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AVID and the Common Core

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  1. AVID and the Common Core An introduction to the California Common Core State Standards and how AVID Strategies support them. Mike Horton, RIMS AVID

  2. AVID and the Common Core AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

  3. What Does ELA CCSS Focus on? Rigor. Application of learning to real world situations. Technology and media sources. Justification and evidence. Communication/collaboration. Expository reading and writing Research. “I Choose C” video

  4. What Does Math CCSS Focus on? Conceptual understanding. Number sense in elementary. Application to real world problems. Rigor. Success in algebra and higher level mathematics.

  5. Six Shifts in Common Core ELA • Shift 1- Balancing Informational & Literary Text • Shift 2- Knowledge in the Disciplines- is built through text, not teachers or activities • Shift 3- Staircase of Complexity- Increasingly complex texts are read closely (close reading video) • Shift 4- Text-based answers- Students engage in rich conversations about text • Shift 5- Writing from Sources- Emphasize use of sources and textual evidence to defend an argument • Shift 6- Academic Vocabulary- Students constantly build vocabulary necessary to access complex text

  6. Six Shifts in Common Core Math • Shift 1- Focus, narrow and deep • Shift 2- Coherence, content is connected within and across grade levels and subjects • Shift 3- Fluency, Students develop speed and accuracy with simple calculations • Shift 4- Deep Understanding, Students learn concepts deeply and focus less on algorithms to solve individual problems (Dan Meyer video) • Shift 5- Application, Students can apply math in novel situations without being prompted • Shift 6- Dual Intensity, Practice and understanding are not only balanced, but simultaneous

  7. WRITING • Cornell Note-Taking • Learning Logs • Quickwrites and Reflections • Process Writing • Peer Evaluation • Authentic Writing COLLABORATION • Socratic Seminars • Tutorials • Philosophical Chairs • Group Activities and Projects • Peer Editing Groups • Service Learning Projects INQUIRY • Skilled Questioning Techniques • Costa’s Levels of Thinking • Socratic Seminars • Tutorials • Investigations • Questions that Guide Research ORGANIZATION • Binders and organizational tools • Calendars, planners, and agendas • Graphic organizers • A focused note-taking system • Tutorials and study groups • Project planning and SMART goals READING • Deep Reading Strategies • Note-Taking • Graphic Organizers • Vocabulary Building • Summarizing • Reciprocal Teaching

  8. Reading Anchor Standards • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Pre-reading inside and outside of text (R) • Quickwrites/Reflections (W) • Focused Cornell Notes (WOR) • Marking, charting, annotating text, critical reading (R) • Graphic Organizers (R) • Summarizing (R) • Dialectic Journals (W) • Interactive Notebooks (W) • Reciprocal Teaching (R) • Socratic Seminars/Phil. Chairs (C) • Deep Reading Strategies (R)

  9. Writing Anchor Standards • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing • Quickwrites and Reflections (W) • Focused Cornell Notes (WOR) • Process Writing (W) • Authentic Writing – Dialectic Journals/ Interactive Notebooks (W) • Research (I) • Learning Logs (W)

  10. Speaking and Listening Anchor Standards • Comprehension and Collaboration • Presentation of Knowledge and Ideas • Socratic Seminars (IC) • Philosophical Chairs (C) • Tutorials (C) • Reciprocal Teaching (R) • Peer Evaluation (W) • Questions that Guide Research (I) • Group Activities and Projects (C)

  11. Language Anchor Standards • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use • Deep Reading Activities (R) • Vocabulary Building (R) • Process Writing (W) • Peer Evaluation(W) • Peer Editing Groups (C)

  12. Math Standards for Mathematical Practice • Make sense of problems and persevere in solvingthem • Reason abstractly and quantitatively • Construct viable arguments and 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 Dan Meyer Video

  13. CST CCSS RIGOR Real World Practice Bk relevance

  14. COSTA’S LEVELS OF THINKING Off The Page Between The Lines On The Page

  15. What does Rigor Look Like? Which fraction is equivalent to 2/3? • 1/3 • 2/4 • 8/12 • 16/20 CST questions have correct answer determined by an algorithm with no justification.

  16. What does Rigor Look Like? Click all of the following fractions that are equivalent to 1/2? • 2/4 • 116/222 • 8/16 • (4)2/(8)2 CCSS questions may have multiple answers, clickable areas, or drag and drop.

  17. What does Rigor Look Like? In front of you are a salt shaker and a pepper shaker. You take a spoonful of salt from the salt shaker and put it in the pepper shaker. You then take a spoonful of the salt/pepper mixture from the pepper shaker and put it in the salt shaker. Is there more salt in the pepper shaker or pepper in the salt shaker? Explain Does the size of the shaker matter? Does the size of the spoon matter? Does it matter if you shake the pepper shaker before scooping? Common Core questions will require deep thinking, writing, and justification.

  18. What does Rigor Look Like? Types of Common Core Assessments • Selected response • Short constructed response • Extended constructed response (math) • Technology enhanced • Performance tasks

  19. Assessment Claims: ELA Each assessment question written must address at least one of the following claims, one of the Common Core standards, and identify at Depth of Knowledge required to answer it. ELA Assessment Claims: Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

  20. Assessment Sample Grade: 9 Assessment Claims: 2 and 4 Depth of Knowledge: 4 Time: 120 minutes

  21. Assessment Claims: Math Math Assessment Claims: Claim #1 – Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 – Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. Claim #3 – Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 – Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

  22. Assessment Sample CST-like question Smarter Balance Question

  23. Assessment Sample Technology Enhanced Items

  24. RIMS AVID Write Path Training: Preparing for the Common Core Write Path English Language Arts I and II Write Path Math I and II Write Path History/Social Science I and II Write Path Science I and II Write Path English Language Learners Critical Reading: Deep Reading Strategies for Expository Text I and II High School/Middle School Writing AVID Success Path Tutorology

  25. Additional RIMS AVID Support • WICOR Walkthroughs • Reading/Writing Peer Coaching Tool • Regional Coach Support • Coordinator Workshops

  26. Socratic Seminar How can AVID Strategies be used as a tool to implement CCSS schoolwide? How might large scale training in AVID strategies occur for 20,000+ teachers in RIMS? Remember: Paraphrase the comments of the speaker before you. “3 Before Me” rule Refer to the text (presentation) when possible

  27. Resources • CCSS website • http://www.corestandards.org/ • CCSS Math Appendix A • http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf • SBAC website • http://www.smarterbalanced.org/ • CDE SBAC website • http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp