Western Placer Unified School District Common Core State Overview Presentation

Castro Valley Unified School District Common Core State Standards ~ Overview & Progress Check

Mary Boyle, Asst Supt Educational Services March 11, 2015

Laguna Beach Unified School District Common Core State Standards Overview Parent Overview Presentation

What are the Common Core State Standards? o  A shared set of clear educational standards for

student learning. n Common Standards are intended to ensure

students are receiving a high-quality education consistently from school to school and state to state.

o  CCSS are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

o CCSS replace the previous 1997 CA State Standards

What are the Common Core State Standards?

o  Literacy and Mathematics expectations for students across all content areas K/12

o  Content understanding (knowing facts) AND deep thinking to solve complex problems

o  A shift in how we teach and what we expect students to do ~ rather than what we teach

o  For math - “word problems”, not just the equations. o  For literacy – emphasis on reading informational text

(as well as classic novels) and writing using evidence from the text (as well as narratives/stories)

CCSS include 21st Century Competencies Partnership for 21st Century Skills/P21

o Critical thinking and problem solving—including the ability to make decisions, solve problems, and take action as appropriate

o Communication skills—the ability to synthesize and transmit ideas in written (incl tech) and oral formats

o Collaboration and team building—the ability to work effectively with others, including those from diverse groups & with opposing viewpoints

o Creativity and innovation—the ability to see what’s NOT there and make something happen

o Character – grit, work ethic, perseverance

What Prompted the Common Core State Standards?

o  Need for comparability of student achievement state to state (federal funding purposes; student/family mobility)

o  Need for college-ready high school graduates (reduce # of students needing remedial college classes)

o  Need for career-ready high school graduates (traditional focus on academic theory not always applicable to business and workplace environments)

o  Need for shift from NCLB emphasis on discreet “skills” to “application of skills/ critical thinking/problem solving”

Common Core Intended to Fill the “Preparation Gap”

o  Post-secondary education has become necessary to compete in the global economy.

o  In 2018, 63% of all U.S. jobs

will require at least some college.

o  Source: Center on Education and the

Workforce, Georgetown University

High School Diploma or less

Some College/ A.A .Degree

B.A. Degree or More

What are the Common Core? Focus on Literacy

SIX SHIFTS IN LITERACY INSTRUCTION Increase in non-fiction (informational) text

Increase in complexity of texts

Focus on text-based questions

Literacy in science, social studies, & technical subjects

Writing arguments with text-based support

Focus on academic vocabulary

Text Complexity Grade Bands and Associated Lexile Ranges

Flesch-Kincaid CCSS Grade Levels

Lexile Framework (Old) New CCSS

Grades 2/3

1.98 – 5.34 (450-725) 450 - 820

Grades 4/5

4.51 – 7.73 (645 – 845) 740 - 1010

Grades 6/8

6.51 – 10.34 (860 – 1010) 925 - 1185

Grades 9/10

8.32 – 12.12 (960 – 1115) 1050 - 1335

Grades 11/CCR

10.34 – 14.2 (1070 – 1220) 1185 - 1385 http://www.lexile.com/analyzer/

Sample Grade 2 Text ~ Peter Rabbit, by Beatrix Potter

Lexile Level 660 Grade 2/3

Read Aloud to Preschoolers

CCSS in the Classroom – Literacy o  More Non-Fiction &

Higher Level Books n  Goldilocks AND

Grizzlies n  Cinderella AND Study

of Castles n  Transformers AND

Robotics n  Reading levels 1 – 2

years higher than previously

o  More In-Depth

Writing n  Personal Narrative n  Fictional Narrative n  Informational n  Persuasive

(Emotionally Convincing)

n  Argumentative (Factually Convincing)

What are the Common Core? Focus on Math

SIX SHIFTS IN MATHEMATICS INSTRUCTION Learn more deeply about fewer concepts at each grade level

Build skills within and across grade levels

Develop mathematical speed (fluency) and accuracy

Require deep levels of understanding (DOK 3/4)

Require applications to the real world (DOK 3/4)

Require mathematical thinking to solve problems (DOK 3/4)

Student Evidence of Learning - Depth of Knowledge (DOK)

DOK Level Descriptive Task 1 Recall ~ facts, definitions, details; one

right answer

2

Skills/Concepts ~ application of skills/concepts; explaining why; making decisions; cause/effect; main idea

3

Strategic Thinking ~ reasoning & planning; complex thinking; drawing conclusions; multiple answers

4 Extended Thinking ~ multiple-step investigations with extended real world applications; innovations

Common Core in the Classroom - Mathematics

o  More Academic Talk n  Teachers asking students

to explain their answers n  Teachers requiring

specific academic vocabulary (mammal over animal; ancient over old; trapezoid over shape)

n  Teachers requiring citing of examples from the text

o  More Projects n  Teachers requiring

students to apply their skills to new projects (research reports; graphing data; designing studies)

n  Teachers requiring students to present their information (orally & written)

Testing Students in the Common Core - SBAC States & PARCC States

Smarter Balanced Assessment Consortium/SBAC ~ Test Item Types

o  Multiple Choice n  One correct answer

o  Selected Response – SR n  Multiple Choice/Multiple

Correct Answers o  Constructed Response – CR

n  Short Answer o  Technology-Enhanced (TE)

n  Use of technology to manipulate/organize info

o  Performance Tasks (PT) n  Lengthy in-depth tasks, over

time – research, analysis, synthesis, interpretation, note-taking, drafting, writing

CST’s (STAR) SBAC (CAASPP)

SBAC Performance Task – Gr 3 Math

SBAC Performance Task – Gr 3 Math

SBAC Performance Task – Gr 3 Math

SBAC: CCSS Math vs 1997 Math–Grade 4

Consider these sample math fraction problems from past CA Math Standards:

2 1/3 + 4 1/2 =

A 6 1/6 B 6 1/5 C 6 2/5 D 6 5/6

CST Math Grade 4 Released Test Question 2009

Maurice talked on the telephone to two friends. He talked to Sherry for 1/4 hour and to Gabriel for 1/3 hour. How much time did Maurice spend on the telephone?

