The New Common Core Aligned AKS

1. The New Common Core Aligned AKS 2012-2013

2. A state led initiative � National Governor�s Association (NGA) Council of Chief State School Officers (CCSSO) National unveiling on June 2, 2010 at Peachtree Ridge HS The Common Core State Standards (CCSS)

3. Current Adoption

4. College and career readiness Focused and coherent Include rigorous content and application of knowledge through high-order skills Based on evidence and research Internationally benchmarked Features of the Standards

5. Current Georgia Performance Standards for both math and language arts rated highly when compared to the CCSS. The GPS math curriculum has been determined to be 90% aligned to the CCSS. Though states have been given flexibility to add 15% to the CCSS, Georgia has chosen to adopt the math standards without addition. In Language Arts, Georgia selected a handful of indicators to retain in addition to the CCSS. Georgia�s Adoption

6. Two primary goals in developing AKS that align with new CCSS: To verify that the curriculum that we teach is aligned to the curriculum and assessments used for comparison and accountability. To position our teachers to take full advantage of the opportunity to engage in effective collaboration and access resources at the national level. GCPS and the development of Common Core aligned AKS

7. AKS Alignment to Common Core

8. Math � The nature of the standards

9. Math � The nature of the standards Conceptual Understanding Grade 4 - Explain a multiplication equation as a comparison and represent verbal statements of multiplicative comparisons as multiplication equations. Grade 8 - Compare two different proportional relationships represented as verbal, tabular, graphic and algebraic representations of functions.

10. Math Framework

11. Standards for Mathematical Practice Carry across all grade levels Describe the habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level High school standards presented by conceptual theme Design and Organization

12. 1. Make sense of problems and persevere in solving them �start by explaining to themselves the meaning of a problem and looking for entry points to its solution 2. Reason abstractly and quantitatively �make sense of quantities and their relationships to problem situation 3. Construct viable arguments and critique the reasoning of others �understand and use stated assumptions, definitions, and previously established results in constructing arguments 4. Model with mathematics �can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace Standards for Mathematical Practice Mathematically Proficient Students:

13. 5. Use appropriate tools strategically �consider the available tools when solving a mathematical problem 6. Attend to precision �calculate accurately and efficiently 7. Look for and make use of structure �look closely to discern a pattern or structure 8. Look for and express regularity in repeated reasoning �notice if calculations are repeated, and look for both general methods and for shortcuts Standards for Mathematical Practice Mathematically Proficient Students:

14. Counting and Cardinality K only Operations and Algebraic Thinking K-5 Numbers and Operations in Base Ten K-5 Numbers and Operations � Fractions 3-5 Measurement and Data K-5 Geometry K-5 Content Strands for Elementary Grades

15. Content Strands for Middle Grades Ratio and Proportional Relationships 6, 7 only The Number System 6-8 Expressions and Equations 6-8 Geometry 6-8 Statistics and Probability 6-8 Functions 8 only

16. Numbers and Quantity Algebra Functions Modeling Geometry Statistics and Probability Conceptual Categories for High School

17. Prerequisite Standards (5 Total) K- Identify coins Patterning 1 � Exchange/Trade Coins 5 � Convert among measurement units 6 � Prime factorization Prerequisite Standards

18. Grade # Transitional Standards K 0 1 1 2 0 3 0 4 0 5 12 6 1 7 16 8 11 Transitional Standards

19. Common Core - Timeline

20. Common Core � HS Rollout

21. 2 column crosswalk (MOCC) Instructional Calendars (MOCC) Resource Calendars (Coming soon) Vertical Alignment Resource (Coming soon) Transitional Document (Coming soon) eClass and other digital initiatives Resources

22. Common Core � Getting Ready

23. Common Core � Getting Ready

24. What stays the same? What�s moving to another grade level? What�s new to my grade level? What�s brand new? Transitional Standards? Guiding Questions

25. GCPS Guidance For Acceleration

26. GCPS Guidance For Acceleration

27. 2012-2013 Flowchart (Draft)

28. 2013-2014 Flowchart (Draft)

29. March 1 � GEMS Oversight Review of Proposed AKS March 14 � HS Resource Review Summer Staff Development Dates TBD Important Dates

30. National Common Core Standards www.corestandards.org Curriculum Maps http://commoncore.org/maps/index.php PARCC � Assessment Consortia www.achieve.org Georgia DOE www.georgiastandards.org Web Resources

31. Common Core Developing Awareness and Building Confidence in Language Arts

32. RIGOR Goes deeper than current standards Intent of the standards- fewer in number, with fewer (mentor) texts, but deeper analysis More critical reading/writing skills Comparing multiple texts Analyzing longer texts Short texts vs. extended texts Higher expectations for all students Apply, compare, contrast, demonstrate, cite, produce, evaluate Noticeable absence of �identify� �Project-based learning� Comparing multiple texts, analyzing longer texts, short texts vs. extended texts: These are noted in the CC documents as well as in the PARCC model content frameworks. The assessments will include all of these pieces, as well, because we know that over the past few decades, we have essentially lowered the expectations for our students with regard to readability levels and ability to manipulate/analyze/compare-contrast multiple texts. We know that our students need more practice with informational texts and writing. Think about what you read and writing during the day: Is it mainly fiction or nonfiction? It�s nonfiction, of course; this is why our students need more time working with informational pieces- at appropriately rigorous reading levels. CC does not explicitly use the term �project-based learning�, but if you look at the strands of standards, you notice there is a very defined focus on the use of technology to support writing and the presentation of ideas. And while we, as teachers, may not be entirely comfortable with those �innovative uses of technology� as defined in our Q+ strategies, we need to provide such opportunities for our students. If our kids are going to be college OR career ready (whatever they choose), we have an obligation to equip them with what they�ll need to be successful at the next level.Comparing multiple texts, analyzing longer texts, short texts vs. extended texts: These are noted in the CC documents as well as in the PARCC model content frameworks. The assessments will include all of these pieces, as well, because we know that over the past few decades, we have essentially lowered the expectations for our students with regard to readability levels and ability to manipulate/analyze/compare-contrast multiple texts. We know that our students need more practice with informational texts and writing. Think about what you read and writing during the day: Is it mainly fiction or nonfiction? It�s nonfiction, of course; this is why our students need more time working with informational pieces- at appropriately rigorous reading levels. CC does not explicitly use the term �project-based learning�, but if you look at the strands of standards, you notice there is a very defined focus on the use of technology to support writing and the presentation of ideas. And while we, as teachers, may not be entirely comfortable with those �innovative uses of technology� as defined in our Q+ strategies, we need to provide such opportunities for our students. If our kids are going to be college OR career ready (whatever they choose), we have an obligation to equip them with what they�ll need to be successful at the next level.

33. Heavier focus on informational text- more of what our students need Performance-based tasks and assessments Innovative uses of technology (Q+ strategy) Distinction between short- and long-term research What skills do our students need to be college/career ready? RELEVANCE

34. This chart represents yet another paradigm shift for many of us: We must begin teaching with a heavier focus on nonfiction texts and writing. We know that, when kids are given a choice, they will usually select nonfiction texts for reading, so engagement is typically not an issue for kids at all levels. I think that the guidelines represented on this chart will effect the most change at the middle and high school levels, where language arts teachers typically teach literature most of the time. Now, of course, this will no longer be acceptable, if we are going to have our kids ready for college and/or career. This chart represents yet another paradigm shift for many of us: We must begin teaching with a heavier focus on nonfiction texts and writing. We know that, when kids are given a choice, they will usually select nonfiction texts for reading, so engagement is typically not an issue for kids at all levels. I think that the guidelines represented on this chart will effect the most change at the middle and high school levels, where language arts teachers typically teach literature most of the time. Now, of course, this will no longer be acceptable, if we are going to have our kids ready for college and/or career.

35. Vertical alignment is clearly evident; we will have a document similar to the CC document that illustrates this alignment. Standards aligned to 21st century skill needs Reading Range of reading and level of text complexity Writing Opinion and informational writing; narrative writing as a genre, but no longer a focus One thing I love about the CC is the vertical alignment across the grade levels (K-5, 6-8, and 9-12). The way the document is formatted makes it so easy to see this alignment, too. (We will provide a similar format for our AKS once it has been Board-approved.) For example, if you look at the very first standards in K-5 (one of the comprehension standards), you can clearly see how the demands increase from grade to grade: Kindergarten provides �prompting and support�, first grade does not provide that feature, and second grade sets even higher expectations for what students should be able to do by that time in their elementary experience. Note: In K-5, �opinion� replaces �persuasion� as a genre (same writing, just a different word). In middle and high school, �argumentation� replaces �persuasion� as a genre. And this change is more than just a word. Check out the gray-shaded box in Appendix A, page 24 (www.corestandards.org). There is a distinct difference between argument and persuasion: Argument requires the author to present the case based on known �experts� in the field; opinion requires the author to rely on his/her own credibility to make the case in the paper. CC includes what I call �substrands� (groups of standards grouped within the strands). Our AKS will not include this separate category (and of course, our AKS will be numbered consecutively), but these standards are, indeed, there and we need to make sure our kids become proficient with them. You will also notice that there are some changes to the way we think about literacy learning in the 21st century: In reading, there are standards for the range of reading and text complexity (being able to read increasingly complex texts independently and proficiently). Over the last few decades, it appears that we have lowered many of our expectations for what we expect students to be able to do at any grade level. For example, how many times have you heard someone (or maybe yourself) say: �That�s too hard; my kids could never read that.� Hmmm�.we�ve all been guilty of thinking within that paradigm. By having these low expectations, we do our kids a disservice, because society is certainly not going to lower its expectations so our kids can catch up. ? Also of note: The research standards make a distinction between �short-term research� and �long-term research�. This still includes the traditional �research paper� that many of our middle and high school teachers use, but now, it will be necessary to guide our students in the ways of short-term research (e.g., research when writing an informational article, technical report, etc.). In my opinion, this type of research is much more practical and common than the longer research we now do almost exclusively. And yes, it is true that our students are not allowed to use sources on the state writing assessment, but they still need to be proficient with both types of research.One thing I love about the CC is the vertical alignment across the grade levels (K-5, 6-8, and 9-12). The way the document is formatted makes it so easy to see this alignment, too. (We will provide a similar format for our AKS once it has been Board-approved.) For example, if you look at the very first standards in K-5 (one of the comprehension standards), you can clearly see how the demands increase from grade to grade: Kindergarten provides �prompting and support�, first grade does not provide that feature, and second grade sets even higher expectations for what students should be able to do by that time in their elementary experience. Note: In K-5, �opinion� replaces �persuasion� as a genre (same writing, just a different word). In middle and high school, �argumentation� replaces �persuasion� as a genre. And this change is more than just a word. Check out the gray-shaded box in Appendix A, page 24 (www.corestandards.org). There is a distinct difference between argument and persuasion: Argument requires the author to present the case based on known �experts� in the field; opinion requires the author to rely on his/her own credibility to make the case in the paper. CC includes what I call �substrands� (groups of standards grouped within the strands). Our AKS will not include this separate category (and of course, our AKS will be numbered consecutively), but these standards are, indeed, there and we need to make sure our kids become proficient with them. You will also notice that there are some changes to the way we think about literacy learning in the 21st century: In reading, there are standards for the range of reading and text complexity (being able to read increasingly complex texts independently and proficiently). Over the last few decades, it appears that we have lowered many of our expectations for what we expect students to be able to do at any grade level. For example, how many times have you heard someone (or maybe yourself) say: �That�s too hard; my kids could never read that.� Hmmm�.we�ve all been guilty of thinking within that paradigm. By having these low expectations, we do our kids a disservice, because society is certainly not going to lower its expectations so our kids can catch up. ? Also of note: The research standards make a distinction between �short-term research� and �long-term research�. This still includes the traditional �research paper� that many of our middle and high school teachers use, but now, it will be necessary to guide our students in the ways of short-term research (e.g., research when writing an informational article, technical report, etc.). In my opinion, this type of research is much more practical and common than the longer research we now do almost exclusively. And yes, it is true that our students are not allowed to use sources on the state writing assessment, but they still need to be proficient with both types of research.

36. Iterative process as a means of building and refining skills with increasingly more complex texts

39. �Can�t Do Without� Websites Go to www.corestandards.org for more information and related resources (standards documents, unit frameworks, charts, and skills progressions). In addition to the standards themselves, be sure to peruse the appendices. Click on the �resources� tab to download several relevant documents (e.g., Myth vs. Fact; FAQ) Go to www.parcconline.org for information on the assessments currently under development. www.corestandards.org: Click on the tab, �The Standards� for the documents; click on the tab, �Resources� for lots of information regarding the philosophy behind CC (myth vs. fact) and an FAQ. www.commoncore.org: This companion site (not developed by the same people as corestandards.org) offers instructional units for all grades. These �first edition� units are free to download. The site also offers �second edition� units that are available for download ($10.00 each). Some folks have purchased these, and they say that the units are quite good, so depending on your inclination, it might be something you want to look at. www.parcconline.org: This website is absolutely invaluable and a great piece to articulate the instructional side of the Curriculum and Instruction coin. So, just as CC is the curriculum (the �what� we teach), the PARCC frameworks are the instruction (the �how� we teach). Of course, these are recommendations- not requirements- for instruction, but they are based explicitly on the CC and form the foundation for the assessments currently being developed. We have based our instructional calendars/pacing guides on these frameworks- as has the state- and encourage you to visit the website, click on the tab for �In the Classroom� to view the �ELA Model Content Frameworks�. We�ll share more detail about these frameworks at our upcoming area sessions for elementary schools (check with your administrator for the date of the session for your area) and our middle and high school sessions at the ISC (February 22).www.corestandards.org: Click on the tab, �The Standards� for the documents; click on the tab, �Resources� for lots of information regarding the philosophy behind CC (myth vs. fact) and an FAQ. www.commoncore.org: This companion site (not developed by the same people as corestandards.org) offers instructional units for all grades. These �first edition� units are free to download. The site also offers �second edition� units that are available for download ($10.00 each). Some folks have purchased these, and they say that the units are quite good, so depending on your inclination, it might be something you want to look at. www.parcconline.org: This website is absolutely invaluable and a great piece to articulate the instructional side of the Curriculum and Instruction coin. So, just as CC is the curriculum (the �what� we teach), the PARCC frameworks are the instruction (the �how� we teach). Of course, these are recommendations- not requirements- for instruction, but they are based explicitly on the CC and form the foundation for the assessments currently being developed. We have based our instructional calendars/pacing guides on these frameworks- as has the state- and encourage you to visit the website, click on the tab for �In the Classroom� to view the �ELA Model Content Frameworks�. We�ll share more detail about these frameworks at our upcoming area sessions for elementary schools (check with your administrator for the date of the session for your area) and our middle and high school sessions at the ISC (February 22).

