Common Core State Standards Institute Preparing America’s Students for College and Career June 13, 14, 15, and 16, 2011 Indian Ridge Middle School
Common Core State Standards Institute DAY 1 Welcome and Introduction Data and Research: Why are we moving to Common Core? Standards Overview CCSS VS. NGSSS How will we make this Paradigm Shift? CCSS Spiral Activity DAY 2 CCSS Spiral Activity Text Complexity and Text Exemplars CCSS VS. Core Programs What is Literacy in History, Science, and Technical Subjects? DAY 3 CCSS Spiral Activity Instructional Implications Differentiating Instruction Gradual Release Model Making the Standards Accessible for all Students Implementation Challenges and Barriers PARCC Assessments DAY 4 District Implementation Plan Work Projects Role in District CCSS Cadre
Goals Understand the Common Core State Standards for English/Language Arts and Reading Understand the literacy expectations across content areas Understand the role of the CCSS and its impact on vertical alignment (PK-12) Understand text complexity Develop an Implementation plan for the District
Goals Standards of the Past • Each state had its own set of academic standards, • meaning public education students in each state were • learning at different levels • All students had to be prepared to compete with not only • their American peers in the next state, but with students • from around the world
Where are you now? WHAT: THINK-PAIR-SHARE WHY: Allows for individual reflection and small group discussion; gets all voices in the room; sets the stage for the day HOW: How have the NGSSS impacted your work as a teacher and how have you used them? Discuss with a partner and prepare to share.
Goals What impact has the previous system had on College Readiness? Reading Between the Lines: What the ACT Reveals About College Readiness in Reading
Goals Reading • Only 51 percent of 2005 ACT-tested high school graduates met ACT’s • College Readiness Benchmark for Reading. • Student readiness for college-level reading is at its lowest point in more • than a decade. • State standards in high school reading are insufficient or nonexistent. • Those ACT-tested students who can read complex texts are more likely • to be ready for college. Those who cannot read complex texts are less • likely to be ready for college.
Goals Writing • More than 50 percent of first year college students are • unable to produce papers relatively free of language • errors. • Analyzing, arguing, and synthesizing information are • also beyond the scope of most first year students. • It would be false to claim that most students cannot write • well. What most students cannot do is write well enough • to meet the demands they face in higher education and • the emerging work environment.
Goals Writing • Basic writing itself is not the issue. The problem is that most students cannot • write with the skill expected of them today. • Most students have mastered writing basics, but few are able to create precise, • engaging, coherent prose. Source: U.S. Department of Education, National Assessment Governing Board, Writing Specifications for the 2007 National Assessment of Educational Progress, 2006 National Commission on Writing “R” The Need for a Writing Revolution
Enrollment in College Does NOT equal College Readiness Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.
America’s International “Edge” is Slipping Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)
and falling even more behind Source: OECD Education at a Glance, 2007; National Center for Higher Education Management Systems analysis of 2007 American Community Survey. http://www.higheredinfo.org
What they Read Matters! Research analyzed the Reading section of the ACT college entrance exam to determine which skills differentiated those that achieved benchmark and those that did not. (About half, 51%, of the half million test takers who take the test each year) • What students could read, in terms of its complexity, rather than what they could do with what they read, was determined to be the greatest predictor of success. Question type (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark. • Question level (higher • order vs. lower order; literal vs. inferential) is NOT the chief differentiator
What do you know about the Common Core? What I Think I Know Confirmed Misconceptions New Information Wonderings
Welcome to the Common Core! • Aligned with college and work expectations • Include rigorous content and application of knowledge through • high-order skills • Build upon strengths and lessons learned about current state • standards • Internationally benchmarked so that all students are prepared • to succeed in our global economy and society • Based on evidence and research • State led – coordinated by NGA Center and CCSSO
Vertically Articulate Downward from College and Career Readiness • Fewer, Higher, Clearer Standards Learning Progressions
Final CCSS Released July, 2010 College and Career Readiness Standards developed in 2009 Adopted by Growing Number of States Currently 45? Full Implementation 2013-2014 ✔ ✔
Florida’s Projected Timeline for Implementation and Assessment of CCSS 2013-14 ~ fully implement CCSS; assess FCAT 2.0 2014-15 ~ fully implement CCSS; assess PARCC * 2011-12 kindergartners – first students assessed on CCSS as third graders in 2014-15.
Primary goal - increase number of students who graduate high school ready for college and careers Common Core Assessments • Two National Assessment Consortiums • PARCC and SBAC • Partnership for the Assessment of Readiness for College and Careers (PARCC) – FLORIDA’S Consortium • www.parcconline.org • Participation of 24 states and District of Columbia • Primary goal - increase number of students who graduate high school ready for college and careers
Sept. 2012 First year field testing and related research and data collection begins Sept. 2013 Second year field testing begins and related research and data collection continues Sept. 2014 Full administration of PARCC assessments begins Summer 2015 Set achievement levels, including college-ready performance levels Oct. 2010 Launch and design phase begins Sept. 2011 Development phase begins PARCC Timeline K 1 2 3
Next Generation Common Core Assessments • PARCC design • Variety of item types assessing reading and writing in • short answer, longer open response, • performance based, richer multiple choice formats • Testing at key points throughout school year • (4 X per year) • Separate assessment for grades K-2
CCSS for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects • Reading Standards for Literature K-5 (10 standards) • Reading Standards for Informational Text K-5 (10 standards) • Reading Standards: Foundational Skills K-5 (4 standards) • Writing Standards K-5 (10 standards) • Speaking and Listening Standards K-5 (6 standards) • Language Standards K-5 (6 standards) • Range, Quality, and Complexity of Student Reading K-5
Goals Design and Organization
Reading the Standards CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Reading Strand for Literature Fourth Grade Standard # RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Reading the Standards CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Writing Strand Third Grade Standard # W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
Goals Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres
Goals Reading Foundation Skills Four categories (standards 1−4) • Print concepts (K−1) • Phonological awareness (K−1) • Phonics and word recognition (K−5) • Fluency (K−5) • Not an end in and of themselves • Differentiated instruction
Goals Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework
Goals Writing Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames
Goals Speaking and Listening Comprehension and collaboration (standards 1−3) • Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) • Formal sharing of information and concepts, including through the use of technology
Goals Language Conventions of standard English Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases
Goals Sprialling the Standards Spiralling packet activity #1 Work in your table groups to highlight or underline the new skill and concepts added to each grade level from the year prior.
Key Takeaways WHAT: Coding Strategy WHY: Allows for individual reflection and small group discussion; gets all voices in the room; sums up the day Use the coding strategy while reading the key takeaway document: *I already knew this! ! Interesting Information ? I don’t understand + New Information WHAT: