common core training
DESCRIPTION
This presentation combines information from the Mississippi Department of Education and several other sources including PARCC to help explain the main ideas and shifts of the CCSS in ELA and math.TRANSCRIPT
Mississippi Department of Education
Common Core State Standards Mathematics and English/Language Arts
Dr. Lynn J. House Mrs. Trecina Green Deputy State Superintendent Bureau Director Instructional Enhancement/Internal Operations Curriculum & Instruction MS Department of Education MS Department of Education
Goals/OutcomesGoals/Outcomes
Become familiar with Common Core Become familiar with Common Core Standards layout, design, concepts, Standards layout, design, concepts, terminology, etc. terminology, etc.
Discuss Assessment & AccountabilityDiscuss Assessment & Accountability
Learn how common core standards will Learn how common core standards will impact teaching practicesimpact teaching practices
CCSSOverview
What is the CCSS Initiative?
• An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO)
• A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language Arts
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Why is this initiative important?
• Provides consistency across states• Allows for equal access • Prepares students to compete globally• Allows for more focused professional
development• Allows for the development of a common
assessment• Provides the opportunity to compare and
evaluate policies that affect student achievement across states
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What are the Common Core State Standards (CCSS)?
• Fewer, clearer, and higher• Aligned with college and work
expectations• Rigorous content requiring higher-
order thinking and application of knowledge
• Internationally benchmarked • Evidence-and/or research-based
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Shift from “What’s Taught” to “What Students Need to Be Able to Do”
To succeed in 21st century college and careers, students need to be able to:
1. Solve problems
2. Manage oneself
3. Adapt to change
4. Analyze/conceptualize
5. Reflect on /improve performance
6. Communicate
7. Work in teams
8. Create / innovate / critique
9. Engage in learning throughout life
The Common Core State Standards
Produced: College and Career
Readiness Standards
CCR Anchor Standards
K-12 Standards in Mathematics & English Language Arts (Reading, Writing, Speaking, & Listening) Including: Standards for
Literacy in History/Social Studies, Science and Technical Subjects, 6-12
The Standards define the knowledge and skills
students should have within their K-12
education careers so that they will graduate
from high school able to succeed in entry-level,
credit-bearing academic college courses and in
workforce training programs.
The Standards define the knowledge and skills
students should have within their K-12
education careers so that they will graduate
from high school able to succeed in entry-level,
credit-bearing academic college courses and in
workforce training programs.
Vision of the Common Core
CCSSTerminology
Unpacking the Standards• Review the format of the
Common Core Standards document
• “Deconstructing” objectives
• “I Can” Statements
Unpacking the Standards• TSW analyze texts in order to
identify, infer or synthesize information
• I will analyze texts to identify, infer, or synthesize information
• I Can ask and answer questions to demonstrate understanding of a text
Then
Now
Terminology – Then and Now
Strands Strands Domains
Competency Cluster
Objectives Standards Standards
MS Framework CCSS ELA CCSS Math
Cluster
Sub-Objectives
Sub-Standards
Sub-Standards
CCSSELA
Key Ideas and Details - Literature
• Kindergarten:
With prompting and support, identify
characters, settings, and major events in a
story
Sample of Spiraling across grade-levels:
Key Ideas and Details - Literature
• First Grade:
Describe characters, settings, and major events in a story, using key details
Key Ideas and Details - Literature
• Second Grade:
Describe how characters in a story
respond to major events and challenges
Key Ideas and Details - Literature
• Third Grade:
Describe characters in a story (e.g. their traits,
motivations, or feelings) and explain
how their actions contribute to the
sequence of events
Key Ideas and Details - Literature
• Fourth Grade:
Describe in depth a character, setting, or
event in a story or drama, drawing on specific details in the text
(e.g. a character’s thoughts, words, or actions)
Key Ideas and Details - Literature
• Fifth Grade:
Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in text (e.g. how characters
interact)
Alignment of CCSS English Language Arts (ELA)
and MS ELA• Initial alignment study done “in-house”
Crosswalk (formerly known as correlations)
• Overall alignment is good -Few specifics in the CCSS are not
addressed in the MS ELA Framework or not
addressed at the same grade level
-Many of the MS ELA Framework objectives and sub-objectives are not
mentioned in the Common Core
• Rigor is comparable 3232
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Reading• Balance of literature and informational texts• Focus on text complexity and what students read
Writing• Emphasis on argument and informative/explanatory writing• Writing about sources (evidence)
Speaking and Listening• Inclusion of formal and informal talk
Language• Stress on academic and domain-specific vocabulary
Address reading and writing across the curriculum• Responsibility of teachers in those subjects
• Complement rather than replace content standards in those subjects
Key Advances in the Common Core ELA/Literacy Standards
Common Core in the Elementary School
CCSSMath
Format of K-8 StandardsFormat of K-8 StandardsGrade Grade LevelLevel
DomainDomain
StandardStandard
ClusterCluster
Structure of the Common Core Math Standards
Distribution of the Domains (K-8)
CCSS Mathematical PracticesCCSS Mathematical Practices
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
Alignment of CCSS for Math and MS Math Framework
• Initial alignment study done “in-house” and additional study done by SEDL
• Overall alignment is not good -Many specifics in the CCSS are
addressed in the MS Math Framework but at a lower
grade level(s)-Several of the MS Math Framework
objectives are not mentioned in the Common Core
• CCSS for Math are more rigorous than the MS Math Framework 4040
Mathematics Alignment Examples
CCSS Math 4th grade
Page 31, 4.MD, #3
Apply the area formula for rectangles in real world and mathematical problems.
MS Math 5th grade
Competency 4 Objective c
Use formula to estimate and calculate the area of a rectangle.
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Key Advances in the Common Core Math Standards
Focus and coherence
• Focus on key topics at each grade level
• Coherent progressions across grade levels
Depth over breadth
• Allows more time for mastery
Balance of concepts and skills
• Content standards require both conceptual understanding and procedural fluency
Mathematical practices
• Foster reasoning and sense-making in mathematics
What does literacy look like in the What does literacy look like in the mathematics classroom?mathematics classroom?
• Learning to read mathematical text• Communicating using correct mathematical terminology• Reading, discussing and applying the mathematics
found in literature• Researching mathematics topics or related problems• Reading appropriate text providing explanations for
mathematical concepts, reasoning or procedures• Applying readings as citing for mathematical reasoning• Listening and critiquing peer explanations• Justifying orally and in writing mathematical reasoning• Representing and interpreting data
Assessments&
Accountability
Formative vs. SummativeAssessments
• Formative assessment is an ongoing assessment used to inform instruction & provide data.
• Summative assessment is given at pre-determined intervals to determine what a student has mastered and is used for accountability.
Rubrics observation
Check-upsDiscussion
Chapter Tests State AssessmentsDistrict Tests
PARCC Supports:
Formative Assessments
Timing of formative components is flexible
Early indicator of knowledge and skills to
inform instruction, supports, PD
EARLY ASSESSMENT
Mid-Year Performance-Based Assessment
(Potentially summative*)
MID-YEAR ASSESSMENT
• Formative early assessment is designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to student needs.
• Formative mid-year performance tasks are designed to prepare students for the Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve understanding of the CCSS expectations.• For voluntary use, the timing of the administration is to be locally determined.
* Over time, states may consider using scores from these tasks in the summative/accountability scores.
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PERFORMANCEASSESSMENT
END OF YEARASSESSMENT
• Given primarily on computer or other digital devices
• Composed primarily performance tasks with emphasis on hard-to-measure standards
• Results returned within 2 weeks
•Given on computer, with multiple item
types and technological tools
•Scored entirely by computer forfast results
PARCC: Two Components of the Summative Assessment
• Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores.
In mathematics and in English language arts (ELA):
+
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PARCC – Two Types of Summative Assessments
FOCUSEDASSESSMENTS
END OF YEARCOMPREHENSIVE
ASSESSMENT
• One to three tasks that assess a few “keystone” standards/topics
• Given at three points during the school year, near the end of quarters
• Results within 2 weeks to inform instruction and intervention
•Taken on computer, with mixed item types
•Scored entirely by computer for fast results
Scores from both focused & end-of-yr. assessments will be
combined for annual accountability score.