40. Building capacity Summer Literacy Institute Vision sessions Literacy coach meetings HS Department Chair meetings Admin meetings (updates as they develop) Creating/securing resources for schools CCGPS/AKS alignment in preparation for GEMS New instructional plans New instructional calendars Instructional materials needs are being identified Assessment development process already in motion We are sharing this information with as many audiences as possible and as many times as needed. We want to make sure our teachers begin to develop that appreciation for what CC will do for our students- and that it is definitely something we�ve talked about for years- again, even before �CC� was developed. Common Core will essentially bring our curriculum up to the level of our instructional practices, as presented in our staff development events. We have aligned CC with our curriculum; revisions have been posted for survey (window was November to December), and are awaiting the GEMS Oversight Committee meeting on March 1. As you saw if you went online to view the proposed AKS, we have a very tight alignment with the CC (which of course for us is the CCGPS). In some instances, we added some indicators to take us �above and beyond� the state expectations. These indicators were not added haphazardly, but with purpose and deliberation to make sure our students have what they need. For example, we beefed up the CC indicator for correct use of apostrophes by going deeper with this skill in subsequent grade levels in K-5 to make sure our kids are masters in the use of this skill. We also added a document-based writing indicator in the writing strand for informational writing (grades 4-12). Also, we are currently working on instructional calendars, new lesson plans, and are identifying specific needs in terms of instructional materials. We are sharing this information with as many audiences as possible and as many times as needed. We want to make sure our teachers begin to develop that appreciation for what CC will do for our students- and that it is definitely something we�ve talked about for years- again, even before �CC� was developed. Common Core will essentially bring our curriculum up to the level of our instructional practices, as presented in our staff development events. We have aligned CC with our curriculum; revisions have been posted for survey (window was November to December), and are awaiting the GEMS Oversight Committee meeting on March 1. As you saw if you went online to view the proposed AKS, we have a very tight alignment with the CC (which of course for us is the CCGPS). In some instances, we added some indicators to take us �above and beyond� the state expectations. These indicators were not added haphazardly, but with purpose and deliberation to make sure our students have what they need. For example, we beefed up the CC indicator for correct use of apostrophes by going deeper with this skill in subsequent grade levels in K-5 to make sure our kids are masters in the use of this skill. We also added a document-based writing indicator in the writing strand for informational writing (grades 4-12). Also, we are currently working on instructional calendars, new lesson plans, and are identifying specific needs in terms of instructional materials.

41. Assessment- aligned to CCGPS Field testing of new items in SY 2011-12 and SY 2012-13 Longer, more complex texts; comparing multiple texts Reading/LA will be combined into one test Writing will be embedded in tests; will get separate writing score for each student Formative item bank will be available through OAS Vast majority of items will be performance-based Coming in Fall 2012 (tentative) Sample items are being developed. Digital resources will be made available as part of eCLASS. Need for high-quality, print-based media will remain a constant.

42. School year 2012-13 Implementation in 2012-13 to include Transition standards Few of these in language arts- all in K-2 Must be taught in both grade levels for next year ONLY A few of our standards- a very few- are moving down a grade level with our changes next year. The state defines these standards as �transition standards�. But I think we�re in really good shape for these, because not only are they all in first and second grade (highlighted yellow in the curriculum documents), but they are things our teachers routinely do as a part of their instructional plans: Our transition standards include about four or five standards/indicators that are moving from first to K, and another two or three moving from second to first. The important thing to remember is that for next year ONLY, both the first and K teachers need to teach those indicators and the second and first teachers need to teach their�s that are moving. Of course, the reason for doing this is to ensure that no student misses being taught those skills; if we didn�t address them in both places next year, there is always the chance that someone wouldn�t have access to learn those skills. A few of our standards- a very few- are moving down a grade level with our changes next year. The state defines these standards as �transition standards�. But I think we�re in really good shape for these, because not only are they all in first and second grade (highlighted yellow in the curriculum documents), but they are things our teachers routinely do as a part of their instructional plans: Our transition standards include about four or five standards/indicators that are moving from first to K, and another two or three moving from second to first. The important thing to remember is that for next year ONLY, both the first and K teachers need to teach those indicators and the second and first teachers need to teach their�s that are moving. Of course, the reason for doing this is to ensure that no student misses being taught those skills; if we didn�t address them in both places next year, there is always the chance that someone wouldn�t have access to learn those skills.

