Implementing the Common Core State Standards: an Extraordinary Opportunity

Presentation Transcript

“ A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines.” -Emerson

Goals/agenda for today:
Why the Common Core State Standards?
Reading/ELA and Math Standards-Broad overview
What’s on the Test: Smarter-Balanced Consortium
Literacy across the Curriculum: SDE Health Education Team
Team Building at the District level; how can SDE help?
Seize the Day: http://www.youtube.com/watch?v=qQtmGcdSDAI&NR=1

Today’s Goals/Agenda

The Foundation:

Standards describe what we want students to know and be able to do - our shared vision of what skills and knowledge are important and valued

Origin of the Common Core State Standards

The Foundation:

Standards describe what we want students to know and be able to do - our shared vision of what skills and knowledge are important and valued

The Framing:

Curriculum is the detailed plan for how the standards are taught and in what order [not a national curriculum]

What is the role of standards?

The Framing:

Curriculum is the detailed plan for how the standards are taught and in what order [not a national curriculum]

The Finish Work:

Instruction is the fine grain of how the curriculum is taught

The Finish Work:

Instruction is the fine grain of how the curriculum is taught

The Inspection:

Assessment reveals level of standards mastery-An INTEGRATED system

The Inspection:

Assessment reveals level of standards mastery-An INTEGRATED system

In 2008 State chiefs, governors and CCSSO studied current standards and national achievement results:

Status quo: A mile wide and an inch deep, declining achievement on international assessments
Teachers, researchers, higher ed. education experts began work on the standards, nearly all states have adopted-evidence of exceptional cooperation
The goal: Fewer and deeper standards that raise the bar, are internationally benchmarked

Organization of the CCSS

a sea change not nibbling around the edges

Old School, Cliff Notes version [the 12 day, 15 city European Tour]:

One class session on Transcendentalists, summary, no primary texts, tested by matching: Who wrote Walden?
“I think it’s about some dude who went fishing.”
Common Core:
Read actual writings of Thoreau on civil disobedience and trace the lineage of this movement through Gandhi's work in India, the civil rights movement [MLK] in the US, and the Arab Spring.
Research and collaborate with a partner to create and deliver an oral presentation, standing for questions.
Individuals write an organized, detailed analysis on this topic, citing relevant text reference. Peer revise/edit. Final draft.
Must reach the classroom and change instructional practice

A Sea Change: not nibbling around the edges

text complexity many students not college and career ready

Those scoring below proficient [21] on ACT had common factor:

Inability to answer questions associated with complex texts [Seen across all subgroups]
One remedial reading course= 30% chance of graduating college versus 69%
Despite more complex text in the workplace, text complexity has declined steadily over the last 50 years.
http://www.corestandards.org/assets/Appendix_A.pdf
“Appendix A: ELA and Literacy in History, Social Studies, Science, and Technical Subjects”……… This reflects interdisciplinary approach; everyone owns literacy

Text Complexity: Many Students not College and Career Ready

Can’t just look at simple word frequency or sentence length metrics [quantitative]–

Grapes of Wrath rates at the 2-3 grade level

Multiple Levels of meaning [qualitative] must factor in equation [familiar language to convey sophisticated ideas]
Reader and Task Considerations-Professional Educators select for particular students or tasks

CCSS View of Text Complexity

2009 NAEP Reading Assessment: Distribution of literary and informational passages

Focus on Informational Text

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc

College and Career Ready Writing Standard #9:

“Draw evidence from literary and informational text to support analysis, reflection, and research.” [same for grades 4-12]
A. “Apply grade 11-12 Reading Standards to literature ...how two or more texts treat similar subjects”

[specific to grades 11-12]

B. “Apply grades 11-12 Reading Standards to literary nonfiction…delineate and evaluate reasoning in seminal US texts…”
On page 47 of your ELA CCSS Booklet

Marriage of Reading and Writing

Goal: Foster flexible, fluent, and rhetorically agile writers

Well versed and practiced in……
Narrative
Informational and
Persuasive Writing
They consider purpose and audience
Changing NCLB’s unintended consequence

Writing is Primary not Secondary

Writing Standard 10:

“Write routinely over extended time frame [time for research, reflection, and revision] and shorter time frames [a single sitting or a day or two] for a range of tasks, purposes, and audiences.”
Are your students writing Routinely?

