Common Core State Standards

1. Common Core State Standards Faculty Presentation Winter/Spring 2012

2. Common Core State Standards What do I need to know? 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 VT is here! Faculty presentation- Spr’12

3. What’s Different about the Common Core State Standards? • Started with the end in mind (College and Career Readiness) • Increased the rigor – raised the bar • Goes deeper – not wider • They are common to (almost) all the states!

4. Turn and Talk…. In groups of 2 or 3, each share: • One thing you wonder about the Common Core • One thing that you are concerned about the Common Core Put your group’s stickies on charts.

5. Over 1,300 students did NOT graduate from Vermont high schools in 2010. The lifetime wages loss for those students is $300 MILLION.

6. In Vermont, for every 100 9th graders: 85 will graduate high school

7. In Vermont, for every 100 9th graders: 44 will enter college the following fall

8. In Vermont, for every 100 9th graders: 33 will return for their second year

9. In Vermont, for every 100 9th graders: 26 will receive a degree within 150% of normal time

10. Jobs Require More Education & Training Today and Tomorrow Source: Carnevale, Anthony P., Nicole Smith, and Jeff Strohl, “Help Wanted: Projections of Jobs and Education Requirements Through 2018”, Georgetown Center on Education and the Workforce, 2010. almost 2/3

11. Teaching to Higher Levels of Rigor • Educators need to have a ‘growth mindset’ rather than a ‘fixed mindset’. Teachers with a fixed mindset believe that what the teacher does matters very little – one is either smart or not. Teachers with a growth mindset believe intelligence can be developed with the right support and instruction. Studies by Carol Dweck show that when students are taught that the brain is a muscle that should be exercised to get stronger, students persist through challenges they would typically give up on.

12. Teaching to Higher Levels of Rigor • Educators need to explicitly teach thinking. Teachers should explain the levels of thinking and engage students in lessons that require them to compare and contrast, analyze, synthesize, evaluate, judge, defend. Teachers use the ‘think-aloud’ model to show students what happens in the brain of a person using those skills. Students then need to practice those skills and share their thinking until those processes become automatic.

13. “The most important reforms that a school system can make will be those that involve creating systems that support continuous improvement of instruction and increased personal and shared accountability for raising levels of student achievement.”Lucy Calkins

14. Teachers Matter! The effect of the teacher overshadows other classroom variables such as: • Previous achievement level of students • Class size • Heterogeneity of students • Ethnic and Socioeconomic makeup of the classroom • Curricula A teacher’s effect on student achievement is measurable years after the students have left that teacher. VMI/Laird presentation

15. Focus on Shifts in Instructional Practice 2011-2013 What have we learned so far? Take the time to get to know it.

16. Common Core: ELA, Literacy & Math Standards – we are in sync!

17. Common Core State Standards: English Language Arts K-12 Strands and organizing elements Reading Writing (W) K-12 Literature (RL) K-12 Text types and purposes Key ideas and details Production and distribution of writing Craft and structure Research to build and present knowledge Integration of knowledge and ideas Range of Writing Range of reading and level of text complexity Informational Text (RI) K-12 Speaking & Listening (SL) K-12 Key ideas and details Comprehension and collaboration Craft and structure Presentation of knowledge & ideas Integration of knowledge and ideas Range of reading and level of text complexity Language (L) K-12 Foundational Skills (RF) K-5 only Conventions of Standard English Print Concepts Knowledge of Language Phonic and word recognition Vocabulary Acquisition and Use Phonological Awareness Fluency

18. Common Core Foundational Reading Standards K-5 • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency These standards focus on concepts of print, the alphabetic principle, and other basic conventions that are necessary for a comprehensive reading program across disciplines.

19. Common Core Reading Standards There are 9 standards focused on reading comprehension and one on the range and level of text complexity for literature and informational text. The reading standards are broken into: • Key ideas and details • Craft and structure • Integration of knowledge and ideas • Range of reading and level of text complexity

22. Throughout the Common Core, tremendous emphasis is placed on students’ ability to closely read and interact with increasingly challenging literature and informational text. • Appendix A: complete discussion about why text complexity matters • Appendix B: provides text exemplars and sample performance tasks to illustrate the complexity, quality, and range of student reading and application at various grade levels

23. Appendix A

24. Appendix B

25. A Shift in Balance….. Students read a true balance of informational and literary texts – even in elementary school accessing the world of science, social studies, the arts and literature through text.

27. How to Read the Reading Standards…. -Strand -Organizing Element -Grade Level Column -Standard

29. Writing Standards The writing standards are designed around: • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing over short and extended time frames. Appendix C: provides extensive samples of student writing that convey an understanding of adequate performance levels in writing arguments, informational/explanatory texts and narratives across the grades. They are annotated.

