Every Child A Graduate ConferenceJanuary 14, 2011

Monona Terrace Convention CenterMadison, WI

Implementing Wisconsin Common Core Standards Wisconsin Common Core Standards

Locally

OutcomesOutcomes Identify effective strategies for implementing

the Common Core Standards

Identify avenues for educator involvement in development and implementation activities around the Common Core Standards

Consider your role to support the development of literacy for all students in all subject areas

Wisconsin’s Vision for RtIWisconsin’s Vision for RtI

3

High Quality InstructionHigh Quality InstructionCurriculum,

instruction, assessment

EngagingStandards-based

(CCSS and WMAS)Data-drivenResearch-basedDifferentiatedCulturally Responsive

4

Design SpecsDesign Specs

English Language Arts

Portrait of Students Who Meet ELA Portrait of Students Who Meet ELA StandardsStandardsStudents: Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task,

purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and

capably Come to understand other perspectives and cultures

6

Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards (CCR) for each strand:

Reading Writing Speaking and Listening Language

▪ Overarching targets (parallel for each grade band)

7

Overview of English Language Arts Overview of English Language Arts StandardsStandards

Strands of English Language Arts Strands of English Language Arts StandardsStandards Reading: Text complexity and growth of

comprehension Grades K-5: Literature and Informational Text Grades K-5: Reading Standards – Foundational

Skills Grades 6-12: Literature and Informational Text

Writing: Text types, responding to reading, and research

Speaking and Listening: Flexible communication and collaboration

Language: Conventions and vocabulary

Old to New – English Language ArtsOld to New – English Language Arts“Reading Informational Text”“Reading Informational Text”

9

1998 to June 2010 (WI Model Academic Standard)

June 2010 and Beyond(Common Core State Standard)

6th Grade

None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

8th Grade

Evaluate the themes and main ideas of a work considering its audience and purpose

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Has many interpretations

More Specific

Standards for Disciplinary LiteracyStandards for Disciplinary Literacy

Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects▪ Based on CCR Anchor Standards for:

▪ Reading ▪ Writing

▪ Technical subjects: defined as workforce-related subjects; technical aspects of wider fields of study such as art and music

10

Design SpecsDesign Specs

Mathematics

Standards for Mathematical Content

Standards for Mathematical Practice

Overview of Mathematics StandardsOverview of Mathematics Standards

Framework for Mathematics

Standards for Mathematical Standards for Mathematical PracticePractice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments & critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning14

Organization of the Standards for Organization of the Standards for Mathematical ContentMathematical Content

K-8 Grade Levels/9-12 Conceptual Categories

Domains

Clusters

Standards

15

K-5 DomainsK-5 Domains

Grades

Counting and Cardinality K Operations and Algebraic Thinking K-5 Number and Operations in Base Ten K-5 Number Operations – Fractions 3-5 Measurement and Data K-5 Geometry K-5

Grades 6-8 DomainsGrades 6-8 Domains

Grades

Ratio-Proportional Relationships 6-7

The Number System 6-8 Expressions & Equations 6-8 Functions 8 Geometry 6-8 Statistics & Probability 6-8

K-8 Mathematics Content Domains

High School Conceptual High School Conceptual CategoriesCategories

Number and Quantity Algebra Functions Modeling Geometry

Statistics & Probability

9-12 Conceptual Categories and 9-12 Conceptual Categories and ClustersClusters Number and Quantity

The Real Number System Quantities The Complex Number System Vector and Matrix Operations

Algebra Seeing structure in expressions Arithmetic with Polynomials,

Rational Expressions Creating Equations Reasoning with Equations and

Inequalities

Functions Interpreting functions Building functions Linear, quadratic and

exponential models Trigonometric Functions

Modeling

20

GeometryCongruenceSimilarity, Right Triangles

and TrigonometryCirclesExpressing Geometric

Properties with EquationsGeometric Measurement

and DimensionModeling with Geometry

Statistics and Probability Interpreting categorical

& quantitative dataMaking Inferences &

Justifying ConclusionsConditional Probability

and Rules of Prob.Using Probability to

Make Decisions

21

9-12 Conceptual Categories and 9-12 Conceptual Categories and ClustersClusters

Strategies forStrategies forUnwrapping & Unwrapping & ImplementingImplementingthe Standardsthe Standards

Implementing the Standards: A Collaboration of Stakeholders

Parents and Communities

Implementation StrategiesImplementation Strategies12 CESAs – divided into regionsCollaboratively designed CCSS

training◦district teams◦train-the trainer

Foundations – investigationsAdditional training in the works

to dig deeperWhat’s next…. Phase II

WI Standards for WI Standards for MathematicsMathematics

Strategies forUnwrapping & Implementing

the Standards

Mathematical Practices Mathematical Practices TaskTask

Ray is covering 2 countertops with 3” by 6” tiles.

