Common Core State Standards High Expectations 21 st Century Willard R. Daggett, CEO March 15, 2012

Common Core State StandardsHigh Expectations

21st CenturyWillard R. Daggett, CEO

March 15, 2012

2

Performance Task drawn from the Ohio Performance Assessment Project.

3

Performance Task drawn from the Ohio Performance Assessment Project.

4

Performance Task drawn from the Ohio Performance Assessment Project.

School Improvement

Changing World

Schools are Improving

School Improvement

Changing World

Schools are Improving

School

Impro

vement

Changing World

Schools are Improving

WHY – WHAT - HOW

AGENDA

•January 4 – WHY and WHAT•March 15 – WHAT and HOW TO• May 30 – Putting the Pieces

Together

why – WHAT - how

AGENDA

•January 4 – WHY and WHAT•March 15 – WHAT and HOW TO• May 30 – Putting the Pieces

Together

Reading Study Summary

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Common Core State Standards

• Fewer• Clearer• Higher

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 %

Georgia 87 %

North Carolina 82 %

Texas 81 %

Ohio 77 %

Florida 71%

Arkansas 53 %

Massachusetts 48 %

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 %

Texas 84 %

Ohio 82 %

Florida 74%

Arkansas 70 %

North Carolina 69 %

Massachusetts 54 %

Mississippi 52 %

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 % 161

Georgia 87 % 175

North Carolina 82 % 183

Texas 81 % 190

Ohio 77 % 199

Florida 71% 202

Arkansas 53 % 217

Massachusetts 48 % 234

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 % 178

Texas 84 % 188

Ohio 82 % 192

Florida 74% 206

Arkansas 70 % 200

North Carolina 69 % 204

Massachusetts 54 % 234

Mississippi 52 % 210

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 % (0) 178 (+3)

Texas 84 % (+3) 188 (-2)

Ohio 82 % (+5) 192 (-7)

Florida 74% (+3) 206 (+4)

Arkansas 70 % (+17) 200 (-17)

North Carolina 69 % (-13) 204 (+21)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)

2009 Proficiency2009 ProficiencyGrade 8 ReadingGrade 8 Reading

ProficientRequired

NAEP Score

Texas 94 % (+11) 201 (-24)

Georgia 77 % (-6) 209 (-15)

Ohio 72 % (-8) 251 (+10)

Arkansas 71 % (+14) 241 (-13)

North Carolina 66 % (-22) 246 (+29)

Florida 54 % (+10) 262 (-3)

Mississippi 48 % (-10) 254 (+7)

California 48 % (+9) 259 (-3)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 81 % (-10) 220 (+17)

Texas 85 % (+3) 214 (-5)

Mississippi 58 % (-21) 223 (+17)

Georgia 75 % (0) 218 (+3)

Ohio 78 % (+13) 219 (-14)

Florida 75 % (+12) 225 (-5)

Arkansas 78 % (+25) 216 (-20)

Massachusetts 48 % (+9) 255 (0)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22) 254 (-19)

Georgia 81 % (+12) 247 (-8)

North Carolina 80 % (-4) 253 (+6)

Florida 66 % (+8) 266 (-3)

Ohio 59 % (+8) 269 (-9)

Arkansas 61 % (+27) 267 (-21)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)

Common Core State Standards

• Fewer• Clearer• Higher• Different

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

•Express probabilities as fractions, percents, or decimals.

•Classify triangles according to angle size and/or length of sides.

•Calculate volume of simple three- dimensional shapes.

•Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

Rigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

DC• Express probabilities as fractions,

percents, or decimals.• Classify triangles according to angle

size and/or length of sides.• Calculate volume of simple three-

dimensional shapes.• Given the coordinates of a

quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram.

• Organize and display collected data, using appropriate tables, charts, or graphs.

Rigor/Relevance Framework

30

Performance Task drawn from the Ohio Performance Assessment Project.

31

Performance Task drawn from the Ohio Performance Assessment Project.

32

Performance Task drawn from the Ohio Performance Assessment Project.

Fannin County Schools

March 15, 2012

Ashley Terwilliger

SPN is a not-for-profit membership organization that supports a network of

individual educators and member schools committed to building national model schools of excellence. SPN and

our members are committed to rigor and relevance for all children, with a focus on

enhancing student engagement and improving student achievement.

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Your full email address(asmith@fannin.k12.ga.us)

SPN2008(case sensitive)

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OverviewStudents will work individually to create a dating advertisement for an element. The dating advertisement will be in multimedia format and will include pictures, text, and audio. They will use the information they have learned about families, valence electrons, oxidation numbers, and bonding to create this advertisement. Students will also conduct internet research for any assistance they may need.

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Title: To: CinderellaSubject(s): English, Social Studies

Grade(s): 3-4

OverviewStudents will compare and contrast Cinderella stories from different cultures. Students will then decide what gift could be given to Cinderella that would help her with the common situation faced in each version of the story. Students will then write their own version of the Cinderella story incorporating the gift.

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