EGUSD Common Core Parent Night

Session 1: Introducing the Common Core State Standards

Dr. Steven Ladd, EGUSD SuperintendentMark Cerutti, Associate Superintendent

Anna Trunnell, Director of Curriculum and Professional LearningLaRae Blomquist, ELA Curriculum SpecialistMark Freathy, Math Curriculum Specialist

Presented January 22, 2014

Outcomes

Provide answers for the following two questions:

•What are the Common Core State Standards (CCSS) for English Language Arts/Literacy and Mathematics?

•How will the standards better prepare students for today and tomorrow?

What other questions do you have?

Write any other questions that you have regarding the CCSS on the index card provided (besides the two that will be addressed during this presentation) .

What are “content standards”?

“Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.”

Source: California Department of Education

What is the difference between “standards” and “curriculum”?

• States determine the content standards.• Districts determine the curriculum.• Curriculum is the vehicle for the standards.• Curriculum is comprised of the texts and

materials used by a district to teach content standards.

Connecting to Experience

Brainstorm a list of English/Language Arts skills or knowledge that students need to be successful in college and/or the work place.

Articulating the Expectations via Standards

CCSS authors analyzed necessary skills/knowledge and determined specific categories…•Reading (literature & info text)•Writing•Speaking/Listening•Language (grammar, conventions, word choice)

What are ELA/Literacy College and Career Readiness standards?

The four categories •Reading •Writing•Speaking/Listening•Languagewere specifically defined as expectations for student college/career readiness (CCR) standards.

CCR Example

CCR Reading #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1st Gr: Ask and answer questions about key details in a text.

CCR Example

CCR Reading #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6th Gr: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCR Example

CCR Reading #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

11th/12th Gr: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Comparing Notes to the Anchor Standards

Common Core State Standards:Shifts in English/Language Arts

• Increase reading of informational texts• Increased text complexity of reading texts as

measured by lexile level• Focus on academic vocabulary within context

of texts• Emphasis on text-dependent questions and

performance tasks• Connect writing to reading with frequent

opportunities to research information• Provide literacy instruction in all content areas

Let’s examine the

rationale for two specific

shifts!

Increase reading of informational texts

Did you know…•Most of the required reading in workforce training programs is informational in structure and challenging in content.

•Post-secondary education programs typically provide students with both a higher volume of the reading that is generally required in K–12 schools and much less instructional support.

Source: http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration

What is meant by increased text complexity?

• “Lexile” is a way of measuring how difficult a text is to read based on sentence length and word frequency.

• The higher the lexile rate, the more complex the text is to read independently.

Let’s examine HOW these

shifts affect your child!

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Te

xt L

exi

le M

eas

ure

(L

)

HighSchool

Lit.

CollegeLit.

HighSchoolTexts

CollegeTexts

Military PersonalUse

Entry-Level

Occupa-tions

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

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Currently Assessed Standards Lexile Expectations

CCSS Lexile Expectations

Questions & Answers

• What surprised you the most with the information just presented?

• What questions do you have as a result?

Common Core State Standards:Shifts in English/Language Arts

• Increase reading of informational texts• Increased text complexity of reading texts as

measured by lexile level• Focus on academic vocabulary within context

of texts• Emphasis on text-dependent questions and

performance tasks• Connect writing to reading with frequent

opportunities to research information• Provide literacy instruction in all content areas

Next Time

Now a Look at the Math Standards

•What are the Common Core State Standards for Mathematics?

•How will the standards better prepare students for today and tomorrow?

Here are some questions to think about:

•How much change will I get back if I purchase a gallon of milk for $3.19 and pay with a 5 dollar bill?

•My car needs a new transmission. Should I spend $3,000 fixing it, or should I buy a new car?

•How long will the new Bay Bridge last?

Most of us have a strategy.

$3.19 $5

$5 - $3.19 = $1.81

$3.20

+.01+.80

$4

+ $1.00

How much change will I get back if I purchase a gallon of milk for $3.19 and pay with a 5 dollar bill?

19.3

00.5

+.01=$3.20

+.80=$4.00+1.00=$5.00

A+ Countries United States

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What Influenced Common Core Math?

Focus on learning a few topics in depth Many topics per grade, revisited year after year

Two Kinds of Math Standards

Content Standards Standards for Mathematical Practice

Tell us what students should learn in the math classroom.

These are the expectations and the behaviors students should demonstrate to successfully interact with the math content.

Both sets of standards are not meant to be taught in isolation. Math Content & Math Practices must be taught together.

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Difference of Standards

CCSS-Math Standards are more

•focused•coherent•rigorous

How are the CCSS math standardsmore rigorous?

What does “more rigorous” mean?

Conceptual Understanding

Procedural FluencyApplication &

Modeling

Instruction must be “balanced” with equal attention given to all three components.

Expectations for Mathematical Understanding

Multiply 300 x 500a. 800b. 1500c. 80,000d. 150,000

Find all the valuesequivalent to 300 x 500a. 3 x 10 x 10 x 5 x 10 x 10b. 1,500c. 15x104

d. 150,000e. 800

Former Standards (CST) Common Core

Instead of only emphasizing computational skills, multiple representations can help students make the conceptual shift to…develop algebraic thinking.

Multiple Representations

Source: B. Moseley and M. Brenner, Using Multiple Representations for Conceptual Change in Pre-algebra: A Comparison of Variable Usage with Graphic and Text Based Problems

Real Life Problems/ Real Math

Should I spend $3,000 putting a new transmission in my car?

We all face questions that require us to gather data, make assumptions, analyze, and make a decision.

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Corrosion Plagues New Bay Bridge Span

Independent evaluator of the Caltrans study gave it a vote of confidence based on faulty assumptions.

Response of Engineers

Engineers had discovered an alarming corrosion problem with the "post-tension" tendons, and were pumping gallons of rusty water from the ducts that held them, Sayre said Coe told him. "Oh my…What are we going to do?"

Source: The Sacramento Beehttp://www.sacbee.com/2013/05/18/5431401/corrosion-plagues-new-bay-bridge.html#storylink=cpy

Corrosion Plagues New Bay Bridge Span

Corrosion of steel tendons supporting the new Bay Bridge skyway running between Oakland and the suspension span could affect the structure's performance in a quake.

How long will it last?

“Does it mean the bridge's structural elements will last 40 years instead of 150?”

Samuel I. Schwartz, former chief engineer for highways and bridges in New York City

The SMPs will support our instructional shifts.

CCSS Next Time – Feb. 266:30-8:00 in the Board Room

• How might Common Core instruction look different from when I was in school?

• How do Common Core State Standards impact me as a parent?

NOTE: Questions written on index cards that have not yet been addressed will be answered at the next meeting.

Revisiting Outcomes

Provide answers for the following two questions:

•What are the Common Core State Standards (CCSS) for English Language Arts/Literacy and Mathematics?

•How will the standards better prepare students for today and tomorrow?

EGUSD Common Core Parent Night

Session 1: Introducing the Common Core State Standards

Dr. Steven Ladd, EGUSD SuperintendentMark Cerutti, Associate Superintendent

Anna Trunnell, Director of Curriculum and Professional LearningLaRae Blomquist, ELA Curriculum SpecialistMark Freathy, Math Curriculum Specialist

Presented January 22, 2014