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Common Core Standards PLC

Common Core Standards PLC. Cristine Wagner-Deitch, Barbara Lease & Corinne Murawski. Goals. Understand the organization of the Common Core State Standards (CCSS) as well as the rationale for their existence and use

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Common Core Standards PLC

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  1. Beaver Valley Intermediate Unit; Administrator PLC Common Core StandardsPLC Cristine Wagner-Deitch, Barbara Lease & Corinne Murawski

  2. Goals • Understand the organization of the Common Core State Standards (CCSS) as well as the rationale for their existence and use • Understand the differences between the Pennsylvania State Standards and the CCSS and the impact these differences should have on instruction and learning • Extract potential professional development strategies, resources and tools from the sessions • Create an action plan for the development of curricula that are aligned to CCSS • Develop a Professional Learning Community (PLC) Beaver Valley Intermediate Unit; Administrator PLC

  3. Overall Agenda • Why CCSS and why now? • Why are Practice Standards so important? • More information on the Mathematics CCSS • More information on the English Language Arts CCSS • What will you do now? Beaver Valley Intermediate Unit; Administrator PLC

  4. Day 1 Agenda • Welcome • Text-Based Seminar • Standards for Mathematical Practice • Standards for Practice in English Language Arts • Lunch • Mathematics Content Standards • Closure Beaver Valley Intermediate Unit; Administrator PLC

  5. Your learning needs • What knowledge, expertise, content, … do you expect from the next two days? • What learning needs would you like to make us aware of? Beaver Valley Intermediate Unit; Administrator PLC

  6. Text Based Seminar Implementing the Common Core Standards in Pennsylvania A State Board of Education White Paper Beaver Valley Intermediate Unit; Administrator PLC

  7. Text-Based Seminar • Skim the article and make note of: • Key points • Things that can’t be stressed enough • Questions/Concerns • Share out – sticking to the prompts • No bird walking • No war stories • Before you quote, be sure everyone has found the quote – page, paragraph, sentence… Beaver Valley Intermediate Unit; Administrator PLC

  8. Text-Based Seminar A key point in the article is…Something that can’t be stressed enough is…A question/concern I have is… Beaver Valley Intermediate Unit; Administrator PLC

  9. Old Boxes • People are the next step • If people just swap out the old standards and put the new CCSS in the old boxes • into old systems and procedures • into the old relationships • Into old instructional materials formats • Into old assessment tools, • Then nothing will change… Beaver Valley Intermediate Unit; Administrator PLC

  10. Standards for Mathematical Practice Beaver Valley Intermediate Unit; Administrator PLC

  11. Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically proficient student Beaver Valley Intermediate Unit; Administrator PLC

  12. CCSS Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. Beaver Valley Intermediate Unit; Administrator PLC

  13. CCSS Mathematical Practices Beaver Valley Intermediate Unit; Administrator PLC

  14. CCSS Mathematical Practices Beaver Valley Intermediate Unit; Administrator PLC

  15. Underlying Frameworks Beaver Valley Intermediate Unit; Administrator PLC

  16. The Standards for Mathematical Practice Beaver Valley Intermediate Unit; Administrator PLC

  17. The Standards for Mathematical Practice Beaver Valley Intermediate Unit; Administrator PLC

  18. CCSS Mathematical Practices Beaver Valley Intermediate Unit; Administrator PLC

  19. CCSS Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. Beaver Valley Intermediate Unit; Administrator PLC

  20. The Standards for Mathematical Practice • Reread the practice assigned to your group. • Think about what this practice might look like in action • What would this practice sound like in action • Make a poster of the main ideas. • The poster may be a bulleted list, picture, diagram, or any other method that conveys the main ideas of the practice. Beaver Valley Intermediate Unit; Administrator PLC

  21. Mathematical Tasks • Tasks - The Growing Dots Problem or The Fencing Task • Solve the task. • Compare your solution to those of others in your group. • On chart paper, list the primary mathematical practice used by your group in solving the task. • Make sure you have a rationale for your choice. Beaver Valley Intermediate Unit; Administrator PLC

  22. Math Practices in The Classroom • Which mathematical practice standards are evident ? • How does the teacher support students with the Mathematical Practice Standards? Beaver Valley Intermediate Unit; Administrator PLC

  23. Implementation Issue Beaver Valley Intermediate Unit; Administrator PLC

  24. College and Career Ready Students In Language Arts/Science/Social Studies and Technical Subjects Beaver Valley Intermediate Unit; Administrator PLC

  25. Build the Skills K-12 • K-5 College and Career Ready Standards for • Reading • Writing • Listening/Speaking • 6-12 College and Career Ready Standards for • Reading • Writing • Listening/Speaking • 6-12 College and Career Ready Standards for • Reading in Science/Social Studies/Technical Subjects Beaver Valley Intermediate Unit; Administrator PLC

  26. Portrait of a CCR Student… • 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 come to understand other perspectives and cultures Beaver Valley Intermediate Unit; Administrator PLC

  27. CCR Anchors • Take a few minutes to skim the college and career ready standards provided. • Share your observations with your table team. Beaver Valley Intermediate Unit; Administrator PLC

  28. Activity – Language Arts • Read the passage provided • Write a 25 word summary (no more, no less) • Work with your team to write another 25 word summary (must be original) • Dialogue about the learning that took place • Are there any connections to the CCR Standards? Beaver Valley Intermediate Unit; Administrator PLC

  29. Venn Diagram • Create a Venn diagram on similarities and differences between math and ELA practice standards • What are the instructional implications of the diagram that you created? Beaver Valley Intermediate Unit; Administrator PLC

  30. Mathematics Content Standards Beaver Valley Intermediate Unit; Administrator PLC

  31. Groups • K-2 • K-5 • 3-5 • 6-7 • Grade 8 • High School Beaver Valley Intermediate Unit; Administrator PLC

  32. Key Advances Focus and coherence • Focus on key topics at each grade level. • Coherent progressions across grade levels. Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency. Mathematical practices • Foster reasoning and sense-making in mathematics. College and career readiness • Level is ambitious but achievable. Beaver Valley Intermediate Unit; Administrator PLC

  33. Toward Greater Focus and Coherence • The composite standards (of Hong Kong and Singapore) have a number of features that can inform an international benchmarking process for the development of K-6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. Ginsburg, Leinwand, and Decker, 2009 Beaver Valley Intermediate Unit; Administrator PLC

  34. Toward Greater Focus and Coherence • Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations and relations) and (2) geometry, spatial relations and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas. Mathematics & Learning in Early Childhood, National Research Council, 2009 Beaver Valley Intermediate Unit; Administrator PLC

  35. Design and Organization Standards for Mathematical Content • K-8 standards presented by grade level • Organized into domains that progress over several grades • Grade introductions give 2–4 focal points at each grade level • High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) Beaver Valley Intermediate Unit; Administrator PLC

  36. Design and Organization: K-8 Focal points at each grade level Beaver Valley Intermediate Unit; Administrator PLC

  37. Grade Level Overviews: K-8 Mathematics Standards Each grade includes an overview of cross-cutting themes and critical areas of study Beaver Valley Intermediate Unit; Administrator PLC

  38. Grade Level Overview: K-8 Mathematics Standards • Clusters: illustrate progression of increasing complexity from grade to grade • Standards: define what students should know and be able to do at each grade level • Domains: overarching ideas that connect topics across the grades Beaver Valley Intermediate Unit; Administrator PLC

  39. Common Core-Clusters • May appear in multiple grade levels with increasing developmental standards as the grade levels progress • Indicate WHAT students should know and be able to do at each grade level in their study of mathematics • Reflect both mathematical understandings and skills, which are equally important Beaver Valley Intermediate Unit; Administrator PLC

  40. Overview of the K-8 Standards • The K- 8 standards: • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after Beaver Valley Intermediate Unit; Administrator PLC

  41. High School Conceptual Categories • High school standards are organized around five conceptual categories, which are the big ideas that connect mathematics across high school • Number and Quantity, • Algebra, • Functions, • Geometry, and • Statistics and Probability Beaver Valley Intermediate Unit; Administrator PLC

  42. Format of High School Mathematics Standards Each conceptual category includes an overview of the content found within it Beaver Valley Intermediate Unit; Administrator PLC

  43. Format of High School Mathematics Standards • Modeling: • Modeling standards are distributed under the five major headings and are indicated with a () symbol. • College and Career Readiness Threshold: • Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students Beaver Valley Intermediate Unit; Administrator PLC

  44. Time to start exploring… • Frayer Model Common Core Critical Areas Beaver Valley Intermediate Unit; Administrator PLC

  45. Foci for exploration • What implications do the Common Core Mathematics Standards pose for your teachers’ individual classrooms? • Your building as a whole? • Your district as a unit? • Which of these resources do you find useful? How will you use them? Beaver Valley Intermediate Unit; Administrator PLC

  46. Beaver Valley Intermediate Unit; Administrator PLC

  47. Conclusion (Day 1) The promise of standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. Beaver Valley Intermediate Unit; Administrator PLC

  48. Homework • Read the article entitled Building on the Common Core from Educational Leadership, March 2011 Beaver Valley Intermediate Unit; Administrator PLC

  49. English-Language Arts Content Standards Beaver Valley Intermediate Unit; Administrator PLC

  50. How to Read the Language Arts CC • Comprehensive K-5 Section • Reading • Writing • Speaking/Listening • Language • 2 Content Areas: 6-12 • English/Language Arts • History/Social Studies, Science and Technical Subjects Beaver Valley Intermediate Unit; Administrator PLC

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