understanding cc for elementary teachers final (11.20.12)

8/13/2019 Understanding CC for Elementary Teachers FINAL (11.20.12)

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Springfield Public Schools - A Culture of Equity and Proficiency

Understanding the ELA andMathematics Common Core

Standards for Elementary Teachers 2012-2013


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Leadership Message


The world as we have

created it is a process ofour thinking. It cannot bechanged without changing

our thinking. Albert Einstein
http://www.goodreads.com/photo/author/9810.Albert_Einstein


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Todays Meeting Goals


Participants in this workshop will be more aware of and will develop adeeper understanding of:

The goals of the Common Core State Standards and the major shiftsteachers must make in planning and instruction to effectively teachELA and Mathematics at the elementary level;

The guidance documents for planning and implementing effectiveinstructional practices that will be provided by the district;

The importance of increasing rigor and planning with the end inmind to improve student achievement; The strong link between teacher performance (SEEDS) and student

performance (assessments including DBA/Anet/MCAS and others).


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How it fits together: The essentialpieces to raising student achievement


Effectiveinstruction inevery class,every day

Shared, highexpectations forall students

Studentsachieve gradelevelproficiency

Studentsgraduateready forcollege andcareer

Coach, develop andevaluate educatorsbased on a clear visionof strong instructionSIF #1,2,3,4

Implement aconsistent, rigorouscurriculum built oncommon standards

with common unitassessmentsSIF #1,3,4,7

Deploy data that istimely, accurate andaccessible to makedecisions forstudents, schoolsand the districtSIF #5,7

Strengthen social,emotional and academicsafety nets and supports for all studentsSIF #6

The work


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Building a common vision of collegeand career readiness


Collegeand career

readystudent

Makesense of

problemsReason

quantitatively

Constructviable

arguments

Model withmathematics

Useappropriate

toolsstrategically

Attend toprecision

Make use ofstructure

Expressregularity in

repeatedreasoning


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The Goals of the Common Core StateStandards


We need standards to ensure that all students, no matter wherethey live, are prepared for success in postsecondary educationand the workforce.

Common standards will help ensure that students are receivinga high quality education consistently, from school to school andstate to state.

Common standards will provide a greater opportunity to shareexperiences and best practices within and across states that willimprove our ability to best serve the needs of students.


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What are the Common Core StateStandards?


Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared tosucceed in our global economy and society

Based on evidence and research

State led coordinated by NGA Center and CCSSO


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Why are the CCSS important?


Currently, every state has its own set of academicstandards, meaning public education students ineach state are learning to different levels

All students must be prepared to compete with notonly their American peers in the next state, butwith students from around the world


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How many of the 6 ELA Shifts canyou name/describe?


Working with a partner, list the 6 shifts in ELAoutlined in the Common Core State Standards.

1.2.3.

4.5.6.


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The 6 ELA/Literacy Shifts


Balancing Informational and Literary Text - Students read a true balance ofinformational and literary texts.

Building Knowledge in the Disciplines - Students build knowledge about the world(domains/ content areas) through TEXT rather than the teacher or activities.

Staircase of Complexity - Students read the central, grade appropriate text around whichinstruction is centered. Teachers are patient, create more time and space and support inthe curriculum for close reading.

Text-based Answers - Students engage in rich and rigorous evidence based conversationsabout text.

Writing from Sources - Writing emphasizes use of evidence from sources to inform ormake an argument.

Academic Vocabulary - Students constantly build the transferable vocabulary they need toaccess grade level complex texts. This can be done effectively by spiraling like content inincreasingly complex texts.


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Changes in Distribution of Literaryand Informational Text


Distribution of Literary and InformationalPassages by Grade in The 2009 National Assessment of Educational

Progress (NAEP) Reading Framework

Grade Literary Informational 4 50% 50%8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading Framework for 2009 National Assessment of EducationalProgress. Washington, DC: U.S. Government Printing Office.


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Changes in Text Complexity

Text Complexity Grade Bands and Associated Lexile Ranges


Text Complexity GradeBand in the Standards

Old Lexile Ranges Lexile RangesAligned to CCR

expectations K-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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What is Text Complexity? How is itMeasured?


Qualitative : How complex are thethemes and main ideas in the textthat students are reading?

Quantitative: What is the lexilelevel of the text that students arereading?

Reader and Task: How is theteacher developing a task thatappropriately engages studentsbased on the intersection of thelexile and theme ?

For example Even thought the Grapes ofWrath has a grade 2 lexile level, its themesand the questions appropriate for studentsto discuss make this a text worthy of study inhigh school.


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Changes in Distribution of Literaryand Informational Writing


Distribution of Communicative Purposes by Grade in The 2011National Assessment of Educational Progress (NAEP)

Writing Framework

Grade To Persuade ToExplain

To ConveyExperience

4 30% 35% 35%

8 35% 35% 30%12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writing Framework for 2011 National Assessment of EducationalProgress. pre-publication edition: Iowa City, IA: ACT Inc.


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MCAS Transition Plans for ELA


School Year 2012-2013 2013-2014

What will be Assessed Standards from the 2011 MA Curriculum Framework for English Language Arts and Literacy will beassessed.

The ELA MCAS Composition tests will continue to assess writing in grades 4, 7, and 10. In grades 4 and 7, thewriting mode assessed may include any modes listed in the 2011 Framework. In grade 10, writing willcontinue to be assessed through literary analysis.

In accordance with the 2011 ELA Framework, students in grades 4 will be assessed in one of the following modes:narrative, expository, or opinion. Students in grade 7 will be assessed in one of the following modes: narrative,expository, or argument.

The format of the MCAS ELA Reading Comprehension tests will remain the same(Multiple-choice and open-response questions, as well as short-response questions in grade 3).

2012-2013: Near full implementation of 2011 MA Framework in schools and districts2013-2014: Full implementation of 2011 MA Framework in schools and districts


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How many of the 6 Math Shifts canyou name/describe?


Working with a partner, list the 6 shifts in ELAoutlined in the Common Core State Standards.

1.2.3.

4.5.6.


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The 6 Math Shifts


Focus Teachers significantly narrow and deepen the scope of how time and energy is spentin the math classroom. They do so in order to focus deeply on only the concepts that areprioritized in the standards.

Coherence Principals and teachers carefully connect the learning within and across gradesso that students can build new understanding onto foundations built in previous years.

Fluency - Students are expected to have speed and accuracy with simple calculations; teachersstructure class time and/or homework time for students to memorize, through repetition, corefunctions.

Deep Understanding - Students deeply understand and can operate easily within a mathconcept before moving on. They learn more than the trick to get the answer right. They learnthe math.

Applications - Students are expected to use math and choose the appropriate concept forapplication even when they are not prompted to do so.

Dual Intensity - Students are practicing and understanding. There is more than a balance

between these two things in the classroom both are occurring with intensity.


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Mathematical Practices


1. Makes 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.


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Major Changes at Grade 1


Number and Operations in BaseTen

Extend the counting sequence. Understand place value. Use place value understanding

and properties of operations toadd and subtract.

Operations and AlgebraicThinking

Represent and solve problems

involving addition andsubtraction. Understand and apply

properties of operations and therelationship between additionand subtraction.

Add and subtract within 20. Work with addition and

subtraction equations .


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Major Changes Fractions, Grades 3 6


Grade 3: Develop an understanding of fractions as numbers.

Grade 4: Extend understanding of fraction equivalence and ordering. Grade 4: Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers. Grade 4: Understand decimal notation for fractions, and compare decimal

fractions.

Grade 5: Use equivalent fractions as a strategy to add and subtract fractions. Grade 5: Apply and extend previous understandings of multiplication and

division to multiply and divide fractions.

Grade 6: Apply and extend previous understandings of multiplication anddivision to divide fractions by fractions.


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Major Changes - Statistics andProbability, Grade 6


Develop understanding of statistical variability

Recognize a statistical question as one that anticipates variability in thedata related to the question and accounts for it in the answers. Forexample, How old am I? is not a statistical question, but How old are thestudents in my school? is a statistical question because one anticipatesvariability in students ages.

Understand that a set of data collected to answer a statistical questionhas a distribution which can be described by its center, spread, andoverall shape.

Recognize that a measure of center for a numerical data set summarizesall of its values with a single number, while a measure of variationdescribes how its values vary with a single number.


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Major Changes - Algebra, Grade 8


Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportionalrelationships, rational number system.

Focus on linear equations and functions in Grade 8 Expressions and Equations

Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linearequations. Analyze and solve linear equations and pairs of simultaneous linear equations.

Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.


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Major Changes High School


Conceptual themes in high school Number and Quantity Algebra

Functions Modeling Geometry Statistics and ProbabilityCollege and career readiness threshold (+) standards indicate material beyond the threshold; can be in

courses required for all students.


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MCAS Transition Plans for Math


2012-2013: Near full implementation of 2011 MA Framework in schools and districts2013-2014: Full implementation of 2011 MA Framework in schools and districts

School Year 2012-2013 2013-2014

What will be Assessed Standards from the MA 2011 MathematicsCurriculum Framework will be assessed.

There will be a focus on the 2011

standards that connect to the 2000/2004MA Mathematics Curriculum Framework.

standards assessable in 2013

Standards from the MA 2011 MathematicsCurriculum Framework will be assessed.
http://www.doe.mass.edu/mcas/transition/2013MathStandards.htmlhttp://www.doe.mass.edu/mcas/transition/2013MathStandards.html


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A Focus on the Design and Organizationof the CCSS for Literacy Standards for

Science, History/Social Studies and theTechnical Subjects


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Advances Literacy Across the Content


Standards for reading and writing in history/social studies, science,and technical subjects

Complement rather than replace content standardsin those subjects

Responsibility of teachers in those subjects

Alignment with college and career readiness expectations


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How will we get there?


Attention to the ContentStandards;

An attention to the shifts inteaching practices;

Thoughtful planningbeginning with the end inmind;

Attention to the selection ofevidence basedinstructional strategies;

Increased Rigor


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What is Rigor?

Springfield Public Schools - A Culture of Excellence

Lower Order Thinking Skills

vs.

Higher Order Thinking Skills


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Why might the median be a better measure ofcentral tendency to use to describe a data setthat the mean for some sets of data?


A. Remember

B. UnderstandC. ApplyD. AnalyzeE. EvaluateF. Create


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Write a 5 paragraph essay about the foodpyramid.


A. Remember



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16+24 = ; Jack solved the problem by counting.Daniel solved it by partitioning. Which methoddo you think is better and why?


A. Remember



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Recite the poem A Road Less Traveled byRobert Frost.


A. Remember



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What was the major turning point in thestory?


A. Remember



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Create a graph that shows the relationshipbetween the age and height of a person.


A. Remember



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What Guidance will the DistrictProvide?


The district willprovide high-quality unitassessments andunit plans toteachers, who cantailor the dailyinstruction basedon student need.

Common Unit Assessments

Provided by the districtto create shared, high

expectations for allstudents

Common UnitPlans

Provided by the districtto ensure consistent

rigorous standards inevery class every day

Lesson PlansDeveloped by teachers

to allow teachers to planfor and respond to theirspecific students needs

Revision ProcessIncorporated by teachers

and the District toensure assessments and

plans reflect effectiveevidence-based teaching

practices


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Investigation the Unit Planning GuideTemplate



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We Dont Need to Wait - Changes Can BeSeen NOW!


5.N.2 Place Value (2004 MA Framework) 5.NBT.1 Place Value (2011 MA Framework)

THEN NOW


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Effective Lesson Planning to Meet the Rigorof the Common Core State Standards


Activity:

We will work in small groups to review the Unit

Planning Guide Template and look for links betweenthe major shifts and how we should plan for themacross the unit and within daily lesson plans.


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Link Between SEEDS & CC Efforts


Standard I: Curriculum, Planning, and Assessment

Standard II: Teaching All Students

A. Curriculum and Planning Indicator 1. Subject Matter Knowledge2. Child and Adolescent Development

3. Rigorous Standards-Based Unit Design4. Well-Structured Lessons

A. Instruction Indicator 1. Quality of Effort and Work2. Student Engagement

3. Meeting Diverse Needs

B. Assessment Indicator 1. Variety of Assessment Methods2. Adjustments to Practice

B. Learning Environment Indicator 1. Safe Learning Environment2. Collaborative Learning Environment3. Student Motivation

C. Analysis Indicator

1. Analysis and Conclusions2. Sharing Conclusions With Colleagues3. Sharing Conclusions With Students

C. Cultural Proficiency Indicator

1. Respects Differences2. Maintains Respectful Environment

D. Expectations Indicator 1. Clear Expectations2. High Expectations3. Access to Knowledge


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Group Activity Brainstorm


What can we do rightnow to align our workto the Common CoreState Standards?


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Keeping it simple All math classes 3-12 should include:


Utilizing the math block: Every teacher should beimplementing the components of Math Instructional Block sothere is a balance of teacher guided, studentguided/involvement, discussion/summary, and formativeassessment.

Engagement: Mathematics is learned best when students areengaged in doing mathematics.

Questioning: Within the instructional block, the questionsthe teacher should be asking are directly connected to theCommon Core Math Practices.


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Action Plan


Steps I commit to take immediately to continue aligning my teaching to the 2011 MA Curriculum Frameworks

incorporating the Common Core State Standards :

Action: By When:

1.

2.

3.


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More information


The 2011 Frameworks and resources:

http://www.doe.mass.edu/candi/commoncore Updates on assessment:

http://www.doe.mass.edu/mcas/transition/

http://www.parcconline.org Literacy resources: www.doe.mass.edu/literacy MCAS: www.doe.mass.edu/mcas NAEP: www.nagb.org/naep/naep-index.htm WIDA standards: www.wida.us/standards/elp.aspx
http://www.doe.mass.edu/candi/commoncorehttp://www.doe.mass.edu/mcas/transition/http://www.parcconline.org/http://www.doe.mass.edu/literacyhttp://www.doe.mass.edu/mcashttp://www.nagb.org/naep/naep-index.htmhttp://www.wida.us/standards/elp.aspxhttp://www.wida.us/standards/elp.aspxhttp://www.nagb.org/naep/naep-index.htmhttp://www.nagb.org/naep/naep-index.htmhttp://www.nagb.org/naep/naep-index.htmhttp://www.doe.mass.edu/mcashttp://www.doe.mass.edu/literacyhttp://www.parcconline.org/http://www.doe.mass.edu/mcas/transition/http://www.doe.mass.edu/candi/commoncore


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Please record your thinking as related to the following questions

What do I already know about the Common Core StateStandards?

What do I already know about the assessments that will be usedto measure student progress toward mastering the common corestate standards?

What questions do I have about how a transition to the CCSS andnew assessments will have on teaching and learning in myclassroom?

What do the new Common Core State Standards (CCSS) and theSpringfield Educator Effectiveness Development System (SEEDS)have in common? How do they support each other?

understanding cc for elementary teachers final (11.20.12)

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