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Objectives

A Closer Look at the Common Core State Standards Credential Counselors and Analysts of California October 10, 2012 Carrie Roberts Literacy, History, and Arts Leadership Office Barbara Murchison Common Core Systems Implementation Office. Objectives.

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Objectives

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  1. A Closer Look at the Common Core State StandardsCredential Counselors and Analysts of CaliforniaOctober 10, 2012Carrie RobertsLiteracy, History, and Arts Leadership OfficeBarbara MurchisonCommon Core Systems Implementation Office

  2. Objectives • Gain a deeper understanding of the Common Core State Standards (CCSS) for mathematics and English language arts. • Recognize the shifts in content and instructional practices for administrators and teachers. • Investigate some CCSS resources

  3. Before we begin… • What do you know about the CCSS? • What do you believe future/current teachers need to know about CCSS? • What shifts are you aware of between the 1997 standards and the CCSS?

  4. College and Career Readiness Standards • In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career. • In September 2009, College and Career Readiness standards were released. • This work became the foundation for the Common Core. • Common Core adopted by the SBE August 2010.

  5. The Common Core State Standards Benefits: • Internationally benchmarked • Evidence and research-based • Consistent expectations – no matter where you live • Opportunity for shared resources and reduced costs

  6. California and the Common Core State Standards Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1): • Established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and English language arts • Stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material • Directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC

  7. Source: http://www.corestandards.org/in-the-states

  8. Literacy in the ELA The ELA Standards comprise three main sections: • Comprehensive K–5 section • includes standards for foundational skills • Two content area-specific sections for grades 6–12 • one for English language arts • one for literacy in history/social studies, science and technical subjects

  9. Intentional Design Limitations

  10. Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Design Considerations • Organized around the College and Career Readiness Standards for Reading, Writing, Speaking and Listening, and Language that are identical across all grades and content area and define cross-discipline literacy expectations to prepare students for career/college • Integrated model of literacy, with shared responsibility for students’ literacy, including expectations for reading and writing in the social and natural sciences • Research and media skills blended into standards

  11. Strand Organization

  12. Common Core“Shifts” in Instruction Expectations for instruction embedded in the standards: • Building knowledge through content-rich nonfiction. • Reading, writing, and speaking grounded in evidence from text, both literary and informational. • Regular practice with complex text and its academic language. …What does that look like? 12 Source: http://www.achievethecore.org

  13. Reading Shifts instruction to focus on: • Questions and tasks that are text dependent, where use of supporting evidence is text-based • Careful selection of texts, meeting the complexity requirements at each grade • Increased use of informational text • Connections between reading and writing across the curriculum 13

  14. Writing Shifts focus of student writing to: • Argumentative and informative writing, using evidence from sources as support • Short, focused research projects - Three types and purposes: • Opinions/Arguments • Informative/Explanatory • Narratives 14 Source: NAEP 2011 Writing Framework

  15. Speaking and Listening Shifts in instruction asks students to: Engage in collaborative conversations - Come prepared, drawing on preparation or other information known about the topic/ideas under discussion Pose and respond to questions to clarify, contribute, link and/or elaborate on remarks of others Identify the reasons and evidence or summarize the reasons and evidence a speaker or media source provides to support points 15

  16. Language Shifts focus on vocabulary acquisition and use Engage in the study of vocabulary needed to access grade level complex texts (i.e. both academic and domain-specific words and phrases) Learn a variety of strategies to discern meaning of words in the context they are used Understand figurative language, word relationships, and nuances Conventions of Language Use knowledge of language and conventions of standard English grammar when writing, speaking, listening, and reading 16

  17. Anchor Standards • The College and Career Readiness (CCR) anchor standards and grade-specific standards are necessary complements. • The CCR define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. • The K–12 grade-specific standards define end-of-year expectations and a cumulative progression.