Countertop A is 15” by 18”Countertop B is 9” by 9”.

Decide whether Ray will be able to cover the entire surface with whole tiles with no gaps or overlaps. Justify your answer.

Framework for Mathematics

Visualize a classroom of studentsDOING

Mathematics or

English Language Arts

What verbs describe what you hope to see them

doing?

VERBS for “Doing”

Verbs for “Doing” Verbs for “Doing” MathematicsMathematics

Verbs for “Doing” ELAVerbs for “Doing” ELA

Interpret Determine Evaluate

Cite Delineate Produce

Strengthen Conduct Adapt

Rigor of the StandardsRevised Bloom’s Taxonomy

Revised taxonomy of the cognitive domain following Anderson and Krathwohl, 2001

Sample VerbsSample VerbsRevised Bloom’s Taxonomy

Sample Verbs

Creating Assemble, construct, create, design, develop, write

Evaluating Argue, defend, judge, support, evaluate, justify, deduct

Analyzing Compare, contrast, criticize, differentiate, experiment, question

Applying Demonstrate, illustrate, interpret, sketch, solve, use, model

Understanding Classify, describe, discuss, explain, identify, recognize, paraphrase

Remembering Define, list, memorize, recall, reproduce

Task:Select two:

◦Domains for mathematics◦Strands for ELA

Highlight/circle all of the verbs.Determine the appropriate RBT level of

each verb and place them in the corresponding RBT level.

Discuss your findings. At which levels do most verbs appear?

Rigor of the StandardsRigor of the Standards

Sample VerbsSample VerbsRevised Bloom’s Taxonomy

Sample Verbs

Creating Assemble, construct, create, design, develop, write

Evaluating Argue, defend, judge, support, evaluate, justify, deduct

Analyzing Compare, contrast, criticize, differentiate, experiment, question

Applying Demonstrate, illustrate, interpret, sketch, solve, use, model

Understanding Classify, describe, discuss, explain, identify, recognize, paraphrase

Remembering Define, list, memorize, recall, reproduce

Understand is used in the CCSS to mean that students can explain the concept with mathematical reasoning, including:

•giving concrete illustrations and

•providing mathematical representations and example applications.

What does What does UnderstandUnderstand mean?mean?

What does mathematical What does mathematical understanding look like?understanding look like?

“One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.

“Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.”

Common Core Standards, 2010

What does mathematical What does mathematical understanding look like?understanding look like?

“Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.”

Common Core Standards, 2010

are good opportunities

to connect the practices

to the content.CCSS: p. 8

Standards that begin with Standards that begin with “understand”“understand”

40

Understand: Samples of Understand: Samples of Student WritingStudent Writing

Annotated to illustrate the criteria required to meet the CCSS in types of writing:Argument (Opinion through grade 5)Informative/explanatoryNarrative

Illustrates range of accomplishment by grade

Illustrates range of writing conditions (homework, on demand, research projects)

41

And Writing – 4And Writing – 4thth Grade Grade

42

And Writing – 8And Writing – 8thth Grade Grade

43

And Writing – 10And Writing – 10thth Grade Grade

44

Common Core State StandardsCommon Core State Standards

Reading – Fourth Grade Example◦Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]

45

Common Core State StandardsCommon Core State Standards

Reading – Eighth Grade Example◦Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]

46

Common Core State StandardsCommon Core State Standards

Reading – Tenth Grade Example◦Students analyze how Abraham Lincoln

in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]

Content Area (or Content Area (or Disciplinary) LiteracyDisciplinary) Literacy

Consider how to create a school-wide approach to literacy that includes all contents and disciplines…

Unwrapping the CCSS for Unwrapping the CCSS for Mathematics Mathematics (Grade 8)(Grade 8)

Critical Area: Grasping the concept of a function and using functions to describe quantitative relationships.

Domain: Functions

Cluster Idea: Define, evaluate, and compare functions.

Concepts: Need to know Concepts: Need to know about functionsabout functions

Functions Input Output Set of Ordered Pairs Properties Types of Functions Linear Non-linear Forms of Representations Algebraic Graphic Numeric (tables) Verbal

Skills: Be able to doSkills: Be able to doUnderstand (function)

Compare (properties)

Interpret (equation: y = mx + b)

Give examples (non-linear functions)

Opportunity to LearnOpportunity to Learn

is a critical factor in closing the achievement gap.

Students learn

through the experiences

that teachers provide.

is determined by three critical areas of knowledge:

A teacher’s effectivenessA teacher’s effectiveness

requires understanding what

students know and need to learn and then challenging and

supporting them to learn it well. PSSM 2000

Effective teachingEffective teaching

Final Messages

Build and sustain collaboration◦ In your district◦ Across districts◦ Statewide

Develop common interpretationExpand and connect professional

developmentNurture the understanding