Introduction to the Common Core State Standards

Sandy ChristiePSESD

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Make your own title……share at your tables

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•Jot down (for discussion later)

•Things you find important•Questions you have

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•Learning Targets

A. Be aware of the goals and history of the Common Core State Standards

B. Become acquainted with the Smarter Balanced Assessment Consortium

C. Understand the structure of the CCSSD. Make connections with the “practices” for

Mathematics, ELA, and Science

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Implementing the Common Core State Standards in Washington State

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.

This includes building system-wide capacity for sustained professional learning that can support CCSS implementation now and be applied to other

initiatives in the future.

March 20, 2012OSPI CCSS Mathematics Webinar - Part 3

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Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

•July 20, 2011

Washington confirmed its commitment to student success with the adoption of Common Core State Standards (CCSS)

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WHO ELSE HAS ADOPTED?

• What should kids learn?

• What should teachers teach?

• What can parents, colleges, and workplaces expect kids to know?

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CCSS : A Nation-Wide Answer to the Questions

•Goals of Common Core

•National standards that provide consistency for mobile students

•Equity of access

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•Goal of Common Core

•Educators, students, and parents have a shared understanding of a set of clear educational standards and what is expected of students

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•Goal of Common Core

•Consistent academic framework for preparing students for success in college and work

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•What Did we Get?•Two sets of standards K-12

• English – Language Arts & Literacyincludes integrated reading and writing standards for History/Social Studies, Science, and Technical Subjects

• Mathematics• Created by nationally recognized experts in each field

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•Where did they come From?• State-led Effort coordinated by

• National Governors' Association (NGA)• Council of Chief State School Officers (CCSSO)

• A national set of standards but not a federal government product or directive

• Written by a consortium of content experts, teachers, and administrators

• Why now and not before?• Race To the Top educational reform being funded

by the U.S. Department of Education

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•What does This mean?

• Economy of scale for “stuff” •Assessments•Materials•Resources•Extensions•Enrichments•Software•Etc.

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•What does This mean ?

•Focus was on narrowing the amount taught – and deepening those concepts

•Provide time to work to mastery

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•What is CCSS Not?

• Does not dictate curriculum or teaching method

• Does not dictate the order or sequence within a grade level

• Does not define intervention methods or materials

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The Vision of the Common Core State Standards

• http://www.youtube.com/watch?v=9IGD9oLofks

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•Timeline for adoption/assessment

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Washington’s Context…Proposed Summative Assessments in 2014–15

English/LA Mathematics Science

Grade 3 SBAC SBAC

Grade 4 SBAC SBAC

Grade 5 SBAC SBAC MSP

Grade 6 SBAC SBAC

Grade 7 SBAC SBAC

Grade 8 SBAC SBAC MSP

Grades 9-10 HSPE Rdg & Writing

???

EOCAlgebra/Geometry ???

EOC

Grade 11 SBAC SBACSBAC=SMARTER Balanced Assessment ConsortiumMSP= Measurements of Student ProgressHSPE = High School Proficiency ExamsEOC= End of Course exams

March 20, 201220 OSPI CCSS Mathematics Webinar - Part 3

•Turn and Talk with partner

• Share what you thought was important – so far

• Questions that were answered for you

• Questions you would still like answered

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TIME FOR A LOOK AT FUN!

• http://www.youtube.com/watch?v=r7IvegYtyDw

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SMARTER BALANCED ASSESSMENT SYSTEM

New Assessment System:What We Know So Far

http://www.wera-web.org/pages/activities/WERA_Winter11/4.4%20SMARTER%20Balance.pdf

Why

Who

How

Promised

Time and format• Summative: For each content area - ELA & Math

• Computer Adaptive Testing• Selected response (MC), Constructed Response (open-ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface)

• Paper/pencil summative offered for three years (transition period)

• Performance Tasks (like our CBAs)• Up to 2 per content area in grades 3-8• Up to 6 per content area in High School

March 20, 2012OSPI CCSS Mathematics Webinar - Part 333

Time and format• Summative: - Administration window is last 12 weeks of school

- For each content area - ELA & Math•Shorter option for states (~3 hours ELA, ~2 hours Math)

• Scale score on comprehensive test (met/not met determination)

•Longer option for states (~5 hours ELA, ~3 hours Math)• Able to report data on claims for individual students

March 20, 2012OSPI CCSS Mathematics Webinar - Part 334

•Key Assessment Activities

Grades Supported Through Smarter BalancedGrades Summative Interim

(Optional)Formative Tools and Professional

Learning(Optional)

✔ ✔ ✔

1-2 Performance Tasks as Required

to Cover CCSS

✔

EOC and Comprehensive

✔

✔ ✔

EOC and Comprehensive

✔

Optional ✔

EOC and Comprehensive

✔

3 8

9 10

11

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March 20, 2012OSPI CCSS Mathematics Webinar - Part 338

•Turn and Talk with partner• Share what you thought was important – so far

• Questions that were answered for you

• Questions you would still like answered

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•Resources for Implementation

• All things Common Core – in the state of Washington http://www.k12.wa.us/CoreStandards/

• All things Common Core – Nation wide http://www.corestandards.org/

• Latest news, tools, thinking by the top “guys”http://commoncoretools.wordpress.com

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• http://www.youtube.com/watch?v=ANDk0SWzplo&feature=related

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SHIFTS AND ORGANIZATION OF COMMON CORE STATE STANDARDS

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Major Shifts in Mathematics

1. Focus: Focus strongly where the standards focus

2. Coherence: Think across grades and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

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•Domains, not strands

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Building a foundation

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•Organization of the CCSS-M document• Critical areas of focus for each grade level – located in

the beginning paragraph for each grade level K-8

• Domains are large sections of related clusters.

•Clusters are groups of related standards – with a “cluster heading” statement

• Standards define what students should understand and be able to do.

Critical Areas of Focus - sample

Mathematics | Kindergarten (CCSS-M page 9)

In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with

sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

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Structure of the CCSS - Mathematics

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Major Shifts in ELA

1. Balance of Literary and Informational Text2. Literacy in the Content Areas3. Increased Complexity of Text4. Text-based Questions and Answers5. Writing Using Evidence6. Academic Vocabulary

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•ELA StructureK-5

Reading

Foundational Skills

Writing

Speaking and Listening

Language

6-12

Reading

Writing

Speaking and Listening

Literacy in History/Social

Studies, Science, and

Technical Subjects

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•Writing using evidence

• Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts

• Focus on the use of reason and evidence to substantiate an argument or claim

• Emphasize ability to conduct research – short projects and sustained inquiry

• Require students to incorporate technology as they create, refine, and collaborate on writing

• Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

•Balance of Writing Text Types

Grade Level To Persuade (Argumentative)

To Explain (Informative)

To Convey Experience (Narrative)

4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

• In grades K-5, the term opinion refers to persuasive writing

• Argumentative is a form of persuasion but brings in evidence from both sides of the issue.

• Narrative strategies are important component to developing both argumentative and explanatory writing

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Literacy in the Content Areas• At K-5

• Emphasis on literary experiences in content specific domains

• Instruction in science and history/social studies

• Grades 6-12• Teaching content specific literacy• Reading is critical in building knowledge in content

areas

•Emphasis on Text-based Questions and Answers

• Rich discussions dependent on common text

• Focus on connection to text• Develop habits for making evidence based arguments in discussion and writing

CONNECTING TO THE PRACTICES

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•Standards for Mathematical practices

• What we used to call the “process” standards

• In the CCSS, they are located in the front of the standards, not the back

• Reminder on each grade overview page

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•Standards for Mathematical practices

• Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

• Rests on important processes and proficiencies with longstanding importance in mathematics education.

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Mathematical Practices1. Make sense of problems and persevere in solving

them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

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CCSS-ELA

As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual.

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Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language

• They demonstrate independence• They build strong content knowledge• They respond to the varying demands of

audience, task, purpose, and discipline• They comprehend as well as critique• They value evidence• They use technology and digital media

strategically and capably• They come to understand other perspectives

and cultures.

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• Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council.

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Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing

solutions (engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

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Dimension 1: Scientific and Engineering Practices

• In your table teams:

• Using the documents provided as a starting point, write your own set of student practices that would work for any content area.

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•Learning Targets Revisited

A. Be aware of the goals and history of the Common Core State Standards

B. Become acquainted with the Smarter Balanced Assessment Consortium

C. Understand the structure of the CCSSD. Make connections with the “practices” for

Mathematics, ELA, and Science

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T2 - Teaching Tip

My Favorite NO!https://www.teachingchannel.org/videos/class-warm-up-routine

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Thank you…………

Sandy ChristiePSESD Math Coordinator/Program Manager

schristie@psesd.orgAll resources can be found at: http://psesd-math.wikispaces.com/