  18. Literacy in History/Social Studies, Science, and Technical Subjects • Built upon the same anchor standards for reading and writing • A focus on discipline-specific vocabulary • An acknowledgement of unique text structures found in informational text • The expectation that students will develop informational/technical writing skills

  19. CCSS English Language Arts Appendices A, B, and C • Not adopted by the State Board of Education, but very important information. • Link: http://www.corestandards.org

  20. Appendix A Includes 1. Research supporting Key elements of the CCSS: • Text Complexity • Foundational Skills for K-5 • Writing types • Vocabulary • Speaking and Listening skills 2. Glossary of Terms

  21. Appendix B • Text and task samples to exemplify the level of complexity • Suggestive of the breadth of texts that students should encounter in the text types required by the Standards. • Useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. • They expressly do not represent a partial or complete reading list.

  22. Appendix C • Writing samples, annotated to illustrate the criteria required to meet the Common Core State Standards. • Includes argument, informative/explanatory text, and narrative—in a given grade. • Each of the samples exhibits at least the level of quality required to meet the Writing standards for that grade.

  23. Common Core Standards for Mathematics The standards for mathematics: Are focused, coherent, and rigorous Aim for clarity and specificity Stress conceptual understanding of key ideas Balance mathematical understanding and procedural skill Are internationally benchmarked

  24. Mathematical Proficiency as defined by the California Framework (2006) Conceptual Understanding DOING MATH Problem Solving Procedural Skills

  25. Two Types ofInterrelated Standards Mathematical Practices (the same at every grade level) Mathematical Content (different at each grade level)

  26. Standards forMathematical Content How the grade level standards are organized Domains Clusters Standards

  27. CCSS Domains K–5

  28. CCSS Domains 6–8

  29. Transition to Common CoreGrade Shifts: K-2

  30. Transition to Common CoreGrade Shifts: Grades 3-5

  31. Transition to Common CoreGrade Shifts: 6-8

  32. High School Mathematics The CCSS high school standards are organized in 6 conceptual categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability California additions: Advanced Placement Probability and Statistics Calculus Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

  33. High School Mathematics Build a function that models a relationship between two quantities (F-BF) 1. Write a function that describes a relationship between two quantities. * a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

  34. Model Course Pathways for Mathematics Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses. Algebra II Mathematics III Mathematics II Geometry Mathematics I Algebra I Pathway A Traditional in U.S. Pathway B International Integrated approach (typical outside of U.S.) .

  35. 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. Describe ways students engage with the subject matter throughout the elementary, middle and high school years

  36. Standards for Mathematical Practice • Review the standards on pages 1 and 2 of your standards document • Which standards might be familiar or unfamiliar to teachers? Why? • How might these standards impact teaching and learning?

  37. Transitioning to the CCSS • Focus strongly where the standards focus • Coherence: Think across grades, and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Source: http://www.achievethecore.org/

  38. Shift 1: Key Areas of Focus

  39. Shift 2: Alignment in Context: Neighboring Grades and Progressions One of several staircases to algebra designed in the OA domain. Source: http://www.achievethecore.org 40

  40. Shift 3: Rigor A balance of: - Solid conceptual understanding, - Procedural skill and fluency, and - Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources

  41. Implications Thinking about your students and teachers today: • What new information will they need to be successful instructors as the state transitions to the CCSS ?

  42. Source: http://www.cde.ca.gov/re/cc/

  43. CCSS page bottom

  44. Source: http://www.cde.ca.gov/re/cc/educators.asp

  45. Learn More Visit the California Department of Education CCSS Web page: http://www.cde.ca.gov/re/cc/ To join the CCSS Resources Updates: Send a "blank" message to: join-commoncore@mlist.cde.ca.gov To join the SBAC/Assessment Updates: Send a "blank" message to: subscribe-sbac@mlist.cde.ca.gov

  46. Contact Information Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office croberts@cde.ca.gov 916 319-0587 Barbara Murchison Common Core Systems Implementation Office bmurchison@cde.ca.gov 916-319-0490

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