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Implementing Wisconsin Common Core Standards Locally. Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI. Outcomes. Identify effective strategies for implementing the Common Core Standards

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Every child a graduate conference january 14 2011 monona terrace convention center madison wi


Wisconsin Common Core Standards


Every Child A Graduate Conference

January 14, 2011

Monona Terrace Convention Center

Madison, WI


  • Identify effective strategies for implementing the Common Core Standards

  • Identify avenues for educator involvement in development and implementation activities around the Common Core Standards

  • Consider your role to support the development of literacy for all students in all subject areas

High quality instruction
High Quality Instruction

  • Curriculum, instruction, assessment

  • Engaging

  • Standards-based (CCSS and WMAS)

  • Data-driven

  • Research-based

  • Differentiated

  • Culturally Responsive

Design specs
Design Specs

English Language Arts

Portrait of students who meet ela standards
Portrait of Students Who Meet ELA Standards


  • Demonstrate independence

  • Build strong content knowledge

  • Respond to the varying demands of audience, task, purpose, and discipline

  • Comprehend as well as critique

  • Value evidence

  • Use technology and digital media strategically and capably

  • Come to understand other perspectives and cultures

Every child a graduate conference january 14 2011 monona terrace convention center madison wi

Overview of English Language Arts Standards

Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards (CCR) for each strand:

  • Reading

  • Writing

  • Speaking and Listening

  • Language

  • Overarching targets (parallel for each grade band)

  • Strands of english language arts standards
    Strands of English Language Arts Standards

    • Reading: Text complexity and growth of comprehension

      • Grades K-5: Literature and Informational Text

      • Grades K-5: Reading Standards – Foundational Skills

      • Grades 6-12: Literature and Informational Text

    • Writing: Text types, responding to reading, and research

    • Speaking and Listening: Flexible communication and collaboration

    • Language: Conventions and vocabulary

    Old to new english language arts reading informational text
    Old to New – English Language Arts“Reading Informational Text”

    More Specific

    Has many interpretations

    Standards for disciplinary literacy
    Standards for Disciplinary Literacy

    Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects

    • Based on CCR Anchor Standards for:

      • Reading

      • Writing

    • Technical subjects: defined as workforce-related subjects; technical aspects of wider fields of study such as art and music

    Design specs1
    Design Specs


    Overview of mathematics standards
    Overview of Mathematics Standards

    Standards for Mathematical Practice

    Standards for Mathematical Content

    Standards for mathematical practice
    Standards for Mathematical Practice

    • Make sense of problems and persevere in solving them

    • Reason abstractly and quantitatively

    • Construct viable arguments & 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

    Organization of the standards for mathematical content
    Organization of the Standards for Mathematical Content

    K-8 Grade Levels/9-12 Conceptual Categories




    K 5 domains
    K-5 Domains


    • Counting and Cardinality K

    • Operations and Algebraic Thinking K-5

    • Number and Operations in Base Ten K-5

    • Number Operations – Fractions 3-5

    • Measurement and Data K-5

    • Geometry K-5

    Grades 6 8 domains
    Grades 6-8 Domains


    • Ratio-Proportional Relationships 6-7

    • The Number System 6-8

    • Expressions & Equations 6-8

    • Functions 8

    • Geometry 6-8

    • Statistics & Probability 6-8

    High school conceptual categories
    High School Conceptual Categories

    • Number and Quantity

    • Algebra

    • Functions

    • Modeling

    • Geometry

    • Statistics & Probability

    9 12 conceptual categories and clusters
    9-12 Conceptual Categories and Clusters

    • Number and Quantity

      • The Real Number System

      • Quantities

      • The Complex Number System

      • Vector and Matrix Operations

    • Algebra

      • Seeing structure in expressions

      • Arithmetic with Polynomials, Rational Expressions

      • Creating Equations

      • Reasoning with Equations and Inequalities

    • Functions

      • Interpreting functions

      • Building functions

      • Linear, quadratic and exponential models

      • Trigonometric Functions

    • Modeling

    Every child a graduate conference january 14 2011 monona terrace convention center madison wi

    9-12 Conceptual Categories and Clusters

    • Statistics and Probability

      • Interpreting categorical & quantitative data

      • Making Inferences & Justifying Conclusions

      • Conditional Probability and Rules of Prob.

      • Using Probability to Make Decisions

    • Geometry

      • Congruence

      • Similarity, Right Triangles and Trigonometry

      • Circles

      • Expressing Geometric Properties with Equations

      • Geometric Measurement and Dimension

      • Modeling with Geometry

    Strategies for unwrapping implementing the standards
    Strategies forUnwrapping & Implementingthe Standards

    Implementing the standards a collaboration of stakeholders
    Implementing the Standards: A Collaboration of Stakeholders

    Parents and Communities

    Implementation strategies
    Implementation Strategies

    • 12 CESAs – divided into regions

    • Collaboratively designed CCSS training

      • district teams

      • train-the trainer

    • Foundations – investigations

    • Additional training in the works to dig deeper

    • What’s next…. Phase II

    Wi standards for mathematics
    WI Standards for Mathematics

    Strategies forUnwrapping & Implementingthe Standards

    Mathematical practices task
    Mathematical Practices Task

    Ray is covering 2 countertops with 3” by 6” tiles.

    • Countertop A is 15” by 18”

    • Countertop B is 9” by 9”.

      Decide whether Ray will be able to cover the entire surface with whole tiles with no gaps or overlaps.

      Justify your answer.

    Every child a graduate conference january 14 2011 monona terrace convention center madison wi

    Visualize a classroom of students




    English Language Arts

    What verbs describe what you hope to see them doing?

    Rigor of the standards
    Rigor of the Standards

    Revised Bloom’s Taxonomy

    Revised taxonomy of the cognitive domain following Anderson and Krathwohl, 2001

    Rigor of the standards1
    Rigor of the Standards


    • Select two:

      • Domains for mathematics

      • Strands for ELA

    • Highlight/circle all of the verbs.

    • Determine the appropriate RBT level of each verb and place them in the corresponding RBT level.

    • Discuss your findings.

      At which levels do most verbs appear?

    What does understand mean
    What does Understand mean?

    Understand is used in the CCSS to mean that students can explain the concept with mathematical reasoning, including:

    • giving concrete illustrations


    • providing mathematical representations and example applications.

    What does mathematical understanding look like
    What does mathematical understanding look like?

    “One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.

    “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.”

    Common Core Standards, 2010

    What does mathematical understanding look like1
    What does mathematical understanding look like?

    “Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.”

    Common Core Standards, 2010

    Standards that begin with understand
    Standards that begin with “understand”

    are good opportunities

    to connect the practices

    to the content.

    CCSS: p. 8

    Understand samples of student writing
    Understand: Samples of Student Writing

    • Annotated to illustrate the criteria required to meet the CCSS in types of writing:

      • Argument (Opinion through grade 5)

      • Informative/explanatory

      • Narrative

    • Illustrates range of accomplishment by grade

    • Illustrates range of writing conditions (homework, on demand, research projects)

    Common core state standards
    Common Core State Standards

    Reading – Fourth Grade Example

    Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]

    Common core state standards1
    Common Core State Standards

    Reading – Eighth Grade Example

    Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]

    Common core state standards2
    Common Core State Standards

    Reading – Tenth Grade Example

    Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]

    Content area or disciplinary literacy
    Content Area (or Disciplinary) Literacy

    • Consider how to create a school-wide approach to literacy that includes all contents and disciplines…

    Unwrapping the ccss for mathematics grade 8
    Unwrapping the CCSS for Mathematics (Grade 8)

    Critical Area: Grasping the concept of a function and using functions to describe quantitative relationships.

    Domain: Functions

    Cluster Idea: Define, evaluate, and compare functions.

    Concepts need to know about functions
    Concepts: Need to know about functions

    • Functions



      Set of Ordered Pairs


    • Types of Functions



    • Forms of Representations



      Numeric (tables)


    Skills be able to do
    Skills: Be able to do

    • Understand (function)

    • Compare (properties)

    • Interpret (equation: y = mx + b)

    • Give examples (non-linear functions)

    Opportunity to learn
    Opportunity to Learn

    is a critical factor

    in closing the

    achievement gap.

    Every child a graduate conference january 14 2011 monona terrace convention center madison wi

    Students learn

    through the experiences

    that teachers provide.

    A teacher s effectiveness
    A teacher’s effectiveness

    is determined by three critical areas of knowledge:

    Effective teaching
    Effective teaching

    requires understanding what

    students know and need to learn

    and then challenging and

    supporting them to learn it well.

    PSSM 2000

    Final messages
    Final Messages

    • Build and sustain collaboration

      • In your district

      • Across districts

      • Statewide

    • Develop common interpretation

    • Expand and connect professional development

    • Nurture the understanding