Transition to CCSS – Transforming Classrooms

ONE DISTRICT’S APPROACH TO THE FACULTY ROLLOUT

“Just the facts, ma’am.” Sgt. Joe Friday

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15 Faculty Meetings3

26 Schools4

1,340 Certified Staff5

6 Presenters

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Agenda•Overview of the standards•Assessments•Introduction of ELA – Common Core

•ELA Curriculum•Introduction of Math – Common Core

•Questions and Answers

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The Language8

Rule of 72

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Sample CCSS Assessment Question • A recommended adult dosage of the cold medication NoMoreFlu

is 16 mL. NoMoreFlu causes drowsiness when there are more than 4 mL in one’s system, in which case it is unsafe to drive, operate machinery, etc. The manufacturer wants to print a warning label telling people how long they should wait after taking NoMoreFlu for the drowsiness to pass. The typical metabolic rate is such that one quarter of the NoMoreFlu is lost every four hours.

• If a person takes the full dosage, how long should adults wait after taking NoMoreFlu to ensure that there will be

(i)Less than 4 mL of NoMoreFlu in their system?(ii)Less that 1 mL in their system?(iii)Less than 0.1 mL in their system?

• What do you think the warning label should say? Design the label and explain the thinking behind your design.

Transitioning to Common Core State Standards; Transforming English Language Arts Instruction

How is the curriculum different?

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What are the changes in Lexile Ranges?

TexText Complexity Grade Band in the Standards

t Complexity Grade Band in the Standards

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectationsK-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

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How will reading change?

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Why is text complexity important?

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alita

tive

1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative

2.Quantitative measures – readability and other scores of text complexity

Reader and Task

3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

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How will writing change?Grade To

persuadeTo explain To convey

experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

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What’s Different in Writing?

Audience – pathos

Author – ethos

Word – logos

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Integrated Model

Reading

Writing

Speaking and Listening

Language

IB

Academies

EAST LAB

LTF

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What’s Different for our Learners?

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•Demonstrate independence•Build strong content knowledge•Respond to the demands of audience, task, purpose, and discipline•Comprehend and question •Value evidence – support their thinking•Use technology and digital media •Understand other perspectives and cultures

The Promise of Standards

These Standards are not intended to be new names for old ways of doing business. They are a call to change.

Transitioning to Common Core State Standards; Transforming Mathematics Instruction and Learning

Focus Coherence

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Focus Coherence

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Mathematical Practice1. Make sense of problems and persevere in

solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics - know how to apply

mathematics to solve problems in everyday life5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

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Persevere33

Persevere

Mrs. Simco is painting eggs for her friends. Each egg takes ______ of a bottle of paint. If she paints _____ eggs, how much paint will she need?

(¼, 12) ( ¼ , 24) ( ¾ , 24) ( ¾, 36) ( ¾ , 48)

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Reason Abstractly & Quantitatively

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Model with Mathematics36

Use appropriate tools strategically37

Look for structure…38

…regularity in repeated reasoning39

Construct viable

arguments&

critique the reasoning of

others

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Attend to Precision41

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Transitioning to Common Core State Standards; Transforming the Way We Approach Teaching and Learning

What’s Different for our Learners?

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•Demonstrate independence•Have a strong content knowledge by reading purposefully and listening attentively•Respond to the demands of audience, task, purpose, and discipline•Value evidence – support their thinking•Seek to understand divergent points of view and cultural orientation•Be discerning/open-minded readers and listeners

What’s Different for our Teachers?

Develop Craft

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What’s Different for our Teachers?

Engage and Persist

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What’s Different for our Teachers?

Envision

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What’s Different for our Teachers?

Express

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What’s Different for our Teachers?

Observe

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What’s Different for our Teachers?

Reflect

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What’s Different for our Teachers?

Stretch and

Explore

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What’s Different for our Teachers?

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• Collaborate• Reflect• Engage• Facilitate• Communicate

What’s Different for our Teachers?

Our presentation can be found on the Springdale School District Website

commoncore.springdale.schoolfusion.us

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Thank you!

The Springdale School District

http://web.me.com/acaciatc/UACC/Intro.html

http://arkansased.org/

http://nctm.org/

http://commoncore.org/maps/index.php/maps/

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