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CCSS: Have you thought of ????. Mississippi Association of Secondary Schools Principals June, 2011. WHAT are Common Core State Standards (CCSS)?. … a common foundation for building excellence and equity for all students in the United States.

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ccss have you thought of

CCSS: Have you thought of ????

Mississippi Association of Secondary Schools Principals

June, 2011

what are common core state standards ccss

WHAT are Common Core State Standards (CCSS)?

… a common foundation

for building excellence and equity for all students

in the United States.

stuff
Stuff

Reading intensity? Who requires what of whom? When? Appendix B

How do we assess this action?

Training teachers, staff, communities school boards????

Stay on message……..

Technology, how much where, when?

the bottom line
The Bottom Line
  • Common Core Standards are intended to get all students ready for college, workforce training and life. Hence they require content rich curriculum and robust assessments aligned to those standards.
  • This is NOT a new name for what we are already doing. It means committing to making education responsive to our changing society.
connections
Connections

http://www.parcconline.org/classroom-resources

http:vimeo.com/channels/parccinstitute/page:2

Rethink how when and where we do things.

SAS curriculum pathways

common core standards are
Common Core Standards Are…
  • Aligned to college and work expectations
  • Built on rigorous content and APPLICATION of knowledge through higher order skills
  • Internationally benchmarked so all students are prepared to succeed in the global economy
  • Based on evidence and research
  • State led - - coordinated through the National Governor’s Association
why should ms adopt ccss
WHY Should MS Adopt CCSS?

The great proficiency debate ----

The discrepancy between

State and National Assessments

(MCT2 and SATP vs. NAEP)

Mississippi students perform

below basic on the NAEP (national standards)

proficiency defined differently by states
Proficiency Defined Differently by States
  • Currently, each State defines proficiency, creating great disparity between what is expected of students across the nation.
  • Next 2 slides indicate the % of students scoring proficient on THAT State’s standards and the corresponding NAEP score.

(Ex. It takes a score of 203 on the NAEP for 91% of students to be proficient in NC but score of 246 for 39% to be proficient in SC.)

why should ms adopt ccss1
WHY Should MS Adopt CCSS?
  • Changing Workplace
  • Global Competition
  • Technology
  • Our children must be able to compete when they graduate from high school – and it’s a tough market out there…
global competition
…..Global Competition
  • Of Walmart’s 6,000 suppliers, 5,000 are in China
  • IBM’s PC business is owned by a Chinese company
  • The World Economic Forum ranks U.S. 48th in quality of math and science education
  • US is 27th in # undergraduate degrees in science and engineering
changing workplace
…Changing Workplace
  • MRI’s done in Mississippi can be read moments later by radiologist in Australia
  • Pilots in U.S. guide unmanned aircraft in Afghanistan
  • 32 unemployed individuals competing for every opening in construction industry
  • 77% of global firms planning to build R&D centers will build in China or India
technology
…Technology
  • US ranks 72nd in density of mobile telephone subscriptions
  • In 2009, 51% of U.S. patents were awarded to non-U.S. companies
  • China graduates more English speaking engineers than the U.S.
  • Hon Hai (computer manufacturer) employs more people worldwide than Apple, Dell, Microsoft, Intel and Sony combined
u s scoring internationally
U.S. Scoring Internationally
  • U.S. ranks 17th in Reading

(average range)

  • U.S. ranks 31st in Math

(below average score)

  • U.S. ranks 23rd in Science

(average range)

pisa 2009

PISA 2009

Overall Reading Scale

pisa 20091

PISA 2009

Overall Math Scale

pisa 20092

PISA 2009

Overall Science Scale

so what has ms decided
SO – What Has MS Decided?
  • Our state joined a consortium called PARCC (Partnership for Assessment of Readiness for College and Careers).
  • There are 25 states in this consortium.
  • 31 states are in the other consortium (SMARTER Balanced Assessment).
consortium membership parcc
Consortium Membership: PARCC
  • 13 Governing States

Arizona Illinois Massachusetts

Arkansas Indiana New York

District of Columbia Louisiana Rhode Island

Florida Maryland Tennessee

Georgia

  • 12 Participating States

Alabama Kentucky Ohio

California Mississippi Oklahoma

Colorado New Jersey Pennsylvania

Delaware North Dakota South Carolina

consortium membership dark blue governing states light blue participating states
Consortium MembershipDark Blue – Governing States, Light Blue – Participating States

Governing States

Participating State

parcc timeline
PARCC Timeline
  • 2010-11 Design Work/Logistics
  • 2011-12 Development Process
  • 2012-13 Field Testing
  • 2013-14 Field Testing
  • 2014-15 Live Administration
mcsd timeline may 2011
MCSD Timeline – May 2011
  • Introduce concept of Common Core Standards to

teachers

  • Revise K-2 report cards to reflect changes
  • Discuss instructional and assessment changes needed so teachers can investigate during the summer
  • Provide documents on Common Core for K-2 teacher review
  • Revise pacing guides and units for K-2 to reflect the changes
  • Develop performance based assessments for K-2 to give teachers an example of how to measure student growth
mcsd timeline school year 2011 12
MCSD Timeline School Year 2011-12
  • Implement Common Core in grades K-2
  • Study Common Core and what changes are

necessary for grades 3-12

  • Revise pacing guides and assessments
  • Professional development on instructional and assessment practices necessary for success on the upcoming test
  • Address technology issues – develop plan
  • Determine timeline through SY 2014-15 (when assessment is live)
how will instruction change
How Will Instruction Change?
  • Increased RIGOR and RELEVANCE
  • Emphasis on higher order thinking skills
  • Move toward performance based learning opportunities – problem based learning
  • More emphasis on research and writing
  • Increased use of technology to present products
  • Change in products required of students
knowledge taxonomy bloom
1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Knowledge Taxonomy (BLOOM)
application model
Application Model

