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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?

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Presentation Transcript
slide1

Common Core

State Standards Institute

Preparing America’s Students for College and Career

June 13, 14, 15, and 16, 2011

Indian Ridge Middle School

slide2

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

slide3

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

slide4

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
slide5

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.

slide6

Goals

What impact has the previous system had on College Readiness?

Reading Between the Lines: What the ACT

Reveals About College Readiness in Reading

slide7

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.
slide8

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.
slide9

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

slide10

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.

slide11

America’s International “Edge” is Slipping

Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

slide12

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

slide13

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
slide15

What do you know about

the Common Core?

What I

Think I

Know

Confirmed

Misconceptions

New Information

Wonderings

slide16

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
slide17

Vertically Articulate Downward from College and Career Readiness

  • Fewer, Higher, Clearer Standards

Learning Progressions

slide18

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

slide19

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.

slide20

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
slide21

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

slide22

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
slide24

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
slide26

Goals

Design and Organization

slide27

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.

slide28

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.

slide30

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

slide31

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
slide32

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

slide33

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

slide34

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

slide35

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

slide36

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.

slide37

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: