Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI

1. Implementing Wisconsin Common Core Standards Locally Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI

2. Outcomes • Identify effective strategies for implementing the Common Core Standards • Identify avenues for educator involvement in development and implementation activities around the Common Core Standards • Consider your role to support the development of literacy for all students in all subject areas

3. Wisconsin’s Vision for RtI

4. High Quality Instruction • Curriculum, instruction, assessment • Engaging • Standards-based (CCSS and WMAS) • Data-driven • Research-based • Differentiated • Culturally Responsive

5. Design Specs English Language Arts

6. Portrait of Students Who Meet ELA Standards Students: • Demonstrate independence • Build strong content knowledge • Respond to the varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Come to understand other perspectives and cultures

7. Overview of English Language Arts Standards Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards (CCR) for each strand: • Reading • Writing • Speaking and Listening • Language • Overarching targets (parallel for each grade band)

8. Strands of English Language Arts Standards • Reading: Text complexity and growth of comprehension • Grades K-5: Literature and Informational Text • Grades K-5: Reading Standards – Foundational Skills • Grades 6-12: Literature and Informational Text • Writing: Text types, responding to reading, and research • Speaking and Listening: Flexible communication and collaboration • Language: Conventions and vocabulary

9. Old to New – English Language Arts“Reading Informational Text” More Specific Has many interpretations

10. Standards for Disciplinary Literacy Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects • Based on CCR Anchor Standards for: • Reading • Writing • Technical subjects: defined as workforce-related subjects; technical aspects of wider fields of study such as art and music

11. Design Specs Mathematics

12. Overview of Mathematics Standards Standards for Mathematical Practice Standards for Mathematical Content

13. Framework for Mathematics

14. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments & 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

15. Organization of the Standards for Mathematical Content K-8 Grade Levels/9-12 Conceptual Categories Domains Clusters Standards

16. K-5 Domains Grades • Counting and Cardinality K • Operations and Algebraic Thinking K-5 • Number and Operations in Base Ten K-5 • Number Operations – Fractions 3-5 • Measurement and Data K-5 • Geometry K-5

17. Grades 6-8 Domains Grades • Ratio-Proportional Relationships 6-7 • The Number System 6-8 • Expressions & Equations 6-8 • Functions 8 • Geometry 6-8 • Statistics & Probability 6-8

18. K-8 Mathematics Content Domains

19. High School Conceptual Categories • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics & Probability

20. 9-12 Conceptual Categories and Clusters • Number and Quantity • The Real Number System • Quantities • The Complex Number System • Vector and Matrix Operations • Algebra • Seeing structure in expressions • Arithmetic with Polynomials, Rational Expressions • Creating Equations • Reasoning with Equations and Inequalities • Functions • Interpreting functions • Building functions • Linear, quadratic and exponential models • Trigonometric Functions • Modeling

21. 9-12 Conceptual Categories and Clusters • Statistics and Probability • Interpreting categorical & quantitative data • Making Inferences & Justifying Conclusions • Conditional Probability and Rules of Prob. • Using Probability to Make Decisions • Geometry • Congruence • Similarity, Right Triangles and Trigonometry • Circles • Expressing Geometric Properties with Equations • Geometric Measurement and Dimension • Modeling with Geometry

22. Strategies forUnwrapping & Implementingthe Standards

23. Implementing the Standards: A Collaboration of Stakeholders Parents and Communities

24. Implementation Strategies • 12 CESAs – divided into regions • Collaboratively designed CCSS training • district teams • train-the trainer • Foundations – investigations • Additional training in the works to dig deeper • What’s next…. Phase II

25. WI Standards for Mathematics Strategies forUnwrapping & Implementingthe Standards

26. Mathematical Practices Task Ray is covering 2 countertops with 3” by 6” tiles. • Countertop A is 15” by 18” • Countertop B is 9” by 9”. Decide whether Ray will be able to cover the entire surface with whole tiles with no gaps or overlaps. Justify your answer.

27. Framework for Mathematics

28. Visualize a classroom of students DOING Mathematics or English Language Arts What verbs describe what you hope to see them doing?

29. VERBS for “Doing”

30. Verbs for “Doing” Mathematics

31. Verbs for “Doing” ELA

32. Rigor of the Standards Revised Bloom’s Taxonomy Revised taxonomy of the cognitive domain following Anderson and Krathwohl, 2001

33. Sample Verbs

34. Rigor of the Standards Task: • Select two: • Domains for mathematics • Strands for ELA • Highlight/circle all of the verbs. • Determine the appropriate RBT level of each verb and place them in the corresponding RBT level. • Discuss your findings. At which levels do most verbs appear?

35. Sample Verbs

36. What does Understand mean? Understand is used in the CCSS to mean that students can explain the concept with mathematical reasoning, including: • giving concrete illustrations and • providing mathematical representations and example applications.

37. What does mathematical understanding look like? “One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.” Common Core Standards, 2010

38. What does mathematical understanding look like? “Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.” Common Core Standards, 2010

39. Standards that begin with “understand” are good opportunities to connect the practices to the content. CCSS: p. 8

40. Understand: Samples of Student Writing • Annotated to illustrate the criteria required to meet the CCSS in types of writing: • Argument (Opinion through grade 5) • Informative/explanatory • Narrative • Illustrates range of accomplishment by grade • Illustrates range of writing conditions (homework, on demand, research projects)

41. And Writing – 4th Grade

42. And Writing – 8th Grade

43. And Writing – 10th Grade

44. Common Core State Standards Reading – Fourth Grade Example Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]

45. Common Core State Standards Reading – Eighth Grade Example Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]

46. Common Core State Standards Reading – Tenth Grade Example Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]

47. Content Area (or Disciplinary) Literacy • Consider how to create a school-wide approach to literacy that includes all contents and disciplines…

49. Unwrapping the CCSS for Mathematics (Grade 8) Critical Area: Grasping the concept of a function and using functions to describe quantitative relationships. Domain: Functions Cluster Idea: Define, evaluate, and compare functions.

50. Concepts: Need to know about functions • Functions Input Output Set of Ordered Pairs Properties • Types of Functions Linear Non-linear • Forms of Representations Algebraic Graphic Numeric (tables) Verbal