1. COMMON CORE CURRICULUM IMPLEMENTATION 2012-2013

2. WHY MUST WE MOVE TO COMMON CORE? COMMON CORE IN ENGLISH AND MATH HAS BEEN ADOPTED BY THE STATE OF MASSACHUSETTS ALL SCHOOL DISTRICTS MUST MOVE TO THE COMMON CORE CURRICULUM ALL STATE ASSESSMENTS IN ENGLISH AND MATH WILL BE ALIGNED TO COMMON CORE CURRICULUM

3. DESE’s GOALS WITH RTTT AND COMMON CORE Improve pre-k to grade 3 literacy performance Improve grades 5 to 8 mathematics performance Increase college and career readiness Improve educator effectiveness Turn around the lowest-performing school districts Make effective use of data to improve instruction

4. CHANGES ACROSS THE CURRICULUM EMPHASIS ON READING AND WRITING ACROSS THE CONTENT AREAS EMPHASIS ON NON-FICTION READING CHANGES IN LANGUAGE – FOCUS ON “ARGUMENT” RATHER THAN “PERSUASION” IN WRITING FOCUS ON “EVIDENCE” TO SUPPORT “ARGUMENTS” IN WRITING NEW ASSESSMENT TOOL WILL BE IMPLEMENTED OVER TIME (SPECIFICS YET TO BE DETERMINED BY THE STATE)

5. LEVELS VS. TRACKING LEVELING ALLOWS STUDENTS TO WORK AT DIFFERENT PACES, DEPTHS, AND DIFFERENT LEVELS OF INDEPENDENCE. THEY ARE FLEXIBLE AND ALLOW FOR STUDENT MOVEMENT, GROWTH, AND CHANGES YEAR TO YEAR, OR IN SOME CASES WITHIN THAT YEAR. TRACKING OFTEN “LOCKS” A STUDENT IN TO A CERTAIN LEVEL WITHOUT THE ABILITY OF MOVEMENT, GROWTH, OR CHANGES.

6. LEVELS VS. TRACKING CURRENTLY HAVE LEVELS AT THE HIGH SCHOOL PREVIOUS MIDDLE SCHOOL MODEL WAS MORE LIKE TRACKING THAN LEVELING CHANGES AT MIDDLE SCHOOL WITH THE COMMON CORE WILL ALLOW LEVELING WITHOUT TRACKING THERE WILL STILL BE MATH LEVELS AT THE MIDDLE SCHOOL

7. DEFINITIONS OF ENHANCED (COMMON CORE LANGUAGE) AND COLLEGE PREP ENHANCED (ALIGNED WITH HIGH SCHOOL HONORS) – Students in the Enhanced Courses assume a workload that requires a high degree of independence. These more challenging courses suppose an accelerated pace that will address frameworks and standards with a greater depth of understanding. Students enrolling in these courses need a strong degree of self-discipline, a willingness to meet additional course requirements, and an ability to adapt to an accelerated pace.

8. DEFINITIONS OF ENHANCED (COMMON CORE LANGUAGE) AND COLLEGE PREP COLLEGE PREP - All courses at Dighton- Rehoboth Regional School District are designed as college preparatory; students will be expected to master the respective frameworks/common core.

9. CHANGES IN ELA – SPEAKING AND LISTENING Focus on establishing, evaluating and supporting a point of view Comprehension and Collaboration – including the clear and persuasive expression of ideas, evaluation of a speaker’s point of view Presentation of Knowledge and Ideas - including strategic use of a variety of media

10. CHANGES IN ELA - WRITING Focus on 3 major purposes for writing Argument Information/Explanation Narrative Includes attention to task, purpose and audience, revising and editing, and the use of technology to collaborate with others as well as to produce writing. Also focuses on research, finding good evidence and using it precisely, and writing in response to one or multiple texts

11. CHANGES IN ELA - LANGUAGE Focus on the development of language skills in oral as well as written communication and listening with most emphasis on: Conventions of Standard English - includes a detailed progression that identifies specific knowledge and skills expected at each grade level Vocabulary acquisition - including particular emphasis on academic and domain-specific words and phrases as well as the function of language in different contexts

12. CHANGES IN ELA - MEDIA Integrated throughout the standards, including the use of the Internet to produce, publish and interact with others

13. CHANGES IN MATH ALL STUDENTS COLLEGE READY BY REACHING AT LEAST PRE-CALCULUS BY SENIOR YEAR FOCUS ON MORE DEPTH CONCEPTUAL FOUNDATIONS AND NOT JUST COMPUTATIONS FOR ALL GRADES HAVE ALREADY BEEN SETTING THIS FOUNDATION AT DIGHTON-REHOBOTH WITH “EVERYDAY MATH” AT ELEMENTARY LEVEL – ALIGNED TO COMMON CORE – FOCUS ON NUMBER SENSE AND CONCEPTS

14. COMMON CORE SAMPLE CHANGES Grade 5 Old 5.N.10 – Demonstrates an understanding of how parentheses affect expressions involving addition, subtraction, and multiplication, and use that understanding to solve problems Example: 3 x (4 + 2) = New 5.OA.1 – Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Example: {[2 x (3 + 5)] – 9} + [5 x (23 – 18)]

15. Sample Grade 6 Standards Comparison MA 2004Common CoreComment 6.N.14 Accurately and efficiently add, subtract, multiply and divide positive fractions and mixed numbers. Simplify fractions. CC.6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Adding subtracting, multiplying and simplifying fractions are not included in the Common Core in 6 th grade. They are included as 5 th grade skills. 6.P.6 Produce and interpret graphs that represent the relationship between two variables in everyday situations. 6.P.7 Identify and describe relationships between two variables with a constant rate of change. Contrast these with relationships where the rate of change is not constant. CC.6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

16. MA 2004Common CoreComment CC.6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. This standard is new. CC.6.EE.5 Write an inequality of the of the form x > c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. This standard is new at this grade level (previously in grade 8).

17. GRADE 7 7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. This standard is new at this grade; see MA 2000 8.D.1 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. This standard is new at this grade; see MA 2000 10.D.3

18. COLLEGE PREP PATHWAY GRADEOLDNEW 5 Old 5 th grade standardsMost of old 5 th grade standards (some went to 4 th grade). Some of the old grade 6– 8 standards. 6 Old 6 th grade standardsMost of old 6 th grade standards. Some of the old 5 th -8 th grade standards 7 Old 7 th grade standardsMost of old 7 th grade standards. Some of the old 6 th – 10 th grade standards. 8 Old 8 th grade standards½ of old 8 th grade standards. ½ of old Algebra I standards 9 Old Algebra I standards½ of old Algebra I standards ½ of old Algebra II standards 10 Old Geometry standardsOld Geometry standards with some Trigonometry and Statistics 11 Old Algebra II standards½ of old Algebra II standards with some Trigonometry, Statistics, and Pre-Calculus 12 Old Trigonometry standardsPre-Calculus with Trigonometry

19. Enhanced/Honors/AP PATHWAY GRADEOLDNEW 5All 5th grade standards Some 6 th grade standards Enhanced = Same as College Prep standards with “Honors definition alignment” to High School 6Rest of 6th grade standards Some 7 th grade standards Enhanced = Same as College Prep standards with “Honors definition alignment” to High School 7Rest of 7th grade standards and all of 8th grade standards Enhanced = Same as College Prep standards with “Honors definition alignment” to High School 8Algebra I½ old 8th grade standards ½ of old Algebra I and beginning of accelerated standards 9Honors GeometryHonors Algebra I (starting 2013-2014) ½ old Algebra I standards & ½ old Algebra II standards 10Honors Algebra IIHonors Geometry All old Geometry standards & a little analytical geometry from the pre-calc standards 11Honor Pre-CalculusHonors Algebra II/Pre-Calc (rest of Algebra II standards and most pre-calculus standards) 12AP or Honors Calculus

20. HOW TO GET MORE INFORMATION PRESENTATION WILL BE POSTED ON WEBSITE PARENT INFORMATION NIGHT AUGUST 22, 2012 AT 6 P.M. IN HIGH SCHOOL AUDITORIUM FOLLOW-UP DISCUSSION AT SCHOOL COMMITTEE MEETING ON AUGUST 28, 2012 MORE DOCUMENTS TO BE POSTED ON DISTRICT WEBSITE AS THE SCHOOL YEAR BEGINS (EX: STANDARDS FOR EACH GRADE, CLASS EXPECTATIONS IN COURSES, NEW STANDARDS BASED REPORT CARDS, ETC.)