Common Core Standards: Closing the Gap

1. Common Core Standards: Closing the Gap Archdiocese and Kansas 2013

2. Common Core Standards: Competencies in Mathematics and English Language Arts students need to succeed in college and careers National Governors Association and Council of Chief State School Officials and supported by 48 states; 2 territories and District of Columbia --2009

3. WHY? December 2009: Program for International Student Assessment (PISA)—Academic skills 65 nations, 15 year olds United States Ranking:14th-- Reading; 17th –Science; 25th –MathColleges and universities report a progressive increase in the number of freshman requiring remediationBusiness leaders report majority of students from major universities do not possess analytic and problem solving skills needed to be a part of the current work force

4. WHAT? Major shifts in curriculum and instruction in English Language and Math

5. 2012-13 Implementation of best instructional practices for optimum learning Bridge current standards with CCS Begin implementing assessments that match CCS 2013-14 Continue 2012-13 plan Develop units of study to meet requirements of CCS Pilot new assessment directed demonstrating mastery of CCS 2014-15 Full implementation of best instructional practices based on CCS shifts Full implementation of assessment practices that parallel new KS assessments Take New Assessments (SMARTER Balance) Timeline and Expectations of the Archdiocese of KCKS by 2015 *Continuous communication with all stakeholder

6. How will students be assessed? • Independent Items • Performance Tasks

7. The following is the beginning of a story that a student is writing for a class assignment. The story needs more details and an ending. Read the beginning of the story and then complete the task that follows. Oliver’s Big Splash Oliver was a dog that lived in a small town near a lake. He loved to play outside. Oliver liked to play fetch, but his favorite thing to do was to chase leaves. He loved chasing leaves so much that his favorite time of year was fall when the leaves fell off the trees. One beautiful fall day, Oliver and his owner, Jeff, went for a walk around the lake. They were enjoying the sunshine and the lake when suddenly a dragonfly flew past. For a moment, Oliver forgot where he and Jeff were and what they were doing. All of a sudden there was a big splash. Write an ending for the story by adding details to tell what happens next. 3rd Grade Item

8. Components of a Performance Task Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies Design of Performance Tasks

9. A rectangle is 6 feet long and has a perimeter of 20 feet. What is the width of this rectangle? Explained how you solved this problem in the space provided. 4th grade Math Item

10. Six Shifts in ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary Six Shifts in Math • Focus • Coherence • Fluency • Deep Understanding • Applications • Dual Intensity Instructional Shifts for the Common Core

11. Key Features of the Standards Reading: Text complexity and the growth of comprehensionWriting: Text types, responding to reading, and researchSpeaking and Listening: Flexible communication and collaborationLanguage: Conventions, effective use, and vocabulary

12. Reading Literary and Informational Text Literary Expository • 4th grade: 50% 50% • 8th grade: 40% 60% • 12th grade: 20% 80% • *Writing to Persuade, to Explain, to Convey Experience • Argumentative Informational Personal • 4th grade: 30% 35% 35% • 8th grade: 35% 35% 30% • 12th grade: 40% 40% 20% • www.commoncorestandards,.com

13. ELA/Literacy Shift 1: Read as much non fiction as fiction Students must… • Read more non- fiction • Know the ways non- fiction can be put together • Enjoy and discuss the details of non-fiction Parents can… • Supply more non- fiction text • Read non fiction texts aloud or with your child • Have fun with non- fiction in front of them

14. ELA/Literacy Shift 2: Learn about the world by reading Parents can… • Supply series of texts on topics of interest • Find books that explain • Discuss non-fiction texts and the ideas within Students must… • Get smart in Science and Social Studies through reading • Handle “primary source” documents • Get smarter through texts

15. ELA/Literacy Shift 3: Read more complex material carefully • Students must… • Re-read • • Read material at comfort level AND work with more challenging stuff • •Unpack text • • Handle frustration and keep pushing • Parents can… • Provide more challenging texts AND texts they WANT and can read comfortably • • Know what is grade level appropriate • • Read challenging stuff with them • • Show that challenging stuff is worth unpacking

16. ELA/Literacy Shift 4: Discuss reading using evidence Students must… • Find evidence to support their arguments •Form judgments •Become scholars • Discuss what the author is “up to” • Parents can… • Talk about text • • Demand evidence in every day discussions/ disagreements • • Read aloud or read the same book and discuss with evidence

17. ELA/Literacy Shift 5:Writing from Sources Students must… • Make arguments in writing using evidence • Compare multiple texts in writing •Write well Parents can… • Encourage writing at home • Write “books” together and use evidence/ details •Look at Appendix A: http://www.corestandards.o rg/assets/Appendix_C.pdf

18. ELA/Literacy Shift 6: Academic Vocabulary Parents can… • Read often and constantly children • Read multiple books about the same topic •Let your kids see you reading Talk to your children; Read to your children; Listen to your children Students must… • Learn the words that they can use in college and career • Get smarter at using the “language of power”

19. Math Shift 1: Focus: learn more about less Parents can… • Know what the priority work is for your child for their grade level • Spend time with your child on priority work • Ask your child’s teacher about their progress on priority work Students must… • Spend more time on fewer concepts.

20. Math Shift 2: Skills Across Grades Students must… • Keep building on learning year after year Parents can… • Be aware of what your child struggled with last year and how that will affect learning this year • Advocate for your child and ensure that support is given for “gap” skills – negative numbers, fractions, etc.

21. Math Shift 3: Speed and Accuracy Parents can… •Push children to know/ memorize basic math facts •Know all of the fluencies your child should have and prioritize learning of the ones they don’t Students must… •Spend time practicing – lots of problems on the same idea

22. Math Shift 4: Know it/ Do it! • Students must… • UNDERSTAND • why the math works. MAKE the math work. • • TALK about why the math works • • PROVE that they know why & • how the math works Parents can… • Notice whether your child REALLY knows why the answer is what it is • Advocate for the TIME your child needs to learn key math • Provide TIME for your child to work hard with math at home • Get smarter in the math your child needs to know

23. Math Shift 5: Real World! Students must… • Apply math in real world situations • Know which math to use for which situation Parents can… • Ask your child to DO the math that comes up in your daily life

24. Math Shift 6: Think Fast/ Solve Problems Parents can… • Notice which side of this coin your child is smart at and where he/she needs to get smarter • Make sure your child is PRACTICING the math facts he/she struggles with • Make sure your child is thinking about Math in real life Students must… • Be able to use core math facts FAST AND • Be able to apply math in the real world

25. Selection of Catholic based non fiction text for student analysis: Bible Catechism Vatican documents (age appropriate) Writings of Saints Historic Church documents Lectio Divina (form of prayer-multiple readings of the same text) Catholic Schools

26. More original writings of students • Increase in content specific vocabulary • More open ended problems • More cross curricular projects and assessments • Less worksheets • Diminishing Spelling/voc. list • Less single solution answers • Less single content assignments What does this mean at John Paul II?

27. READING • Identified areas of strength and weakness via multiple assessments • leveled groups with targeted skills being taught. Much data driven mobility between groups • Small groups for targeted skills • Use of Reading A-Z for leveled non-fiction text • Use of Success Maker 2 times per week gradesK-8 • Use of Success Maker before and after school and during the summer. What is Happening at John Paul II?

28. MATH • Identified areas of strength and weakness via multiple assessments • Small groups for targeted skills • Use of Success Maker 2 times per week grades K-8 • Opportunities for Success Maker before and after school and during the summer. • Some 8th graders attend Miege for Algebra What is Happening at John Paul II?

29. If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”~~John Dewey

30. Thanks so much for coming!