Transition to CCSS – Transforming Classrooms

1. TransitiontoCCSS – Transforming Classrooms One district’s approach to the faculty rollout

2. 2 • “Just the facts, ma’am.” Sgt. Joe Friday

3. 3 15 Faculty Meetings

4. 4 26 Schools

5. 5 1,340 Certified Staff

6. 6 6 Presenters

7. 7 Agenda • Overview of the standards • Assessments • Introduction of ELA – Common Core • ELA Curriculum • Introduction of Math – Common Core • Questions and Answers

8. 8 The Language

9. Rule of 72

15. Sample CCSS Assessment Question • A recommended adult dosage of the cold medication NoMoreFlu is 16 mL.NoMoreFlu causes drowsiness when there are more than 4 mL in one’s system, in which case it is unsafe to drive, operate machinery, etc. The manufacturer wants to print a warning label telling people how long they should wait after taking NoMoreFlu for the drowsiness to pass. The typical metabolic rate is such that one quarter of the NoMoreFlu is lost every four hours. • If a person takes the full dosage, how long should adults wait after taking NoMoreFlu to ensure that there will be (i)Less than 4 mL of NoMoreFlu in their system? (ii)Less that 1 mL in their system? (iii)Less than 0.1 mL in their system? • What do you think the warning label should say? Design the label and explain the thinking behind your design.

16. Transitioning to Common Core State Standards; Transforming English Language Arts Instruction

17. How is the curriculum different?

18. What are the changes in Lexile Ranges? • TexText Complexity Grade Band in the Standards • t Complexity Grade Band in the Standards

19. How will reading change?

20. Why is text complexity important? Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Qualitative Quantitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

21. How will writing change?

22. What’s Different in Writing? Word – logos Audience – pathos Author – ethos

23. Integrated Model Speaking and Listening Academies LTF Reading Language Writing IB EAST LAB

24. What’s Different for our Learners? • Demonstrate independence • Build strong content knowledge • Respond to the demands of audience, task, purpose, and discipline • Comprehend and question • Value evidence – support their thinking • Use technology and digital media • Understand other perspectives and cultures

25. The Promise of Standards These Standards are not intended to be new names for old ways of doing business. They are a call to change.

26. Transitioning to Common Core State Standards; Transforming Mathematics Instruction and Learning

27. Focus Coherence

31. Focus Coherence

32. Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics - know how to apply mathematics to solve problems in everyday life Use appropriate tools strategically Attend to precision Look for and make use of structure. Look for and express regularity in repeated reasoning. Mathematical Practice

33. Persevere

34. Persevere Mrs. Simco is painting eggs for her friends. Each egg takes ______ of a bottle of paint. If she paints _____ eggs, how much paint will she need? (¼, 12) ( ¼ , 24) ( ¾ , 24) ( ¾, 36) ( ¾ , 48)

35. Reason Abstractly & Quantitatively

36. Model with Mathematics

37. Use appropriate tools strategically

38. Look for structure…

39. …regularity in repeated reasoning

40. Construct viable arguments& critique the reasoning of others

41. Attend to Precision

45. Transitioning to Common Core State Standards; Transforming the Way We Approach Teaching and Learning

46. What’s Different for our Learners? • Demonstrate independence • Have a strong content knowledge by reading purposefully and listening attentively • Respond to the demands of audience, task, purpose, and discipline • Value evidence – support their thinking • Seek to understand divergent points of view and cultural orientation • Be discerning/open-minded • readers and listeners

47. Develop Craft What’s Different for our Teachers?

48. Engage and Persist What’s Different for our Teachers?

49. Envision What’s Different for our Teachers?

50. Express What’s Different for our Teachers?