Center for K – 12 Assessment & Performance Management at ETS48
25%
FocusedASSESSMENT 1
• ELA• Math
50%
FocusedASSESSMENT 2• ELA• Math
PARCC: Focused Assessments 1 and 2
In a single session/class period, students in grades 3 - 11 will:• ELA: Read texts, draw evidence to form conclusions, and prepare a
written analysis• Math: For each of 1 or 2 essential topics (standards or clusters of standards), complete 1 to 3 constructed response tasks
Center for K – 12 Assessment & Performance Management at ETS 49
FocusedASSESSMENT4
• Speaking• Listening
75%
FocusedASSESSMENT 3• ELA• Math
PARCC: Focused Assessment 3
Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. Examples:
• ELA: Locate digital information, evaluate and select sources, and compose an essay or research paper
• Math: Perform a multi-step performance task that requires application of mathematical skills and reasoning and may require technological tools• Speaking/Listening task: Conducted in classroom, not used for accountability, scored by teacher.
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90%
END OF YEARCOMPREHENSIVE
ASSESSMENT
PARCC: End-of-Year Assessment
• Composed of 40 to 65 questions of a range of item types including innovative technology-enhanced items to sample the full year of standards
• Scored by computer• Will make major investment in enhanced item
types
Center for K – 12 Assessment & Performance Management at ETS 51
FocusedASSESSMENT
4• Speaking• Listening
25%
FocusedASSESSMENT
1• ELA• Math
50%
FocusedASSESSMENT
2• ELA• Math
90%
END OF YEARCOMPREHENSIVE
ASSESSMENT
75%
FocusedASSESSMENT
3• ELA• Math
PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials
Summative assessment for accountability
Required, but not used for accountability
The PARCC SystemEnglish Language Arts and Mathematics, Grades 3 - 11
Center for K – 12 Assessment & Performance Management at ETS 52
What does thislook like in aclassroom?
CCSS in the Middle Grades
Blooms to DOK to RBTv
• Revised Blooms Taxonomy verbs
• Post kid-friendly objectives
• Takes focus off what teacher will do and turns it into what the STUDENTS will do.
• “I can” statements
Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Whole Group Instruction-15 Minutes
Bailey Group Method
Transition-5 Minutes
Small Groups D.I.30 Minutes
Ba
sic
Pro
fici
en
t
Ad
van
ce
d
All students workingwith same skillbut on different
levels
Pedagogical Shifts
• Teacher is facilitator
• Move instructional infrastructure from “Hear & Respond” to “Think & Do”
• Train students to work cooperatively and collaboratively
Pedagogical Shifts
• Performance-based tasks which inspire creativity and lend to increasing rigor
• Accountable Talk
• Response to Literature--
design questions and tasks to go beyond the superficial
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Instructional Delivery System
At a minimum, to successfully implement Common Core State Standards and Assessments, TEACHERS must:
1.Know how to plan intentionally for rigorous and deep learning experiences.
2.Know how to design and utilize formative assessment that ensures retention and the ability to apply learning.
3.Be able to create a learning environment that fosters deep thinking, engagement of students, integration of subject areas, and problem-based learning experiences.
4.Must be able to analyze and use a variety of data to drive instructional practice.
5.Must embrace continuous professional learning.
To-Do ListTo-Do List
• Embrace the Embrace the ExpectationsExpectations
• Adapt our system of Adapt our system of DeliveryDelivery
• Create opportunities for Create opportunities for authentic authentic ResponseResponse
Questions....
Comments...
Discussion...
Your CCSS Binders...RBTvThinking MapsParents’ GuideCCSS ELA
(includes standards, Crosswalks, Text Exemplars, Writing Samples, etc.)
CCSS MathVocabulary Links and other resources
Please take a moment...Evaluation...Comments...Thoughts
What is the ONE idea still “muddy” in your mind?