10. Write routinely…

2011 NAEP Writing Framework: Distribution of Communicative Purposes

Focus on Informational Text

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing-2011.doc

Command of Usage [ISAT helps]

Command of cap., punct. , spelling

Effective knowledge and use of language [word choice, sentence variety, syntax in R, S/L, W]

4. Determine meaning through context clues

Understand figurative language, nuance

6. Acquire and use a range of vocab. in R, W, S/L

Language Standards

1. Collaborate effectively

2. Integrate/evaluate information from diverse media, visually, quantitatively, orally

3. Evaluate speaker’s point of view, reasoning

4. Create and present information orally

5. Effective use of digital media in presentations

6. Adapt speech to a variety of contexts, tasks

CCSS Emphasis on Creating!

students who are college and career ready

demonstrate independence

build strong content knowledge
respond to demands of audience, task, purpose and discipline.
comprehend and critique
value evidence
use technology and digital media strategically and capably
come to understand other perspectives and cultures

Students who are college and career ready…

http://www.youtube.com/user/TheHuntInstitute#p/u/8/1zHWMfg_8r0http://www.youtube.com/user/TheHuntInstitute#p/u/8/1zHWMfg_8r0

Hunt Institute CCSS Orientation Video Clips

http://www.corestandards.org/the-standards
Standards and Appendices
www.commoncore.org/maps

CCSS Curricular Maps

Resources

The Boise State Writing Project

www.bswproject.com

Contact information--General Questions Directors Jeff Wilhelm and

Jim Fredricksen

jwilhelm@boisestate.edu
jimfredricksen@boisestate.edu

Professional Development

Paula Uriarte
paula.uriate@boiseschools.org
Common Core team Rachel Bear
rachel.bear@boiseschools.org

Resources, cont.

Schoolnet Role in Common Core Implementation

Statewide data management system, digital backpack, Align, and Assess
Unpacked CCSS loaded
Digital content and open source item banks
aligned to standards available
Building a resource for teachers, teacher created work uploaded

One-Stop Shop for Teachers

CCSS Deconstructed on Schoolnet

Smarter-Balance Assessment Consortium [SBAC]

More than 30 states, Idaho is a lead
[Economy of size –Idaho gets a lot!]
Evidence based approach, support from national assessment, and educational experts
SBAC tests replace ISAT in 2014-15!!
[except for science]
http://www.k12.wa.us/SMARTER/default.aspx

A National Consortium of States

29 states representing 48% of K-12 students
21 governing, 8 advisory states
Washington state is fiscal agent

What’s on the Test?

We test what we value!
SBAC tests will adhere closely to CCSS in a fully integrated system
With supports/tools/resources for teachers and students: interim banks [2014] and formative tools [2012]

Item Types-Not the same old test

Computer adaptive
Technology enhanced,[drag and click]
Constructed response [paragraph or two]
Emphasis on Performance Assessment:
On demand writing
Performance tasks, some over several days, multiple standards, use texts, video, speaking, listening, writing
http://nysedregents.org/ComprehensiveEnglish/

What is performance assessment?

If you want to know if someone can do something, have them do it and score it by a set of rules [Rubrics]
Authentic, active, requires creativity and synthesis and application –highest cognitive complexity
Rubrics with student responses provide a platform for instruction and common language around learning
Marriage of assessment and instruction-Formative

Try your hand

Write short paragraph about the first time you rode a rollercoaster. Directive: Which best communicates this experience?

a. The line was a long line. It took a long time to get to the front. I felt sort of funny before I rode the rollercoaster. I am glad I road the rollercoaster after all. I ride it all the time now when I go there.

Try your hand, cont.

Looming before was the infamous Wild Mouse Rollercoaster. The line of miners going up Chilkoot Pass had nothing on this one. Several birthdays came and went before we reached the front, while my stomach did wingovers, sweat beading on my forehead. Here we go! Visible still are my finger prints embedded in car 29’s safety bar.
It took 45 minutes to get to the front of the line, and I was getting nervous. I got more and more nervous until we finally reached the front. We were on, and it was fun, but I did not let go of the bar. I really like the part that goes through the pool of water. Now it is my favorite ride.
Build a Rubric; Learning progressions

Common Core State Standards

Introduction

Idaho State Department of Education

Preparing for the Common Core State Standards

MATHEMATICS
Recognizing Excellence in all Students

a game changer

How do you recognize excellence?

