic (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) Organized into domains that progress over several grades Two to four “critical areas” at each grade level

32. Major Shifts • Conceptual understanding: Procedures alone are not sufficient for math proficiency. Students need to understand why procedures work in order to apply and use them flexibly. • Real-world problem-solving: Mathematics is all about solving problems, and students need to learn how to do it, how to persist in doing it, and how to ask themselves if their answers make sense.

33. Major Shifts • Reasoning: Students need to explain the reasoning they use to solve problems and do procedures. Teachers need to model their own reasoning and thought processes. • Visual representations: Pictures are a primary method for understanding math concepts. Connecting pictures to procedures helps students understand and remember.

34. Critical areas at each grade level • Mathematics Grade 3 • In Grade 3, instructional time should focus on four critical areas: • developing understanding of multiplication and division and strategies for multiplication and division within 100; • developing understanding of fractions, especially unit fractions (fractions with numerator 1); • developing understanding of the structure of rectangular arrays and of area; • describing and analyzing two-dimensional shapes.

35. Detail in the Standards 5 3 7. Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

36. Learning ProgressionsFractions, Grades 3-6 3rd grade: Develop an understanding of fractions as numbers. 4th grade: Extend understanding of fraction equivalence and ordering. 5th grade: Use equivalent fractions as a strategy to add and subtract fractions. 5th grade: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 6th grade: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

37. Instructional Advice

39. Instructional Advice

40. Canan answered 2/3 of Monday’s quiz questions correctly.He answered 2/5 of Thursday’s quiz questions correctly.He answered the same number of questions correctly on Monday’s quiz as he did on Thursday’s quiz. Which of the following statements is correct? Monday’s and Thursday’s quizzes had the same number of questions. Monday’s quiz had exactly twice as many questions as Thursday’s. Monday’s quiz had more questions than Thursday’s but exactly how many more is unknown. Thursday’s quiz had exactly twice as many questions as Monday’s. Thursday’s quiz had more questions than Thursday’s but exactly how many more is unknown.

41. More total questions, less total questions, or the same total number of questions? Note that the size of each “whole” is different. This is not about comparing fractions (as on a number line) but about using the concept of fraction to solve a problem.

42. Attention to Language I can create equivalent fractions by scaling up, and I can show this process using visual fraction models.

43. Mathematical Practices Marty made two types of cookies. He used 2/3 cup of sugar for one recipe and 1/4 cup of sugar for the other. He only has 1 cup of sugar. Is that enough? Explain your reasoning. Some people might say that A) Why might they say this? B) Do you agree? C) How would you solve this problem? Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others.

44. Reasoning and Sense-making In square ABCE shown below, D is the midpoint of CE. Which of the following is the ratio of the area of triangle ADE to the area of triangle ADB? F. 1:1 G. 1:2 H. 1:3 J. 1:4 K. 1:8

45. Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable.

46. The SMARTER Balanced Assessment Consortium Slides from Pascal (Pat) D. Forgione, Jr., Ph.D. and Nancy A. Doorey Center for K – 12 Assessment & Performance Management at ETS

47. The SBAC Assessment System Optional Interim assessment system — no stakes Summative assessment for accountability English Language Arts and Mathematics, Grades 3 – 8 and High School Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks COMPUTER ADAPTIVE ASSESSMENT Scope, sequence, number, and timing of interim assessments locally determined Re-take option * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

48. SBAC: Two Components of the Summative Assessment + COMPUTER ADAPTIVE ASSESSMENT PERFORMANCE TASKS • A computer adaptive assessment given during final 12 weeks of the school year* • Multiple item types, scored by computer, including tasks • Students will have the opportunity to take the summative assessment twice • Measure the ability to integrate knowledge and skills, as required in CCSS • Each task administered in two hour-long sittings • Computer-delivered, during final 12 weeks of the school year* • Results within 2 weeks * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

49. SBAC: Performance Tasks Last 12 weeks of year* • One reading task, one writing task and 2 math tasks per year. Examples: • ELA: Select texts on a given theme, synthesize the • perspectives presented, conduct research, and write a • reflective essay. • Math: Review a financial document and read • explanatory text, conduct a series of analyses, develop • a conclusion, and provide evidence for it. • PERFORMANCE • TASKS • Reading • Writing • Math Roughly half of the performance tasks at the high school level will assess ELA or math within the context of science or social studies. * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

50. SBAC:Computer Adaptive Assessment Last 12 weeks of year* • Composed of approximately 40 to 65 questions per content • area • Uses adaptive delivery for more efficient testing and • more accurate measurement of all students, across the • performance spectrum (important in measuring growth) COMPUTER ADAPTIVE ASSESSMENT • Scores from items that can be scored immediately will be • reported, and then updated as scores from those requiring • human scoring or artificial intelligence are completed • Students who are approved to do so may take the assessment • a second time, but will see a new set of items Re-take option * Time windows may be adjusted based on results from the research agenda and final implementation decisions.