1.Knowledge in one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real-world predictable situations

5. Application to real-world unpredictable situations

slide33

6

5

4

3

2

1

Rigor/Relevance Framework

Knowledge

Application

1

2

3

4

5

 International Center for Leadership in Education

slide34

Levels

Bloom’s

C D

A B

6

5

4

3

2

1 2 3 4 5

1

Application

slide35

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Application 3

A

Acquisition

Comprehension 2

Awareness 1

Low-level Knowledge

1

Knowledge in one discipline

2

Apply knowledge in one discipline

a quadrant
A Quadrant

name

label

define

select

identify

list

memorize

recite

locate

record

definition

worksheet

list

quiz

test

workbook

true-false

reproduction

recitation

Verbs

Products

slide37

Students use acquired knowledge to solve problems, design solutions, and complete work.

Application 3

B

Application

Comprehension 2

Awareness 1

Low-level Application

3

Apply knowledge across disciplines

5

Apply to real-world unpredictable situation

4

Apply to real-world predictable situation

b quadrant
B Quadrant

apply

sequence

demonstrate

interview

construct

solve

calculate

dramatize

interpret

illustrate

scrapbook

summary

interpretation

collection

annotation

explanation

solution

demonstration

outline

Verbs

Products

slide39

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

Evaluation 6

C

Assimilation

Synthesis 5

Analysis 4

High-level Knowledge

Application 3

1

Knowledge in one discipline

2

Apply knowledge in one discipline

c quadrant
C Quadrant

sequence

annotate

examine

report

criticize

paraphrase

calculate

expand

summarize

classify

diagram

Products

Verbs

essay

abstract

blueprint

inventory

report

plan

chart

questionnaire

classification

diagram

discussion

collection

annotation

slide41

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

Evaluation 6

D

Adaptation

Synthesis 5

Analysis 4

High-level Application

Application 3

3

Apply knowledge across disciplines

4

Apply to real-world predictable situation

5

Apply to real-world unpredictable situation

d quadrant
D Quadrant

evaluate

validate

justify

rate

referee

infer

rank

dramatize

argue

conclude

evaluation

newspaper

estimation

trial

editorial

radio program

play

collage

machine

adaptation

poem

debate

new game

invention

Verbs

Products

research writing
Increase in percentage of informational text used

Provide evidence to support reasoning

Critical reading that leads through large amounts of information to create a product/answer to a question

Write original text to support conclusions and assertions

Write for a purpose and an identified audience

Inquiry based learning and providing solutions to problems posed

Write essays based on research using several sources and evaluating credibility

Research/Writing
how will assessment change
How Will Assessment Change?
  • K-2 will not have a nationally administered test but is expected to reach MASTERY on the objectives designated for their grades.
  • 3rd-12th will eventually take an online national test in reading/language arts, math and science. These will be administered each 9 weeks so teachers can adjust instruction to meet student need.

(keyboarding skills required grades 6 up; 3rd-5th will have pencil/paper test at first where do we teach keyboarding?)

implications for mcsd instruction and assessment
Implications for MCSD Instruction and Assessment

LANGUAGE ARTS/READING

  • Continue to utilize a balanced literacy approach (reader’s workshop, writer’s workshop, literature circles) and emphasize comprehension skills (critical reading)
  • Teach language arts/reading in an INTEGRATED format (reading and writing are reciprocal processes)
  • Increase reading of informational text (50% in K-2; 70% by 9th)
  • Require different formats of writing, inclusive of informative, persuasive and narrative and in a variety of product forms
  • Emphasize text structures when reading and writing
  • Use concept (thinking) maps to promote idea organization
implications for mcsd instruction and assessment1
Implications for MCSD Instruction and Assessment

MATHEMATICS/SCIENCE/TECHNICAL SUBJECTS

  • Teach literacy skills across the curriculum (reading and writing)
  • Require written citations of evidence from research in projects/products, inclusive of explanation of reasoning
  • Analyze text structures when reading and writing
  • Use concept (thinking maps) to organize ideas
  • Use extended response items in Everyday Math without fail as these mirror future test question format and reasoning required
  • K-2 must develop performance based tasks in reading/language arts, math and science to prepare students for the upcoming national tests

**national math test in 3rd grade up will include constructed/ extended response items

  • Assure that students are ready to take algebra in the 8th grade
reading required
Reading: Required?

Homer. The Odyssey

Ovid. Metamorphoses

Gogol, Nikolai. “The Nose”

De Voltaire, F.A.M. Candicie, Or the Optimist

Turgenev, Ivan. Fathers and Sons

Henry, O. “The Gift of the Magi”

questions
Questions?

http://www.parcconline.org/classroom-resources

IBE and AP questions

be resilient adj capable of bouncing back from or adjusting to challenges and change
Be Resilient(adj) capable of bouncing back from or adjusting to challenges and change!

Focus on results: Embrace that results are what we’re all really after. Commit to delivering!

Make lessons of failures. Minimize the tendency to make a mistake anything more than a lesson on how not to do something. We need to learn from our experiences and accept them as tuition of future success.

continue on smarter
Continue on :Smarter

Reinforce. Support each other and ourselves by continually reminding and encouraging one another to deliver on these points.

Phone a Friend