A 1/6 hour B 2/7 hour C 5/12 hour D 7/12 hour

CST Math Grade 5 Released Test Question 2011

SBAC: CCSS Math vs 1997 Math–Grade 4

Now consider this CCSS Grade 4 Math Fraction Problem:

•  Tito and Luis are stuffed with pizza! Tito ate one fourth of a cheese pizza. Tito ate three eights of a pepperoni pizza. Tito ate one half of a mushroom pizza. Luis ate five eighths of a cheese pizza. Luis ate the other half of the mushroom pizza. All the pizzas were the same size. Tito says he ate more pizza than Luis because Luis did not eat any pepperoni pizza. Luis says they each ate the same amount of pizza. Who is correct? Show all of your mathematical thinking.

SBAC Trial Test Item 2013

SBAC: CCSS Math vs 1997 Math–Grade 4

Possible Solution – (See handout) •  SMP #1 – Make sense/persevere •  SMP #2 – Correct reasoning

(proportional parts/whole) •  SMP #3 – Models with

mathematics (circle diagrams) •  SMP #1 – Precision (labels

diagrams correctly; correct answer) •  SMP #3 – Explains/viable

arguments (use of fract/dec/%’s) •  SMP #7/8 – Extended thinking

(shown through diagram)

Scoring Based on - •  Concepts/Procedures – 40% •  Problem Solving – 20% •  Communicat/Reasoning – 20% •  Modeling/Data Analysis – 20%

How Does Common Core Fit with CVUSD’s Priorities?

DISTRICT VISION: o  We will ensure a safe, culturally

responsive, and rigorous learning environment where all students are engaged and supported to achieve and succeed in a global society.

How Does Common Core Fit CVUSD’s Local Control Accountability Plan (LCAP)?

o  GOAL 1: Student Achievement – College/ Career Ready Graduates

o  GOAL 2: Safe/Clean Facilities & Highly Qualified Teachers

o  GOAL 3: Parental Involvement/Empowerment o  GOAL 4: Student Engagement/Graduation

Goals Ave

What is the Implementation Plan for Common Core in CVUSD? o  Adopted by CA ~ 2010 o  Adopted by 46 of 50 states by 2013 o  CVUSD Implementation Began 2013/14

n  Professional Development – Mathematics & Literacy

n  Materials Adoption – Mathematics & Literacy

n  Professional Development – NGSS (Next Generation Science Standards)

The Myths of Common Core…. “Educators weren’t involved in their writing”

o Coalition of Chief State School Officers (CCSSO) & National Governors’ Assn (NGA) ~ 2008/09 drafts

n  Influence of Coalitions of Business, Policy Makers & Education (including USDOE & NEA)? o  Hunt Institute ~ Affiliated Center of UofNC ,Chapel

Hill ~ “strategic catalyst for transforming public education & securing our country’s future” ~ 2001

o  P21~ Partnership for 21st Century Skills – emphasis on 3R’s/4C’s critical thinking, communication, collaboration, creativity ~ 2002

o Involvement of higher education reps ~ 2009 o K/12 teacher input ~ 2009/10 (10,000 submissions)

The Myths of Common Core…. What the CCSS “are not” ......... o  A national/business dictation of curriculum content

n  CCSS define skills (literacy) not content in ELA, Social Studies, Science, & Technical Subjects

n  40 of 500 possible Race to Top Points – “CCSS” n  P21 / Other Corporate influence

o  A “dumbing down” of previous CA standards n  CCSS require higher reading levels than current CA

standards; use of higher lexicon textbooks and ancillary materials

n  CCSS require extending thinking; creating viable arguments; citing text/proof to support arguments

n  Algebra I/Integrated I can be taught before Grade 9 IF student is ready; if not, Grade 8 Math curriculum exists

o 

The Myths of Common Core …. What the CCSS “are not” ......... o  A definitive change in content in English Language Arts

classes deemphasizing the classics n CCSS suggests 70% use of non-fiction reading in grades

7 – 12; however, this is NOT limited to ELA classes – includes Science, Social Studies & Technical Subjects

n Classical literature will continue to be taught in ELA! n Cursive writing can be taught (CVUSD currently teaches

cursive in Grade 3) o  A new vehicle to track sensitive family demographics

n This already exists re poverty, ethnicity, parent ed, etc. as required for federal and state accountability; monitoring subgroup progress

n There is NO additional iris scanning, tracking of religion, fingerprints, DNA, blood type etc. in CCSS!

How Does Common Core Fit with CVUSD’s Mission? The Castro Valley Unified School District, a public pre-school through adult learning organization, provides all students with programs of excellence that instill a passion for life-long learning while preparing each student for the challenges of tomorrow. The District will enhance every student's esteem; assist each student in discovering and maximizing his or her individual potential; and, guide each student to dignify, appreciate, respect, and accept human diversity.

Common Core State Standards - Questions?