Common Core Standards: Closing the GapArchdiocese and Kansas2013

National Governors Association and Council of Chief State School Officials and supported by 48 states; 2 territories and District of Columbia --2009

Common Core Standards:Competencies in Mathematics and English Language Arts students need to succeed in college and careers

December 2009: Program for International Student Assessment (PISA)—Academic skills 65 nations, 15 year olds

United States Ranking:14th-- Reading; 17th –Science; 25th –Math

Colleges and universities report a progressive increase in the number of freshman requiring remediation

Business leaders report majority of students from major universities do not possess analytic and problem solving skills needed to be a part of the current work force

WHY?

Major shifts in curriculum and instruction in English Language and Math

WHAT?

Timeline and Expectations of the Archdiocese of KCKS by 2015

2012-13Implementation of best instructional practices for optimum learning

Bridge current standards with CCS

Begin implementing assessments that match CCS

2013-14Continue 2012-13 plan

Develop units of study to meet requirements of CCS

Pilot new assessment directed demonstrating mastery of CCS

2014-15Full implementation of best instructional practices based on CCS shifts

Full implementation of assessment practices that parallel new KS assessments

Take New Assessments (SMARTER Balance)

*Continuous communication with all stakeholder

How will students be assessed?

• Independent Items• Performance Tasks

3rd Grade ItemThe following is the beginning of a story that a student is writing for a class assignment. The story needs more details and an ending. Read the beginning of the story and then complete the task that follows.

Oliver’s Big SplashOliver was a dog that lived in a small town near a lake. He loved to play outside. Oliver liked to play fetch, but his favorite thing to do was to chase leaves. He loved chasing leaves so much that his favorite time of year was fall when the leaves fell off the trees.One beautiful fall day, Oliver and his owner, Jeff, went for a walk around the lake. They were enjoying the sunshine and the lake when suddenly a dragonfly flew past. For a moment, Oliver forgot where he and Jeff were and what they were doing. All of a sudden there was a big splash.

Write an ending for the story by adding details to tell what happens next.

Design of Performance Tasks

Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies

4th grade Math Item

A rectangle is 6 feet long and has a perimeter of 20 feet. What is the width of this rectangle? Explained how you solved this problem in the space provided.

Instructional Shifts for the Common CoreSix Shifts in ELA/Literacy

• Balancing Informational and Literary Text

• Building Knowledge in the Disciplines

• Staircase of Complexity

• Text-Based Answers

• Writing From Sources

• Academic Vocabulary

Six Shifts in Math• Focus

• Coherence

• Fluency

• Deep Understanding

• Applications

• Dual Intensity

Reading: Text complexity and the growth of comprehensionWriting: Text types, responding to reading, and researchSpeaking and Listening: Flexible communication and collaborationLanguage: Conventions, effective use, and vocabulary

Key Features of the Standards

Reading Literary and Informational Text Literary Expository

• 4th grade: 50% 50%

• 8th grade: 40% 60%

• 12th grade: 20% 80%

*Writing to Persuade, to Explain, to Convey Experience

Argumentative Informational Personal4th grade: 30% 35% 35%8th grade: 35% 35% 30%12th grade: 40% 40% 20%

www.commoncorestandards,.com

Students must…• Read more non- fiction

• Know the ways non- fiction can be put together

• Enjoy and discuss the details of non-fiction

Parents can…• Supply more non- fiction text

• Read non fiction texts aloud or with your child

• Have fun with non- fiction in front of them

ELA/Literacy Shift 1: Read as much non fiction as fiction

ELA/Literacy Shift 2: Learn about the world by reading

Students must…• Get smart in Science and Social Studies through reading• Handle “primary source” documents• Get smarter through texts

Parents can…• Supply series of texts on topics of interest• Find books that explain• Discuss non-fiction texts and the ideas within

ELA/Literacy Shift 3: Read more complex material carefully

Students must…•Re-read• Read material at comfort level AND work with more challenging stuff•Unpack text• Handle frustration and keep pushing

Parents can…•Provide more challenging texts AND texts they WANT and can read comfortably• Know what is grade level appropriate • Read challenging stuff with them• Show that challenging stuff is worth unpacking

ELA/Literacy Shift 4:Discuss reading using evidence

Students must…• Find evidence to support their arguments•Form judgments•Become scholars• Discuss what the author is “up to”

Parents can…•Talk about text• Demand evidence in every day discussions/ disagreements• Read aloud or read the same book and discuss with evidence

ELA/Literacy Shift 5:Writing from Sources

Students must…• Make arguments in writing using evidence• Compare multiple texts in writing•Write well

Parents can…• Encourage writing at home• Write “books” together and use evidence/ details•Look at Appendix A:http://www.corestandards.o rg/assets/Appendix_C.pdf

ELA/Literacy Shift 6: Academic Vocabulary

Students must…• Learn the words that they can use in college and career• Get smarter at using the “language of power”

Parents can…• Read often and constantly children• Read multiple books about the same topic•Let your kids see you readingTalk to your children; Read to your children; Listen to your children

Math Shift 1:Focus: learn more about less

Students must…• Spend more time on fewer concepts.

Parents can…• Know what the priority work is for your child for their grade level• Spend time with your child on priority work• Ask your child’s teacher about their progress on priority work

Math Shift 2: Skills Across Grades

Students must…• Keep building on learning year after year

Parents can…• Be aware of what your child struggled with last year and how that will affect learning this year• Advocate for your child and ensure that support is given for “gap” skills – negative numbers, fractions, etc.

Math Shift 3: Speed and Accuracy Students must…•Spend time practicing – lots of problems on the same idea

Parents can…•Push children to know/ memorize basic math facts•Know all of the fluencies your child should have and prioritize learning of the ones they don’t

Math Shift 4: Know it/ Do it!Students must…•UNDERSTANDwhy the math works. MAKE the math work.• TALK about why the math works• PROVE that they know why &how the math works

Parents can…• Notice whether your child REALLY knows why the answer is what it is• Advocate for the TIME your child needs to learn key math• Provide TIME for your child to work hard with math at home• Get smarter in the math your child needs to know

Math Shift 5: Real World!Students must…• Apply math in real world situations • Know which math to use for which situation

Parents can…• Ask your child to DO the math that comes up in your daily life

Math Shift 6: Think Fast/ Solve ProblemsStudents must…• Be able to use core math facts FASTAND• Be able to apply math in the real world

Parents can…• Notice which side of this coin your child is smart at and where he/she needs to get smarter• Make sure your child is PRACTICING the math facts he/she struggles with• Make sure your child is thinking about Math in real life

Catholic SchoolsSelection of Catholic based non fiction text for student analysis:

BibleCatechismVatican documents (age appropriate)Writings of SaintsHistoric Church documentsLectio Divina (form of prayer-multiple readings of the same text)

What does this mean at John Paul II?

• Less worksheets• Diminishing

Spelling/voc. list• Less single

solution answers• Less single content

assignments

• More original writings of students

• Increase in content specific vocabulary

• More open ended problems• More cross curricular

projects and assessments

What is Happening at John Paul II?READING•Identified areas of strength and weakness via multiple assessments• leveled groups with targeted skills being taught. Much data driven mobility between groups• Small groups for targeted skills•Use of Reading A-Z for leveled non-fiction text•Use of Success Maker 2 times per week gradesK-8•Use of Success Maker before and after school and during the summer.

What is Happening at John Paul II?MATH•Identified areas of strength and weakness via multiple assessments• Small groups for targeted skills • Use of Success Maker 2 times per week grades K-8•Opportunities for Success Maker before and after school and during the summer.• Some 8th graders attend Miege for Algebra

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”~~John Dewey

Thanks so much for coming!