“building the base” with common core state standards

How will the new Common Core improve teaching and learning to ensure that 21st century high

school graduates have the knowledge and skills they need for college or a career?

“Building the Base”with Common Core State Standards

While you are settling in…Please take online survey!

• What are the skills and understandings you believe a 21st century literate person needs to have?

How will we work together today?

• Sense of responsibility for the group as a community of learners

• Positive Attitude• Active Participation• Valuing Differences

How will we work together this morning?To

LITERACY and

beyond!

Where is this coming from?

What are the implications?

Why is it important?

Setting the stage

What are the key advances?

How are the standards organized?

What’s the point of the appendices?

Meat and

potatoes

What are the implications for our practice?

How will we share this information with our colleagues? Making

connections

Setting the stage

What are we preparing our students for?

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” –Alvin Toffler

Am I prepared?

?

Why did this happen?

It made sense then…• Schooling in the Medieval

Age: Learning the rules of the church

• Schooling in the Industrial Age: Preparing factory workers

But now…• Schooling in the Current

Age: The purposes of schooling are changing– New kinds of thinking for new

kinds of problems

http://prezi.com/g0chsig7xqou/if-the-rules-have-changedhow-does-that-affect-me-my-teaching-my-students/

Call for ChangeACRE – Accountability and Curriculum Reform Effort

RttT – Race to the Top

Has Curriculum Changed?Has Curriculum Changed?Then Reading Writing Arithmetic Gym History and

Geography Science

Then Reading Writing Arithmetic Gym History and

Geography Science

Now Language Arts Mathematics P.E. Social Studies Science


Has it really changed? No, not in 100 years.

What is needed?


Geography Science


Geography Science




What is needed?

As of 2012-2013

NC Standard Course of Study will no longer be used

Common Core – Math and ELA standards developed with 44 states ELA – English and Language Arts Mathematics

Essential Standards – new standards developed for other content areas

http://www.corestandards.org/in-the-states


Geography Science


Geography Science




What is needed?

As of 2012-2013

NC Standard Course of Study will no longer be used

Common Core – Math and ELA standards developed with 44 states ELA – English and Language Arts Mathematics

Essential Standards – new standards developed for other content areas

http://www.corestandards.org/in-the-states

Timeline for Implementation 2011-2012

Professional development on new standards Development of county-wide curriculum based

on new standards Teach the 2004 curriculum Implement Information and Technology

Essential Standards 2012-2013

All content areas implement new standards, curriculum, and tests

21st Century Skills21st Century Skills Information and communication

skills Thinking and problem-solving Interpersonal and self-direction

skills Global awareness Financial, economic and business

literacy, and developing entrepreneurial skills to enhance workplace productivity and career options

Civic literacy

Information and communication skills

Thinking and problem-solving Interpersonal and self-direction

skills Global awareness Financial, economic and business

literacy, and developing entrepreneurial skills to enhance workplace productivity and career options

Civic literacy

That’s nice, but…

What will this actually look like for my school?

“Face the brutal facts with unwavering optimism.”

And now…

Lucy Calkins says…

“Writing is becoming a major force for democracy across the world.

Not only to take in information, but to be able to talk back in ways that are compelling.”

What are the key advances in ELA CCSS?

Reading

•Text complexity and growth of comprehension

Writing•Text types•Responding to writing•Research

Speaking and Listening

•Flexible communication & collaboration

Language

•Conventions•Effective use•Vocabulary

Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects

Alignment with college and career ready expectations

Foundation of literacy

What resources are we using?

“Fewer, clearer, higher”

Brand new!

See for yourself…

Introduction to the ELA CCSS

Read Introduction to the CCSS (pp. 3-7)

Stop and Jot Note 2 changes that will support your practice

Round RobinEach participant shares (no interruptions)

If your idea is similar to prior ones, start by acknowledging peer who had similar ideas

7 min.

3 min.

5 min.

Where is there evidence of the key advances?


Variety of assessments• Basis for an assessment

system that will include multiple measures of student performance

Standards are not curriculum• The curriculum that is

developed will continue to be a local responsibility

• There are multiple ways to teach these standards, and therefore, there will be multiple approaches that could help students accomplish the goals set out in the standards

What is the organization of the ELA standards?

College &Career Readiness

K-5 ELA

Reading, Writing,

Listening & Speaking, Language

6-12 ELA

Reading, Writing,

Listening & Speaking, Language

6-12 Literacy

R and W in Social Studies,

Science, Technical Subjects

Anchor Standards

Sections

Strands

Appendices

Appendix A Appendix B Appendix C Research; glossary Text exemplars; Student writing

performance tasks samples

pp. 10, 18, 22,

25

CCSS p. 9

CCSS p. 34

CCSS p. 59

In your folder


CCR Anchor Standards• Broad expectations

consistent across grades and content areas

• Based on evidence about college and workforce training expectations

• Range and content p. 10


K-12 Standards• Grade-specific end-

of-year expectations• Developmentally

appropriate, cumulative progression of skills

• One-to-one correspondence with CCR standards p. 11

See for yourself…

Line Up/Call Out!

1. Find a “Golden Ticket” from inside your folder

2. Read the standard3. Meet with colleagues who also have cards4. Arrange yourselves in a line that shows

developmental progression5. Call out your standards from most

fundamental to most challengingShhh!

Find the “answers”: pp. 11-12, 36

Anchor Standard 4Reading Standards for Literature

• Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone.

Anchor Standard 4

• K: Ask and answer questions about unknown words in a text• 1: Identify words and phrases in stories or poems that

suggest feeling or appeal to the senses• 2: Describe how words and phrases supply rhythm and

meaning• 3: Determine the meaning of words and phrases as they are

used in a text, distinguishing literal from non-literal• 4: Determine the meaning of words as they are used in a

text, including those that allude to significant characters found in mythology

• 5: Determine the meaning of words and phrases that are used in a text, including figurative language such as metaphors and similes

Anchor Standard 4• 6: Determine the meaning of words and phrases that are used in a text,

including figurative and connotative meanings, analyze the impact of specific word choice on meaning and tone

• 7: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds

• 8: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

• 9-10: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone

• 11-12: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, and beautiful

DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS

KINDERGARTEN

GRADE ONE

GRADE TWO

GRADE THREE

GRADE FOUR

GRADE FIVE

GRADE SIX

GRADE SEVEN

GRADE EIGHT

GRADES NINE AND TEN

GRADES ELEVEN AND TWELVE

INCREASIN

G DEPTH A

ND BREADTH O

F COMPLE

XITY

COLLEGE AND CAREER READINESS

COLLEGE AND CAREERREADINESS

Developmental Staircase

1. Choose one anchor standard in writing (p. 18)2. Add it to the bottom of the staircase handout3. Follow its progression through grades K-124. Write each grade-specific standard on the given

lines in the staircase for the standard you chose5. Pick a table presenter. One table member will

share out their noticings with the larger group!

What does the developmental staircase show us about college and career readiness?

Time for a brain break!

As you are settling in…Please record on Post-its:

What insight(s) willyou share with your colleagues who are

not here?

What question(s) do you want to have answered

before you leave?

Are you ready to dig deeper?

What are the key advances in ELA CCCSS?

Reading





Language




What resources are we using?

Which reading skills differentiate students who meet/exceed benchmark in reading?

• The clearest differentiator was students’ ability to answer questions associated with complex texts.

• The most important implication of this study was that a pedagogy focused only on “higher-order” thinking was insufficient to ensure that students were ready for college and careers

• While the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.

“Reading Between the Lines,” ACT, 2006 [Appendix A, p. 2]

Appendix A: What are our expectations for teaching and learning reading?

“This finding is the impetus behind the Standards’ strong emphasis on increasing text complexity as a key requirement in reading.”

What is the CCSS model of text complexity?

Quantitative

Reader and Task

Qualitative

Levels of meaning, structure, language conventionality and clarity, and

knowledge demands

Readibility measures and other scores of text complexity

Reader: Motivation, knowledge, experiences

Task: Purpose and complexity

Text complexity• Describes the idea that there are

three dynamic factors that make texts more or less difficult for any given reader.

• We are also complex and others react to us in different ways, depending on the context and how well they know us.

• This activity draws an analogy between the complexity of a person and the complexity of texts.

Get to know Catherine!

1. Read information about Catherine, in each of three categories.

2. Consider your own background and interests, relative to Catherine’s.

3. Reflect on what you know about Catherine/yourself, and discuss: how would you plan a successful interaction with Catherine?

Are you hard to read?

Are the texts I use hard to read?

2. Review your group’s feature of text complexity.• Resource: “Range of Text Complexity”

3. Discuss and determine the level of text complexity, for your group’s category

• Resource: Text Complexity packet (p. 2)• Remember to write down evidence, and be prepared to share

with the whole group!

4. Extend: How do characteristics of the reader, and features of the task, make the text more or less complex?

• Resource: Text Complexity packet (p. 3)

1. Read the academic text.• Resource: “Amusement Park Physics”

Appendix B: What does text complexity look like in our practice?

Text exempl

ars

Level of COMPLEXITY and QUALITY the CCSS requireThe RANGE of texts students should encounterGuideposts to select texts of similar complexity, quality, and range

Performance

tasks

Supplement text exemplarsIllustrate application of CCSS to appropriate textsRelevant reading standards are notedHow does this connect

to text complexity and Appendix A?

What are the key advances in ELA CCCSS?

Reading





Language




“Fewer, clearer, higher”

Why do we teach/learn/use writing?

Purposes for writing

To persuadeTo explainTo convey

experience

Appendix C: What are our expectations for student writing?

Annotati

ons: criteria re

quire

d t

o

meet t

he Sta

ndar

ds f

or

partic

ular ty

pes

of

writi

ng (arg

ume

nt, i

nf

or

mative/ex

pla

nat

ory,

narrative)

Differe

nces i

n i

ndivi

dual

dev

el

opment a

nd i

n t

he c

onditi

ons

under

whic

h st

ude

nts

were ex

pecte

d t

o

work

Lower gra

des: i

ncl

ude “

opi

ni

on”

writi

ng, a ty

pe

of arg

ume

nt i

n

whic

h st

ude

nts give reas

ons f

or t

heir

opi

ni

ons/

prefere

nces.

Samples of student writing

What are our expectations for student writing?

2. Reflect: What grade student do you think wrote this?

3. Anchor: Use writing standards for this narrative task to justify your estimate of the child’s grade

K-5: ELA pp. 19-216-12: ELA pp. 42-47

1. Listen: Exemplar, “Getting Shot and Living through it”

There’s a copy in your folder!

What are our challenges and responsibilities for this year?

Thank you for sharing your thinking and learning this morning! Have a fun lunch.

While you are settling in…Please record on Post-its:

• What are your hopes and fears for the Common Core State Standards in Mathematics?

• Stop and jot: 2 hopes and 2 fearsHOPES for Math Standards:

1.

2.

FEARS aboutMath Standards:

1.

2.

What are your hopes and fears for the CCSS in Mathematics?

Hopes• Number sense and problem

solving, become independent thinker

• Bridge the gap

Fear• Some may be

developmentally inappropriate – how to make accessible?

• Gap between students and standards

How will we work together this afternoon?To MATH

and beyond!

What are the implications of adopting CCSS?

Why is it important? Bringing it together

What are the key advances?

How are the standards organized?

What are the implications for practice and content?

Meat and

potatoes


How will we share this information with our colleagues? Making

connections

Let’s refresh our memory…

What are the key elements of CCSS?

•It’s a state-led effort to establish a shared set of clear educational standards for English language arts & Literacy in History/Social Studies, Science, Technical Subjects and mathematics that states can voluntarily adopt.•CCSS build upon strengths of existing state standards.State-led•It’s designed to ensure that students graduating from high school are prepared to go to college or enter the workforce.•CCSS are aligned with college and work expectations.

College and Career Readiness (CCR)

•It’s designed to give parents, teachers, and students clear understanding of what is expected of them. •CCSS are focused and coherent.

Clear, consistent expectations

•It’s internationally benchmarked to guarantee that our students can compete in the emerging global marketplace.•CCSS are based on international evidence and research.

Global economy

What matters most in CCSS development?

Align with the best evidence on CCR

expectations[Developmental Progress]

Build on the best standards work of the states and

other countries[Based on International

Research]

Maintain a focus on what matters most for

readiness[Fewer, Clearer, Higher]

Establish a shared responsibility for

literacy development[Integrated Model]

Why is this important?

For students?

For parents

?

For teachers

?

There are only three ways to improve student learning at scale:

Instructional Core

1. Increase the level of knowledge and skill that the teacher brings to the instructional process

2. Increase the level and complexity of the content that students are asked to learn (e.g. task selection)

3. Change the role of the student in the instructional process (e.g. passive recitation to active meaning making)

(Richard Elmore)

CCSS

Our p

racti

ce

What are the implications for shifts in teaching practice?

Expectations for learning are changing…

• Communicate• Adapt to change• Collaborate• Problem solve• Analyze and conceptualize• Reflect on and improve

performance• Self-manage• Create, innovate and criticize• Cross specialist borders

Worldwide reform initiatives promote…

• Higher-order skills with rich content

• Standards that are fewer, higher, and deeper allow more time to apply

• Project work and tasks requiring research, analysis, application, self-assessment, and production

• Expanded assessment of these intellectual skills, including the use of performance tasksHow does this apply

to assessment?

What’s been going on in the world of math education?

Did it work?

According to results on the 8th grade PISA in 2006:

• U.S. is 29th of 40 top nations in Science

• U.S. is 35th of 40 top nations in Math

NAEP & NY STATE TEST RESULTS: NYC MATH PERFORMANCE | % PROFICIENT

NAEP NY State Test NAEP NY State Test

2003 2009 2003 2009 2003 2009 2003 2009

4th Grade 8th Grade

Despite gains, only 39% of 4th graders and 26% of 8th graders are proficient on national math tests.

Closer to home…

So…

WHAT ARE WE GOING TO DO ABOUT IT?

And now…

There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students.

— Steen, 2007

What are the key advances in Math CCSS?

Focus and Coherence

• Focus on key topics at each grade level.• Coherent progressions across grade levels.

Balance of Concepts and Skills

• More time to teach and reinforce core concepts from K-12• More focus on “big ideas” and the structure of mathematics

Mathematical Practices

• Foster reasoning and sense-making in mathematics.• Focus on mastery of complex concepts in higher math via hands-on learning.

College and Career Readiness

• Level is ambitious but achievable.

How do the advances promote mathematical understanding?

• …what students should understand and be able to do in their study of mathematics.

These standards define…

What might this look like in practice?

Keep this in mind!

How are the standards organized?Mathematical Practice

Mathematical Content

Critical Areas

Overview

Domains, Clusters, Standards

Varieties of expertise that math educators

should seek to develop in their students

What are the Standards for Mathematical Practice?

2. Match: Put each “puzzle piece” in its place on the template

3. Extend: Use the blank template to bullet out or summarize each standard

--You may want to “link” partnerships--The first one has been done for you!

1. Find: (1) envelope, with standards descriptions “puzzle pieces” inside; (2) template with standards headings

Shhh…You can check

your answers on pp. 6-8!

Time for a brain break!

As you are settling in…Please record on Post-its:

What insight(s) willyou share with your colleagues who are

not here?

What question(s) do you want to have answered

before you leave?

Are any of the practices in play?

• Video: “The Turkey Problem”– 3rd grade math class– Math in the City

• Solve: How long will it take to cook a turkey that weighs 24 pounds and takes 15 minutes per pound to cook?

• Write down verbatim what a student or teacher says that might be an example of the mathematical practices at play.

1. Make sense of problems and persevere

in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity in repeated reasoning

Are any of the practices in play?

What did you observe in the video?

• Kids to kid conversations – referring back to each other

• Open-ended for them – how to solve the problem

• Multiple entrypoints• Had the foundation – what

they knew (content)• Different processes• Evaluating each other’s

reasoning and arguments• Checking precision/accuracy

What does a teacher teach to make this happen?• Accountable talk• Numbers that will lend

themselves to strategies• How to work in a group and share

out• Motivation – long term,

connection to real life/real world• Plan around who you want to

share and why• Force them to visualize• Teach about different processes• Classroom culture

Where do the mathematics practices show up?

• The practices show up in student discourse. What are the students saying? Are they reciting what they already know or grappling with new ideas? Are they passively answering teacher questions or wondering about and challenging each other’s thinking?

• Change the role of the student in the instructional process (e.g. passive recitation to active meaning making)– Elmore

The Role of Talk in Learning

• How important is it that students talk through the mathematics in class?

• How important is it that students listen well to the ideas of other students, even if the student speaking is incorrect?

• How well do the adults in your setting listen to one another with an ear toward understanding and possibility?

Questions to ponder…

• What is required in a classroom for productive academic discourse?

• What’s so hard about increasing student discourse?



Critical Areas

Overview






Critical Areas

Overview


* The “what” that is to be taught at each grade level* Goal: balance concepts, skills and application* Some topics are moved from one grade to another

WHAT?

Main ideas of that grade

What student is working towards the entire year

WHY?

Based on NCTM’s focal points

Some of the most important aspects of CCSS

Effective way to look at growth across grades

Starting point for rubric development

Critical focus areas: another new term??

Can we use the critical focus areas to develop a continuum for mathematical understanding?

2. Record the critical focus areas from each grade. • You may find it helpful to summarize or bullet point

3. Reflect: look across the grade span – how are trends developed?

4. Share your grade span with the rest of your table• Each participant can complete the entire packet (K-2, 3-5, 6-8)

1. Select a grade span to focus on (K-2, 3-5, or 6-8).• Each grade span should be covered at your table!

5. Apply your learning!• What are the key trends across the grade spans?• How can this be useful in our teaching practice?

Reflect…

• Compare your work to the continuum you’ve created

• Think about this activity/process and its significance for teachers

• How will you turnkey this?

BONUS!Did you find a critical

focus area that is addressed in the

“Block Stack” problem?

What do you notice in creating a continuum of critical areas?



Critical Areas

Overview






Critical Areas

Overview


* The “what” that is to be taught at each grade level* Goal: balance concepts, skills and application* Some topics are moved from one grade to another

How are the Content Standards organized?

Developing a common language

Domains

Larg

er g

roup

s of

rela

ted

stan

dard

s

Clusters

Gro

ups

of re

late

d st

anda

rds Standards

What students should know and be able to do

Looking through the document

• Page 15: What do you think is the domain? The cluster? The standard?

• What connections can you make to the NYS Standards?

How are the Content Standards organized?

p. 5

Grade Level Overview Continuum

• What do you notice?• What are its components?

Let’s dig deeper!

“Looking at Student Work” Jigsaw

1. Count off by 4’s

2. Meet in your expert groups• 1 and 2: Elementary (Name that Number)• 3 and 4: Middle School (An Architect Needed)

3. Engage in “Looking at Student Work” activity4. Discuss and plan how to share information

5. Turnkey information in home groups6. Observe commonalities (between Elementary and MS)

7. Share out with whole group: What commonalities do you notice?

Elementary School Game:“Name That Number”

Review the task1. In what ways does this

piece address elementary school standards?

2. What would need to improve to better meet these standards?

ReflectWhat are key standards developed

by this game?

What would a student need to understand, know, and be able to do to play this game successfully?

How does this game support the development of this knowledge?

Middle School Task:“An Architect Needed!”

Review the task1. In what ways does this

piece address middle school standards?

2. What would need to improve to better meet these standards?

Reflect• What connections can you

make to what you know about MS math standards?

• How would you need to shift your scaffolding to support students in meeting these standards?

What is expected of my school?

• Each school should provide its teachers with at least two introductory experiences to CCSS

• Continue to work towards goal of 90% engaged in collaborative inquiry

• As part of this effort, at least 20% of teacher teams in each school should focus their efforts on preparing for the new standards

• Integrated in Quality Review rubricWhere are we setting the bar?

What are our challenges and responsibilities for this year?

Resources

• Contact Rebecca Odessey, your Network Instructional Coach!– [email protected]– (718) 828-2974

• CFN 109 CCSS website: www.cfn10.org/home/corestandards

• CCSSI website: www.corestandards.org

mailto:[email protected]

http://www.cfn10.org/home/corestandards

http://www.corestandards.org/

“building the base” with common core state standards

Documents