You don’t always recognize it.
Sometimes…you reveal it.

Learning Progressions in the Common Core

The Standards

Familiarity → Understanding →

Internalization → Incorporation→

Sustainability

Common Core State Standards for Mathematics,

Kindergarten

In Kindergarten, instructional time should focus on twocritical areas: (1) representing and comparing whole numbers, initially with sets of objects;

(2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

Critical Areas

Brief Description

Critical Areas

Full Description

Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
(2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

Kindergarten Overview

Counting & Cardinality

• Know number names and the count sequence.

• Count to tell the number of objects.

• Compare numbers.

Operations & Algebraic Thinking

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Number & Operations in Base Ten

• Work with numbers 11–19 to gain foundations for place value.

Measurement & Data

• Describe and compare measurable attributes.

• Classify objects and count the number of objects in categories.

Geometry

• Identify and describe shapes.

• Analyze, compare, create, and compose shapes.

Counting & Cardinality Domain

Know number names and the count
sequence. Standards CLUSTER Heading
Count to 100 by ones and tens. Standards
Count forward beginning from a given number within the known sequence [instead of having to begin at 1]
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 [with 0 representing a count of no objects]

8 Standards for Mathematical Practice

CCSS

Jeopardy

Standards for Mathematical Practice

Standards for Mathematical Practice Too

Codes

Standards

100

200

300

400

What are the Standards for Mathematical Practice?

These standards describe

varieties of expertise that

teachers at all levels [grades K-12]

should seek to develop in

their students

1,2

What is the code for Grade 4

Number and Operations in Base Ten Standard 5?

4.NBT.5

1,3

What is a grade level content standard?

Statements that define what

students should understand

and be able to do.

1,4

What are the first 3 words in each Standard for Mathematical Practice?

Mathematically proficient

students…

2,1

What are the Standards for Mathematical Practice

“Habits of Mind.”

2,2

What is the code for Grade 7

Ratio and Proportion Standard 2a?

7.RP.2a

2,3

What is a cluster?

Small groups

of related standards .

2,4

How many standards are there for Standards of Mathematical Practice.

8

3,1

Students will demonstrate

these mathematical processes

and proficiencies.

3,2

What is the code for

Algebra Reasoning with Equations and Inequalities?

A.REI.1

3,3

What is a Domain?

Larger groups of

related standards including

their cluster headings

3,4

What are some tools that a mathematically proficient student might use strategically?

Calculator

Ruler

Protractor

Spreadsheet

4,1

Descriptions of the varieties

of expertise mathematics

educators should seek to

develop in their students.

4,2

What does the first symbol in each K - 8 standard represent?

The Grade Level

4,3

What are the Conceptual Categories for High School?

Number & Quantity

Algebra

Functions

Modeling

Geometry

Statistics and Probability

4,4

What is Standard # 1 for Mathematical Practice? Or What is “Make sense of problems and persevere in solving them.”

Never Give Up

CCSS

Scavenger Hunt

Take Students’ Ideas Seriously

DEVELOPING

MATHEMATICAL

THINKING

Focus on the Structure of the Mathematics

Encourage Multiple Strategies

BUILDING MATHEMATICAL UNDERSTANDING

Press Students

Conceptually

Address Misconceptions

Explanations and ExamplesKindergarten

Mathematical Practices By Grade Level

A fortunate irony…teaching “less” can result in learning more

Resources

http://illustrativemathematics.org/

http://commoncoretools.wordpress.com/

http://www.insidemathematics.org/index.php/common-core-math-intro

http://ccsso.org

http://www.nctm.org/

http://www.mathedleadership.org

http://www.khanacademy.org/

http://www.aimsedu.org/

http://www.learningregistry.org/home

http://www.sde.idaho.gov/

Their future is in our hands…

And our future is in theirs…

HEALTH Education and PHYSICAL Education

Alignment to the Common Core

Presentation Objectives:

Provide Awareness of Health Education and Physical Education Standards;
Discuss the link to the Common Core Standards;
Provide examples of integration of health education and physical education content knowledge and skills into the Common Core.

Consequences of Limited Health Literacy

Adults with limited health literacy, as measured by reading and numeracy skills, have less knowledge of disease management and of health-promoting behaviors, report poorer health status, and are less likely to use preventive services. (Finding 3-3)

Cost of Limited Health Literacy

$69 billion in avoidable expenditures

Skill-based Health Education Nutbeam, 2008

Basic/functional literacy – to function in everyday situations by using basic reading and writing skills
Communicative/interactive literacy - to communicate and transfer meaning to new situations by using advanced cognitive, literacy, and social skills
Critical literacy - to critically analyze information and use it to control our actions - empowerment

College and Career Readiness

The HEAP Web-based Technology

MetaCat technology developed by MetaLogic, Inc.

http://www.metalogic1.com

HEAP website: http://scassheap.org

1.Searchable Bank of over 2000 Assessment Items

(E, MS, HS, 4 types of items) providing teachers the ability to:

Search, view, select and download items,
Easily administer online testing of students, if desired, and
Obtain test results data in real-time to inform instruction

2.Distance Learning Course

Six PD Modules that can be adapted by members

3. Item Development Tool

Collaborative item development with edit history

4.Cognitive Complexity Sets

PD tool to help members and trained teachers to produce more cognitively complex

assessments

5. Health and Reading Component

Health related books, discussion questions, assessments teacher resources,

aligned with Lexile levels

6. Media/Documents Libraries

Houses media objects for assessment development/documents for training

Bloom’ Revised Taxonomy

What the HEAP is doing?

Improving functional health literacy through children’s literature

English Language Arts Standards

Reading: Informational Text

Use, Misuse, Abuse

HEAP Book ?

Medicine, Alcohol

HEAP Book ?

“Use only as prescribed”

“Recommended dose”

HEAP Resource?

http://kidshealth.org/teen/drug_alcohol/drugs/know_about_drugs.html#

HEAP resource

Medical marijuana v. health effects on marijuana – Do all bad things about this drug go away because of the word “medical”?

Are “prescription” drugs safer than illicit drugs since a doctor has prescribed them?)

HEAP Resource ?

$physical education and math$

Physical Education and Math

Physical Education Standards

Standard 1: Skilled Movement

Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Movement Knowledge

Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities

PE Standards, cont.

Standard 3: Valuing a Physically Active Lifestyle

Participate daily in physical activity for health, enjoyment and /or satisfaction, challenge, self-expression and /or social interaction.

Standard 4: Personal Fitness

Achieve and maintain a health-enhancing level of physical fitness

PE Standards, cont.

Standard 5: Personal and Social Responsibility

Exhibit responsible and social behavior that respects self and others in physical activity settings.

Calculate Your Resting Heart Rate

Predict your resting heart rate…

Math Standard #5: Use appropriate tools (heart rate monitor/computer program software)and detect errors using estimation

Count your heart rate at rest for 60 seconds

Math Standard #8: Look for and express regularity in repeated reasoning; general methods & shortcuts (calculating various time intervals)

How close was your prediction?

Let’s Move and Make the Connection

10 Mini Jumps with Arms
10 Seal Jumps
10 Mini Lunges with Arms

HEALTH Education and PHYSICAL Education

Alignment to the Common Core

Presentation Objectives:

Provide Awareness of Health Education and Physical Education Standards;
Discuss the link to the Common Core Standards;
Provide examples of integration of health education and physical education content knowledge and skills into the Common Core.

Engaging all Teachers and Students

All Teachers and Support Staff

Gifted and Talented

Special Education

Teachers, Paraprofessionals, Speech-Language Professionals,

School Psychologists

Title Programs

Title I, Migrant, LEP, Homeless, Delinquent
Teachers, Paraprofessionals

All Teachers

State and District Initiatives

RTI
Classroom Technology Integration
21st Century Learning Centers
Early Childhood Programs
School Improvement Planning

Program Considerations

Supports and related services designed to enable access to the general education curriculum
Individual student plans are aligned with and facilitate attainment of grade-level academic standards
Teachers and support personnel who are knowledgeable about the CCSS and alignment of interventions and supplemental materials

Program Considerations

Instructional supports for learning based on principles of Universal Design for Learning (UDL)
Instructional accommodations- changes in materials or procedures-which do not change the standards but allow students to learn within the framework of the CCSS
Technology devices and services to ensure access to the general education curriculum and the CCSS