30. Appendix C

31. Instruction Shifts for CCSS Writing: • Focus on nonfiction writing (arguments as well as informational/explanatory texts) in all disciplines! • Ability to conduct research in short and longer projects

32. Tremendous value is placed on growing analytical thinkers and critical consumers and providing tools and structures for students to express their voice orally and in writing.

33. Speaking and Listening Standards • Comprehension and collaboration • Presentation of knowledge and ideas Both of the above themes reinforce 21st century skills in establishing the importance of effective oral communication and collaborative discussion to build understanding and solve problems.

34. Common Core State Standards: Literacy in History/Social Studies, Science, and Technical Subjects – Grades 6-12 Strands and organizing elements Reading Writing History/Social Studies (RH) 6-12History/Social Studies, Science, and Key ideas and detailsTechnical subjects (WHST) 6-12 Craft and structure Text types and purposes Integration of knowledge and ideas Production and distribution of writing Range of reading and level of text com- Research to build and present knowledge plexity Range of writing Science and Technical Subjects (RST) 6-12 Key ideas and details Craft and structure Integration of knowledge and ideas Range of reading and level of text com- plexity

35. The Entire School’s Core…. The design and organization of the standards support literacy instruction as a shared responsibility within the school. This integrated approach to literacy promotes relevant, real-world application of students’ reading and writing skills as they analyze, evaluate and differentiate between primary and secondary sources and communicate key ideas and concepts.

36. Common Core State Standards: Math • Standards for mathematical practices • Standards for mathematical content K-8 • Standards for mathematical content for high school. • Appendix A: extensive overview of units of study in high school for either a traditional model or integrated high school course sequence

37. Appendix A-Math

38. Common Core Math Standards • Emphasis on mathematical practices and spotlight equal attention on developing understanding of core concepts and fluency with procedural skills • They are written to assume mastery, in any given year, of the preceding year’s standards.

39. Relationships Between Practices Overarching Habits of Mind (Dispositions of an educated person within and outside mathematics) 1) Make sense of problems and persevere in solving them 6) Attend to precision 3) Construct viable arguments and critique the reasoning of others Using Mathematics Inside and Outside of School 4) Model with mathematics 5) Use appropriate tools strategically 2) Reason abstractly and quantitatively Skills Needed to Work with and to Learn Mathematics 7) Look for and make use of structure 8) Look for and express regularity in repeated reasoning VMI/Laird

40. Common Core Standards for Mathematics:Content Standards K-5 __________________________________________________ Teach More of Less Number and Operations Operations and Algebraic Thinking Standards for Mathematical Content Where the Rigor is! Standards for Mathematical Practice

41. Common Core Standards for Mathematics: Content Standards 6-8 ____________________________________________________ Transitional Years Aggressive Progression to Algebra Ratios and Proportions Expressions, Equations, & Functions Standards for Mathematical Content Standards for Mathematical Practice

42. Common Core Standards for Mathematics:Content Standards High School ___________________________________________________________ College and Career Ready Advanced Standards Application Modeling Standards for Mathematical Content Standards for Mathematical Practice

43. Content Shifts – Less is More Most Existing State Standards More proportionality Linear Functions and intro to non-linear Number Concepts, Operations, and Fluency 4 3 5 K 1 2 HS 7 6 8 No 3-D geometry at grades 3 and 4 Counting techniques Probability Statistical analysis Similarity Transformations Data linked to measurement or number concepts Marge Petit Consulting, MPC margepetit.com 802-496.4651

44. Coherence across grades Marge Petit Consulting, MPC margepetit.com 802-496.4651

45. High School Standards – 2 sets Marge Petit Consulting, MPC margepetit.com 802-496.4651 All students Students taking advanced math courses (+)

46. An Emphasis on Procedural Fluency Procedural fluency “refers to the knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately and efficiently.” (Adding It Up! NRC (2000)) All whole number –add and subtract All positive fraction and decimals operations All rational number operations All whole number operations 7 4 5 3 K 1 2 HS 6 8 Marge Petit Consulting, MPC margepetit.com 802-496.4651

47. How to Read Math Standards Domains (larger groups of related standards) Clusters (within domains – related standards) Standards (define what students should understand and be able to do)

49. Another way to look at the timeline

50. Turn and Talk…. In groups of 2 or 3, each share: • One thing you wonder about the assessment (SBAC) • One thing that you are concerned about the assessment Put your group’s stickies on charts.