Rolling-Out the CCSS in Contra Costa County

1. Rolling-Out the CCSS in Contra Costa County April 2012

2. Implementation Timeline • Reauthorization of Accountability Systems • STAR new program in 2014 • ESEA initially scheduled for 2007 but ???? 2

3. What Can We Do … Now? • Examine the Shifts & Teach to Them • What are the overarching changes created by the new standards? • Develop a Deep Understanding of the New Standards • Examine and Articulate the Differences Between Current Instructional Practices and New Ones • Teaching • Instructional Materials

4. Get Started, Embrace the Challenges, Unpack the Opportunities

5. What are they and Where did they come from?

6. What are they? Common Core State Standards Set clear expectations for Students the same for everyone adopted state by state; participation is voluntary - not required fundamental knowledge needed to be college & career ready 6

7. STANDARDS define what all students are expected to know and be able to do define how teachers should teach focus on what is most essential describe all that can or should be taught define the nature of advanced work establish a baseline for advanced learners 7

8. COMMON STANDARDS • Internationally benchmarked to ensure students will be globally competitive • Shared, rigorous academic content with clear expectations for students • Consistent across states (enables collaboration & the realization of economies of scale) It has been argued that California’s standards are more rigorous than other states. The Common core could put us on a more level playing field. 8

9. CORE STANDARDS • Only the important material • Supported by research • Vetted by MANY in the educational community • Include higher order thinking skills • Unions, parents, teachers, district staff, state officials, professional organizations … ELA and Math … K-12, pre, and IHEs 9

10. STATE STANDARDS 45 States, DC, & the Virgin Islands have adopted the CCSS 10

11. Council of Chief State School Officers Where did they come from? Jack O'Connell Arnold Schwarzenegger Jerry Brown Tom Torlakson 11 48 States voluntarily join effort to develop andconsider statewide adoption

12. Where did they come from? Multiple drafts of the standards were developed, reviewed & vetted. 85% Rule (Addition) CA State Board of Ed unanimously adopts 1st Round Race To the Top funding awarded 2012 June August 48 States voluntarily join. 45 States adopted CCSS National Release Common Core State Standards 2009 2010 2011 California Academic Content Standards Commission (CACSC) met for 6 days to decide. More than half of this group are teachers 12

13. Common Core State Standards Documents Available at http://www.cde.ca.gov/ci/cc/ 13

14. California Common Core Standards Documents Include California’s additional 15% Available at http://www.cde.ca.gov/ci/cc/ 14

15. Common Core State Standards Documents • College and Career Readiness Standards • Appendix A: Research Supporting Key Elements • Appendix B: Text Exemplars and Sample • Performance Tasks • Appendix C: Samples of Student Writing • Grade Level Descriptive Overviews Appendix A: Designing High School Courses based on the Common Core State Standards Available at http://www.cde.ca.gov/ci/cc/ 15

16. CCCOE’s Training Modules Based on Training Sequence by Curriculum and Instruction Steering Committee, a subdivision of CCSESA

17. CCCOE’s Training Modules ELA: K-6 ELA: 6-12 ELA: K-6 Module 1: Overview ELA: 6-12 Math: K-6 Math: 6-12 Math: K-6 Math: 6-12 Module 2: Content and Curriculum ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 Module 3: Instruction ELA: K-6 ELA: 6-12 Module 4: Instructional Materials Math: K-6 Math: 6-12 BIG SHIFTS MODELS/LEVELSOF THINKING MATERIAL SPECIFIC CONVERSATION

18. What Can We Do … Now? • Examine the Shifts & Teach to Them • What are the overarching changes created by the new standards? • Develop a Deep Understanding of the New Standards • Examine and Articulate the Differences Between Current Instructional Practices and New Ones • Teaching • Instructional Materials

19. Module 1: Overview • Intent: To provide an overview of California’s Common Core Standards for English Language Arts & Math Key Learning: To cover the basic design, benefits, and major shifts in the new common core state standards

20. Module 2: Content & Curriculum • Intent: To consider how to begin transitioning to California’s Common Core Standards, focusing on the major shifts/key advances Key Learning: To explore the overarching orientation and structure of the Standards

21. CCCOE’s Training Modules KEY ADVANCES/SHIFTS -Literacy Standards-Informational Text-Text Complexity-Argument-Collaborative Conversations-Integration of Media ELA: K-6 ELA: 6-12 ELA: K-6 Module 1: Overview ELA: 6-12 Math: K-6 Math: 6-12 Math: K-6 Math: 6-12 KEY ADVANCES/SHIFTS -Math As Meaning Making -Math Connected to Everyday World-Mathematical Abstraction & Structure-Mathematics Thinking with Procedural Fluency Module 2: Content and Curriculum ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 Module 3: Instruction ELA: K-6 ELA: 6-12 Module 4: Instructional Materials Math: K-6 Math: 6-12 BIG SHIFTS MODELS/LEVELSOF THINKING MATERIAL SPECIFIC CONVERSATION

22. Shifts in Mathematical Practice • Shift 1: Math as Meaning Making • P1: Make sense of problems and persevere in solving them. • P3: Construct viable arguments and critique the reasoning of others. • P5: Use appropriate tools strategically. • Shift 2: Math as Connected to the Everyday World • P4: Model & represent with mathematics. • Shift 3: Mathematical Abstraction and Structure • P2: Reason abstractly and quantitatively. • P7: Look for and make use of structure. • P8: Look for and make use of regularity in repeated reasoning. • Shift 4: Mathematical Thinking with Procedural Fluency • P6: Attend to precision.

23. Shifts in Math Content Standards • Shift 1: Focus • Focus strongly where the standards focus. Narrow the scope of content and deepen how time and energy is spent. • Shift 2: Coherence • Careful connection of learning within and across grades so that students can build new understanding onto foundations built in previous years. Each standard is not a new event. • Shift 3: Rigor • A solid balance of conceptual understanding, procedural fluency, and application of skills in problem solving situations. Equal intensity of effort in pursuit of all three.

24. Domains Grades K - 12

25. California Additions • Minor changes in words & phrases (grades K-5) • Adds a Mega-Algebra I Course (> 50 standards) & Some shifting of content in grades 6 and 7 • Adds two courses currently offered in California (but not in CCSS) • Calculus • Advanced Statistics and Probability 25

26. Module 3: Instruction • Intent: To examine California’s Common Core Standards with a focus on instruction Key Learning: Digging Deeper into effective instructional models

27. CCCOE’s Training Modules ELA: K-6 ELA: 6-12 ELA: K-6 Module 1: Overview ELA: 6-12 Math: K-6 Math: 6-12 Math: K-6 Math: 6-12 Module 2: Content and Curriculum ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 Module 3: Instruction ELA: K-6 ELA: 6-12 Module 4: Instructional Materials Math: K-6 Math: 6-12 LESSON DESIGN & BEST PRACTICES -Rigor/Relevancy Model-Pyramid of Learning-Gradual Release BIG SHIFTS MODELS/LEVELSOF THINKING MATERIAL SPECIFIC CONVERSATION

28. Cognitive Rigor Matrix (Hess) • The CCSS require high-level cognitive demand such as asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks. • Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions • Bloom: What type of thinking is needed to complete a task? • Webb: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

29. Bloom’s Taxonomy (1956) vs. Cognitive Process Dimensions (2005)

30. Bloom’s Taxonomy (1956)Cognitive Process Dimensions (2005)

31. Webb’s Depth of Knowledge (DOK) Levels • DOK 1: Recall & Reproduction • Recall of a fact, term, principle, concept; perform a routine procedure, locate details • DOK 2: Basic Application of Skills/Concepts • Use of information, two or more steps with decision points along the way, explain relationships • DOK 3: Strategic Thinking • Requires reasoning or developing a plan or sequence of steps, requires decision-making or justification • DOK 4: Extended Thinking • An investigation or application to real world; requires time to research, problem solve, and process multiple conditions; could require synthesis of information across multiple sources and/or disciplines

32. Hess’ Cognitive Rigor Matrix

33. Gradual Release of Responsibility

34. “Sudden” Release

35. The “Good Enough” Release

36. Gradual Release of Responsibility

37. CCCOE’s Training Modules ELA: K-6 ELA: 6-12 ELA: K-6 Module 1: Overview ELA: 6-12 Math: K-6 Math: 6-12 Math: K-6 Math: 6-12 Module 2: Content and Curriculum ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 Module 3: Instruction ELA: K-6 ELA: 6-12 Module 4: Instructional Materials Math: K-6 Math: 6-12 How Do the Common Core Standards Outline Mathematics? Shifts: Math Content Standards Shifts: Standards of Mathematical Practice BIG SHIFTS Cognitive Rigor Matrix (SMARTER) Measuring Variety of Rigor Gradual Release of Responsibility MODELS/LEVELSOF THINKING Determine Extent CCSSM is Aligned With Specific Adoptions Determine Extent Curriculum Materials Reflect & Engage Students with Math Practices Summarize Thoughts TEXT MATERIAL ALIGNMENT

38. Module 4: Instructional Materials Key Learnings: • Alignment of standards to the current ELA instructional materials • Start with standards that are completely new to a grade or significantly different in complexity • Decide on comprehensive approach – review one standard from each strand OR review a whole strand at a time • Intent: To explore effective utilization of current instructional materials to support learning of the Common Core Standards.

39. CCSSM Curriculum Analysis Tool • Group across 3 grades • Rate texts coverage of CCSSM with one of the following • N = Not Found • L = Low; major gaps were found • M = Marginal; gaps found may not be easily filled • A = Acceptable; few gaps found • H = High; content was fully formed

40. Module 4: Instructional Materials Key Learnings: • Alignment of standards to the current ELA instructional materials • Start with standards that are completely new to a grade or significantly different in complexity • Decide on comprehensive approach – review one standard from each strand OR review a whole strand at a time • Intent: To explore effective utilization of current instructional materials to support learning of the Common Core Standards.

41. Additional Layers • English Language Development Standards • Assessment Literacy • Media/technology standards

42. Questions or Surprises? Pam Tyson, PhD Director, Educational Services Contra Costa County Office of Education ptyson@cccoe.k12.ca.us