Transitioning to the Common Core State Standards What Can You Do Now?

1. Transitioning to the Common Core State StandardsWhat Can You Do Now? California Academic Partnership Program High School Leadership Initiative Summer Seminar June 22, 2012

2. Today’s Workshop • Brief history of the standards • Overview and resources for mathematics • Overview and resources for English language arts and literacy • Overview and resources for assessment • Questions and answers

3. College and Career Readiness Standards • In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career. • In September 2009, College and Career Readiness standards were released. • This work became the foundation for the Common Core.

4. The Common Core State Standards • Feedback and review from national organizations, including: • American Council on Education • American Federation of Teachers • Campaign for High School Equity • Conference Board of the Mathematical Sciences • Modern Language Association • National Council of Teachers of English • National Council of Teachers of Mathematics • National Education Association

5. The Common Core State Standards Benefits: • Internationally benchmarked • Evidence and research-based • Consistent expectations – no matter where you live • Opportunity for shared resources and reduced costs

6. California and the Common Core State Standards Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1): • established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and English–language arts • stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material • directed the State Board of Education to adopt or reject recommendations of the ACSC

7. Source: http://www.corestandards.org/in-the-states

8. Source: http://www.cde.ca.gov/re/cc/

11. Common Core State Standards for Mathematics The standards for mathematics: are focused, coherent, and rigorous aim for clarity and specificity stress conceptual understanding of key ideas balance mathematical understanding and procedural skill are internationally benchmarked

12. Mathematical Proficiency as defined by the California Framework (2006) Conceptual Understanding DOING MATH Problem Solving Procedural Skills

13. Two Types ofInterrelated Standards Mathematical Practices (the same at every grade level) Mathematical Content (different at each grade level)

14. Standards for Mathematical Practice 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. Describe ways students engage with the subject matter throughout the elementary, middle, and high school years

15. CCSS Domains K–5

16. CCSS Domains 6–8

17. High School Mathematics The CCSS high school standards are organized in 6 conceptual categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability California additions: Advanced Placement Probability and Statistics Calculus Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

18. High School Mathematics Build a function that models a relationship between two quantities (F-BF) 1. Write a function that describes a relationship between two quantities. * a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

19. Conceptual Category Overview

20. Format of High School Standards Conceptual Category Domain Standard Cluster

21. Source: http://www.corestandards.org/the-standards/

22. Model Course Pathways for Mathematics Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses. Algebra II Mathematics III Mathematics II Geometry Mathematics I Algebra I Pathway A Traditional in U.S. Pathway B International Integrated approach (typical outside of U.S.) .

23. Transitioning to the CCSS • Focus strongly where the Standards focus • Coherence: Think across grades, and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Source: http://www.achievethecore.org/

24. Source: http://insidemathematics.org/

25. Source: http://illustrativemathematics.org/

26. Source: http://commoncoretools.me/

27. What Can You Do Now? • Identify 3 steps your school community can take now to support implementation of the Common Core State Standards for Mathematics.

28. Literacy Standards • Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science and technical subjects using their content area expertise to help students meet the challenges of reading, writing, listening, speaking and language in our respective fields.

29. Literacy Standards It is important to note that the 6-12 LITERACY standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to SUPPLEMENT them!

30. Fundamental Differences in Literacy Standards • Literacy across-the-curriculum • Spotlight on text complexity • New grounding in informational texts (from 50:50 to 75:25) • Writing about texts (drawing evidence from texts) • Particular emphasis on marshaling arguments • Conducting short, focused research projects • Focus on academic vocabulary • Evidence, evidence, evidence! S. Pimentel, Primary Author CCSS

31. Major Shifts in Literacy Instruction • An emphasis on text complexity and the language and vocabulary of complex text. • A new focus on reading and writing grounded in evidence from text. • A focus on building knowledge through increased content reading.

32. CCSS GOALS for LEARNING CAREER Ready and COLLEGE Ready and LIFE Ready

33. Text ComplexityDefined by Three Factors • Quantitative measures: word length, word frequency, word difficulty, sentence length, text length and cohesion • Qualitative measures: levels of meaning, structure, language conventionality and clarity, and knowledge demands measured by an attentive reader • Reader and Task considerations: background knowledge, interests, motivation, “grade levels of content,” assigned tasks

34. Meaning: Text Dependent Questions and Tasks • Can be addressed only through careful scrutiny of the text and do not rely on outside information • Students draw evidence from the text and explain the evidence (orally and in writing) • Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations

35. Appendix A Research Supporting Key Elements of the ELA Standards Including: • Complexity of Texts • Foundational Skills • Writing • Speaking and Listening • Language • Glossary of Key Terms

36. Appendix B: Text Exemplars Includes examples by grade level with sample performance tasks Stories, poetry, drama, and informational text Gives teachers an idea of achievement expectations for each grade level Includes examples for History/Social Studies, Science, and Technical Subjects

37. Appendix C:Samples of Student Writing samples of student writing for each grade level with annotation describing what the writer did well.

38. Writing Standards “The Common Core Standards require students to show that they can analyze and synthesize sources and present careful analysis, well defended claims and clear information.” “…the writing standards…require students to draw evidence from a text or texts to support analysis, reflection or research.” Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12

39. Writing Types and Purposes NAEP Writing Framework Foundation Purposes for and Recommended Writing Types Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing-2011.doc

40. Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (2-12.W.10)

41. Speaking and Listening Standards “…engaging discussions around grade level topics and texts that students have studied and researched in advance.” “…strengthening students listening skills as well as their ability to respond to and to challenge their peers with relevant follow up questions and evidence.” Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12

42. Language Standards “…gain adequate mastery of the essential “rules” of standard written and spoken English.” “…learn how to approach language as a matter of craft so they can communicate clearly and powerfully.” Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12

43. Literacy in History/Social Studies, Science, and Technical Subjects • Builds upon the same anchor standards for reading and writing • Includes a focus on discipline-specific vocabulary • Acknowledges the unique text structures found in informational text • Focuses on expectation that students will develop content knowledge AND informational/technical writing skills

44. Technical Subjects Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A

45. Reality Check: Increase Teacher Collaboration • Interdisciplinary planning • Allows for multiple points of access to subject matter • Deepens student understanding of content • Ensures adequate reading and writing of informational text

46. Meeting English Learners’ Needs • Approximately 25% of California students are English learners. • Many CCSS support English language development. • The CCSS set rigorous grade-level expectations. • They assert that all students should be held to the same high expectations.

47. Common Core: Important Skills for English Learners • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening. Knowledge of language should include: • Pragmatic knowledge--knowledge of language use in context (status/purpose of speaker, genre structures) • Linguistic knowledge--knowledge of the functional demands of writing and speaking (e.g., formulate questions, compare/contrast, summarize, draw conclusions • Recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language Source: Diane August, Center for Applied Linguistics

50. Implications For Your Team • So What? Now What? • What do you already do that is interdisciplinary in nature? • Think about ‘piloting’ some tasks, units, common reading and writing activities and review student work together next year. • What can you do to learn more and practice some of the ideas from others?