Common Core State Standards

Common Core State Standards Ingham Intermediate School DistrictRoll Out November 22, 2010

Session Purpose • Increase awareness about the common core state standards & potential to prepare students for the 21st Century. • Reopen discussion in districts about existing curriculum and its potential to prepare students for the 21st Century. • Examine the types of learning experiences students need in Tiers I & II to meet the expectations in the Common Core.

Session Outcomes Understand that CCSS… • Encourages integration of content areas • Forces changes to instruction • Encourages use of formative assessment process • Depends on successful implementation of an RtI framework that will help 95% of students meet college-career ready standards.

Session Agenda • Facts About the Common Core State Standards • Education Reform Through Common Standards and Assessments (Video) • Checking What You Already Know • Digging into the CCSS to Uncover Implications • Becoming Familiar with Differences/Features • Plans for Assessing the Common Core • Timeline for Implementation • Resources to Take Back • Your Feedback

Introducing the Common Core Quick Facts: • Developed under the joint direction of the National Governors Association Center for Best Practices and the Council of Chief State School Officers • Final version released on June 2, 2010 • Official Website: http://www.corestandards.org/ • Adopted by the Michigan Board of Education on June 15th. States are required to adopt 100% of the common core K-12 standards in ELA and mathematics (word for word), with the option of adding up to an additional 15% of standards on top of the core. • Organizers expect 48 states to adopt the Common Core

Why is this important? • Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

http://www.edutopia.org/international-teaching-learning-assessment-videohttp://www.edutopia.org/international-teaching-learning-assessment-video

The Common Core State Standards: • Provide a common definition of college and career readiness in ELA and Mathematics. • Are National Standards. • Contain Content that is quite different from Michigan’s GLCE’s and HSCE’s.

The Common Core State Standards: • Are internationally benchmarked. • Provide alternate standards for ELL and SWD. • Detail all content that should be taught at each grade level. • All of the above.

The Common Core State Standards: For English Language Arts & Literacy in History / Social Studies, Science, and Technical Subjects: • Recommend certain content, such as classic myths, Shakespeare, and foundational US documents. • Use the CCR standards as anchor standards across all grade levels. • Insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within a school. • All of the above.

The Common Core State Standards: • Recommend certain content, such as classic myths, Shakespeare, and foundational US documents. • Use the CCR standards as anchor standards across all grade levels. • Insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within a school. • All of the above. For English Language Arts & Literacy in History / Social Studies, Science, and Technical Subjects:

The Common Core State Standards: For Mathematics • Emphasize procedural skill over conceptual understanding. • Incorporate the CCR standards into the standards for high school. • Contain content that is typically found in advanced courses such as Calculus. • All of the above.

Districts should haveThe Common Core State Standards fullyimplemented by: • Yesterday • Next month • Next year • The 2014-2015 school year

STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Design and Organization Major design goals Align with best evidence on college and career readiness expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

Design and Organization Three main sections • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects • Shared responsibility for students’ literacy development Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy across subjects Media requirements blended throughout

Design and Organization College and Career Readiness (CCR) anchor standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations • Range and content

Design and Organization K−12 standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings • One-to-one correspondence with CCR standards

Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres

Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects Alignment with college and career readiness expectations

Intentional Design Limitations What the Standards do NOT define: • How teachers should teach • All that can or should be taught • The nature of advanced work beyond the core • The interventions needed for students well below grade level • The full range of support for English language learners and students with special needs • Everything needed to be college and career ready

Conclusion Standards: Important but insufficient • To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

STANDARDS FOR MATHEMATICS

Design and Organization Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically expert student 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)

Design and Organization Focal points at each grade level

Design and Organization Grade Level Overviews

Grade 6 Overview Ratios and Proportional Relationships • Understand ratio concepts and use ratio reasoning to solve problems. The Number System • Apply and extend previous understandings of multiplication and division to divide fractions by fractions. • Compute fluently with multi-digit numbers and find common factors and multiples. • Apply and extend previous understandings of numbers to the system of rational numbers.

Ratios and Proportional Relationships, Grade 6 Understand ratio concepts and use ratio reasoning to solve problems. 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratioof wings to beaks in the bird house at the zoo was 2:1, because forevery 2 wings there was 1 beak.” “For every vote candidate A received,candidate C received nearly three votes.” 2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

Reading the Standards Standards define what students should understand and be able to do. • Specific advice is often given about instructional approaches. • The actual language can be dense, and probably requires “unpacking.”

Fractions, Grades 3-6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

High School Major strands in high school • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students.

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.

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.

Mathematical Practices Marty made two types of cookies. He used 2/3 cup of sugar for one recipe and 1/4 cup of sugar for the other. He only has 1 cup of sugar. Is that enough? Explain your reasoning. Some people would say that a) Why would they say this? b) Do you agree? c) How would you solve this problem? Work with fraction circles to figure this out. 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.

What About Science?

Assessing the Common Core

SBAC Assessment Design Proposal

Assessing the Common Core

Common Core State Standards