45. School year 2012-13 New �above and beyond� standards Will retain some of our AKS Handwriting- manuscript and cursive Conceptual understanding- summarize/ paraphrase/plagiarize Indicator for DBW begins in grade 4 (new for SY 12-13) Correct use of apostrophes (grades 2, 3, 4) Other standards will be retained through iterations on calendars as they are best delivered as instructional components (e.g., figurative language) Handwriting: There is a very strong and explicit correlation between legible cursive handwriting and word study skill. Most of our terrible spellers also have illegible handwriting. Even with all the technology today, handwriting still matters- it may not be �pretty�, but it can certainly be legible. A lot of our high school kids cannot read or writing in cursive- and the SAT requires that they write something similar to an honor pledge in cursive. (Many of them freak out with this piece.) Handwriting should be taught and then maintained in elementary school and then USED in middle and high school. While kids don�t necessarily need to write exclusively in cursive, certainly it is appropriate to expect at least some of their written work be done in cursive. DBW: �document-based writing�; this is an important piece to teach because of all the types of writing we do, this type is likely the most rigorous of all and is the basis for our HS Gateway Assessment and the AP exams. Examples of pieces to be articulated on the instructional calendars (rather than as part of the actual curriculum) are: specific types of figurative language to be addressed within the year and each quarter (K-12), specific roots to teach, and specific Georgia authors to focus on in eighth grade. (The state elected not to keep these indicators; we are keeping them to provide for a rich connection to Georgia History.)Handwriting: There is a very strong and explicit correlation between legible cursive handwriting and word study skill. Most of our terrible spellers also have illegible handwriting. Even with all the technology today, handwriting still matters- it may not be �pretty�, but it can certainly be legible. A lot of our high school kids cannot read or writing in cursive- and the SAT requires that they write something similar to an honor pledge in cursive. (Many of them freak out with this piece.) Handwriting should be taught and then maintained in elementary school and then USED in middle and high school. While kids don�t necessarily need to write exclusively in cursive, certainly it is appropriate to expect at least some of their written work be done in cursive. DBW: �document-based writing�; this is an important piece to teach because of all the types of writing we do, this type is likely the most rigorous of all and is the basis for our HS Gateway Assessment and the AP exams. Examples of pieces to be articulated on the instructional calendars (rather than as part of the actual curriculum) are: specific types of figurative language to be addressed within the year and each quarter (K-12), specific roots to teach, and specific Georgia authors to focus on in eighth grade. (The state elected not to keep these indicators; we are keeping them to provide for a rich connection to Georgia History.)

46. Apostrophes

47. Relationships Between Quantities Reasoning with Equations and Inequalities Linear and Exponential Functions Describing Data Transformation in the Coordinate Plane Connecting Algebra and Geometry Through Coordinates Similarity, Congruence, Proofs Right Triangle Trigonometry Circles and Volume Algebra I CC - Topics

48. Algebra I CC - Resources

49. Course Names/Numbers

50. 8th � 9th Grade Transition Accelerated 8th graders (currently in Acc. Int. Alg.) who are continuing will take Accelerated Integrated Geometry (GPS) in 2012-2013. Accelerated 8th graders (currently in Acc. Int. Alg.) who are not continuing will take Algebra I CC or Accelerated Algebra I CC (CCSS) in 2012-2013. Students currently taking Standard 8th Grade Math will take Algebra I CC or Accelerated Algebra I CC (CCSS) in 2012-2013.

51. 8th � 9th Grade Transition

52. New 8th Grade Course Options 8th Grade Algebra I (Course Number TBD) Follows 8th Grade Standard AKS and instructional calendar Adds 7-10 critical algebra standards from Algebra I CC Promotes deeper level of critical thinking and problem solving Offers a �soft landing� for students struggling in 7th Accelerated Offers a new entry point for acceleration for successful 7th Standard students Should ultimately increase the number of students prepared to take AP Calculus in high school

53. New 8th Grade Course Options

54. Uses Standard Math 8 as basis Standard Math 8 Instructional Calendar and Interims No Carnegie Unit consideration No additional certification requirements for MS Teachers Promotes deeper exposure to content and emphasis on problem solving Adds 6 �Preview Standards� from Algebra I CC Literal Equations Perimeter/Area using Coordinate Plane Rate of Change Functions: Notation, Graphing, Domain/Range, Transformations 8th Grade Algebra

55. List of topics to review after CRCT� Inequalities Exponents Word Problems Expressions Exponential Graphs Graphing Calculators All 8th Grade Students

56. 9th Grade Repeaters Current 9th grade students who complete this school year without earning any Carnegie Units for math may switch to Common Core path and take Algebra I CC in 2012-2013. Current 9th grade students who complete this school year with .5 Carnegie Units can begin next year in Algebra I CC and count the � credit toward their fourth year math requirement.