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PEORIA PUBLIC SCHOOLS. “I wish I could have joined you

today. I am currently working with our local community leaders In a continued effort to meet the needs and demands of our local employers, we will develop career pathways that increasecollege readiness and career success and build a more highly skilled workforce.”

THE BEGINNING

Governors’ AssociationWhy?

1. Business, trades, and colleges were all saying students

were not prepared for jobs, school, or careers.

2. There is great mobility from state to state.

3. We need to compete globally.

Focus on:College and Career Readiness

Students need to leave high school ready to follow directions, think critically, demonstrate perseverance and soft skills.

PEORIA MEETS THE CHALLENGE

• COLLEGE AND CAREER STANDARDS• CAREER AND TECH ED• SOCIAL-EMOTIONAL LEARNING

LET’S DIG IN

FOCUS, COHERENCE, AND UNDERSTANDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICS

WHY THE NEED TO CHANGE?

A shepherd has 125 sheep and 5 dogs. How old is the shepherd?

25% of students make sense of the problem and say that it can’t be solved.

75% of students operate in some way on the numbers 125 and 5 to come up with an age for the shepherd.

Reusser (1996)

Merseth (1993)

Kaplinski (2013)

CONTENT STANDARDS

STANDARDS FOR MATHEMATICAL PRACTICE

Standard 1: Make sense of problems and persevere in solving them

Standard 2: Reason abstractly and quantitatively

Standard 3: Construct viable arguments and critique the reasoning of others

Standard 4: Model with mathematics

Standard 5: Use appropriate tools strategically

Standard 6: Attend to precision

Standard 7: Look for and make use of structure

Standard 8: Look for and express regularity in repeated reasoning

THE COMMON CORE STATE STANDARDS FOR MATHEMATICS

SHIFTS IN INSTRUCTIONFocus: Instruction

focuses strongly where the standards focus

Coherence: Think across grades and link to major topics within grades

Rigor: A balance of conceptual understanding procedural skill and fluency, and application

FOCUS

FOCUS

PROGRESSION OF TOPICS

COHERENCE EXAMPLE

In every grade level (K – 6) the standards state that students should develop

computation strategies that are based on place value,

properties, and relationships between operations prior to being “taught” the standard

algorithm.

THE NUMBER BOND

NUMBER LINES AND RELATIONSHIPS

PARTIAL PRODUCTS AND QUOTIENTS

REQUIRED FLUENCIES

PROBLEM SOLVING-APPLICATION

HIGH SCHOOL MATHEMATICS

REASONING AND SENSE MAKING RATHER THAN “ANSWER GETTING”

Sally has two bottles of maple syrup. The larger bottle is ½ full of syrup and the smaller bottle is empty but it will hold 12 ounces.

When the syrup in the larger bottle is poured into the smaller one, the smaller bottle is ¾ full.

CCSSM 4.NF.4

HOW MANY OUNCES OF SYRUP WILL THE LARGER BOTTLE HOLD?

MATHEMATICS LEARNING THAT GOES BEYOND THE DEMONSTRATION OF PROCEDURAL CONTENT BY:

Teaching more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives.

Developing a deep understanding of content and using the conceptual understanding as a precursor to developing procedural or symbolic fluency.

Ensuring that students see math as more than a set of mnemonics or separate procedures.

Emphasizing student understanding and problem solving.

providing extensive opportunities to reason and make sense of the mathematics they are learning.

THINKING DEEPER: COLLEGE AND

CAREER READY IN ENGLISH

LANGUAGE ARTS

Think back to your schooling. It can be primary school, middle school, or

high school. Try and remember some of the texts you read. Which was

your favorite? Why?

Find a partner beside you. Tell that person about your choice and why.

Now, explain to that same person how reading that text and the

assignments you completed for that text helped to better prepare you

for your profession.

ANCHOR STANDARDS• Reading (10)

(Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading)

• Writing (10) (Text Type & Purposes, Production & Distribution, Research to Build & Present Knowledge)

• Speaking & Listening (6)

(Comprehension & Collaboration, Presentation of Knowledge & Ideas)

• Language (6)

(Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition & Use)

The College and Career Readiness Anchor Standards form the backbone of the

ELA/literacy standards by articulating core knowledge and skills, while grade

specific standards provide additional specificity. 

Grades 6-12 Literacy in History/Social Studies, Science & Technical Subjects

SHIFT TO COLLEGE AND CAREER READINESS

• Literature Heavy Before

• Assessments used to look like book reports; multiple choice tests about the plot line, character descriptions, chronological order, and perhaps some literary devices; a new illustrated book cover, etc.

• Common Core State Standards (CCSS) state, “students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts,” to have the foundation necessary to be college and career ready.

• Common Core emphasizes using evidence from texts when presenting an analysis or claim. Rather than asking students questions they can answer solely from prior knowledge or experience, the CCSS require students to answer questions that depend on their having read the texts carefully.

HOW DOES IT LOOK NOW?

Practice reading a variety of texts – closely – slowly and deliberately

Blog, short story, speech Speech, short story Short story, science writing, poems Memoir, speech, poems

Students practice focusing while reading and look for specific textual

evidence that relays the meaning of the text.

SAMPLE – BLOG ENTRY

Making the Future Better, Together

By Eboo Patel

Background: Eboo Patel believes that religion should bring people together. Inspired by both his Muslim faith and his Indian heritage, he founded the Interfaith Youth Core with a Jewish Friend in Chicago in 2002 and later served on President Obama’s Advisory Council on Faith-based Neighborhood Partnerships. This essay is from his Washington Post blog the Faith Divide. This entry was adapted from his Address at George Washington University on the tenth anniversary of 9/11.

DELIBERATELY THINKING WHILE READING

• As you read lines 1-21, begin to collect textual evidence. Underline the two situations Patel is comparing. Circle the words Patel thinks define the “essence of our nation.”

• Reread lines 1-21. Explain how starting the article with George Washington’s views on bigotry helps establish Patel’s point of view. Support your answer with explicit textual evidence.

• As you read lines 46-64, explain King’s outlook for America in the margin.

• Reread lines 46-64. What point about change was Martin Luther King Jr. making by telling the story of Rip Van Winkle? Support your answer with explicit textual evidence.

COMMUNICATING

• Throughout these activities that enforce good reading and critical thinking habits, students engage in regular speaking and listening activities.

• CCSS states that students must have ample opportunities to take part in a variety of rich, structured conversations with the whole class, in small groups, and with a partner.

• Throughout all this analysis, students use writing to support their opinions, understanding of topics, and to convey real and imagined experiences. Through this analysis they learn to appreciate that they too must be cognizant of their audience and how to relay the message.

GETTING FIT FOR THE FUTURE

Math skills, reading comprehension skills, writing skills, and all analytical

thinking are not unlike the strengthening of any physical muscle. They all

require exercise to increase in power. A little consistent struggle results in

larger gains. The Common Core encourages this rigor and perseverance.