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Quail Summit Elementary School: Transitioning to the Common Core State Standards September 2013.

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Presentation on theme: "Quail Summit Elementary School: Transitioning to the Common Core State Standards September 2013."— Presentation transcript:

1 Quail Summit Elementary School: Transitioning to the Common Core State Standards September 2013

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3 Historical Trends in the US In 1973 ¼ of all jobs required postsecondary education By 2018 ¾ of all jobs will require postsecondary education By 2018, 70% of all middle class jobs will require postsecondary education There will be no growth in jobs requiring a high school diploma or less There will be 26% growth in jobs requiring a postsecondary degree 56% of students enrolled in four year universities receive a degree, whereas the rate of students completing two year degrees is only 29% In 1985 the US had the most college graduates in the world, today it ranks 16 th

4 PISA Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia Netherlands United States Germany Ireland France United Kingdom Spain Russian Federation Mexico Brazil Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

5 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai-China600 2 Singapore562 3 Hong Kong-China555 4 Korea546 6 Finland541 9 Japan Canada Netherlands New Zealand Australia Germany France United Kingdom United States Ireland Spain Russian Federation Mexico Brazil Indonesia371

6 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai-China575 2 Finland554 3 Hong Kong-China549 4 Singapore542 5 Japan539 6 Korea538 7 New Zealand532 8 Canada Australia Netherlands Germany United Kingdom Ireland United States France Spain Russian Federation Mexico Brazil Indonesia383

7 Transition to the Common Core

8 What are the Common Core State Standards? Common Core Standards are a coherent progression of learning expectations in English language arts and mathematics. Designed to prepare K–12 students for college and career success, by providing 10 Anchor Standards that apply to each grade level.

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10 The Common Core State Standards Are aligned with college and work expectations; Are clear, understandable, and consistent; Are rigorous in both content and application of knowledge through high-order skills; Are built on strengths and lessons of current state standards; Are informed by other top-performing countries, so that all students are prepared to succeed in a global economy and society.

11 How were the standards developed? Partnership of the Council of Chief State School Officers and the National Governors Association Input from parents, teachers, school administrators, and experts from across the country Developed in the following areas: ▫English language arts and literacy in history/social studies, science, and technical subjects ▫Standards for mathematical practice and mathematical content Were adopted by California State Department of Education on August 2 nd, 2010.

12 Transition Implementation Awareness I.Understand the “Why” II.Understand the “Shifts” III. Understand the Assessment Curriculum Development Pacing Guides Materials and Support Docs Sample Lessons Assessments Instructional Methodology Practice Refinement Report Cards QS CCSS Plan

13 How will the standards be assessed? SMARTER Balanced Assessment Consortium (SBAC) serves most of the Western U.S. Assessments will be in 3 rd – 8 th Grades & 11 th Grade

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15 Sample ELA Anchor Standard for Reading 1. Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Kindergarten: 1. With prompting and support, the student will ask and answer questions about key details in a text th Grade: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

16 Literacy Shift 1: Building Knowledge through Content-Rich Non-Fiction Students must…Parents can… Read more non-fiction Know the ways non- fiction can be put together Discuss the details of non-fiction Supply more non-fiction texts Read non-fiction texts aloud or with your child Have fun with non-fiction in front of them

17 Literacy Shift 2: Literacy Instruction in All Content Areas Students must…Parents can… Get smart in science and social studies through reading Handle “primary source” documents Get smarter through texts Supply series of texts on topics of interest Find books that explain Discuss non-fiction texts and the ideas within

18 The more we read the more we can read! By age 3, children from affluent families have heard 30 million more words than children from parents living in poverty (Hart and Risley, 1995). Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan, 1998). If children aren’t reading on grade level by third grade, are four times more likely to leave high school without a diploma (Hernandez, 2011).

19 Literacy Shift 3: Text Complexity Students must…Parents can… Re-read Read material at comfort level and work with more challenging material Unpack texts Handle frustration and persist Provide more challenging texts Provide preferred texts (can and want to read) Know what is grade level appropriate Read challenging material with children Demonstrate that challenging material is worth reading

20 Support Reading at Home: Reading Challenging Texts at Home GradesNon-Fiction ExamplesFiction Examples K-1A Tree is a Plant RA: Fire, Fire! Are You My Mother RA: The Owl and the Pussycat 2-3Martin Luther kind and the March on Washington RA: What the World Eats Fire Cat RA: Charlotte’s Web 4-5Hurricanes: Earth’s Mighty Storms The Kids’ Guide to Money Bud Not Buddy The Secret Garden 6-8Narrative of the Life of Frederick Douglass A Night to Remember Little Women The People Could Fly 9-10Hope, Despair, Memory Letter from Birmingham Jail Things Fall Apart In the Time of Butterflies 11-12Take the Tortillas Out of Your Poetry Mother Tongue Black Boy The Canterbury Tales Dreaming in Cuban Crime & Punishment

21 Literacy Shift 4: Text-Based Answers Students must…Parents can… Find evidence to support their arguments Form judgments Become scholars Discuss what the author is “up to” Talk about text Demand evidence in daily discussions/disagreements Read aloud or read the same book and discuss with evidence

22 Literacy Shift 5: Writing from Sources Students must…Parents can… Make arguments in writing using evidence Compare multiple texts in writing Write well Encourage writing at home Write “books” together and use evidence and details Look at Appendix C: ssets/Appendix_C.pdf

23 Literacy Shift 6: Academic Vocabulary Students must…Parents can… Learn the words that they can use in college and career Get smarter at using the language of power Read often and constantly with babies, toddlers, preschoolers, and children Read multiple books about the same topics Let your kids see you reading Listen to your children, sing with your children, make up silly rhymes and games with your children

24 ELA in the Classroom Students will…. Read more non-fiction texts, with a balance of 50/50 in the elementary grades and 70/30 at the secondary level.

25 Mathematics Shift 1: Focus Students must…Parents can… Spend more time on fewer concepts Know what the priority work is for your child for their grade level Spend time with your children on priority work Ask you child’s teacher about their progress on priority work

26 Mathematics Shift 2: Coherence Students must…Parents can… Keep building on learning year after year Be aware of what your child struggled with last year, and how that will affect learning this year Advocate for your child and ensure that support is given for “gap” skills, especially positive and negative integers, fractions

27 Final Report of the National Mathematics Advisory Panel (2008) Adding/Subtracting/Multiplying/Dividing Positive and Negative Numbers Fractions Algebra Success in College

28 Mathematics Shift 3: Fluency Students must…Parents can… Spend time practicing lots of problems on the same idea Insist children master basic math facts to memory Know all of the fluencies your child should have and prioritize learning of the ones that they don’t

29 Key Fluencies GradeRequired Fluency KAdd/Subtract within 10 1Add/Subtract within 20 2Add/Subtract within 100 3Multiply/Divide within 12; Add/Subtract within Add/Subtract within 1,000,000 5Multi-digit Multiplication and Division 6Multi-digit decimal Operations 7Solve px + q = r, p(x + q) = r 8Solve simple 2x2 systems by inspection

30 Mathematics Shift 4: Deep Understanding Students must…Parents can… Understand why the math works, and make it work Articulate why the math works Prove that they know why and how the math works Notice whether your child really knows why the answer is what it is Advocate for the time your child needs to learn key math Provide time for your child to work hard with math at home

31 Mathematics Shift 5: Applications Students must…Parents can… Apply math in real world situations Know which math to use for which situation Ask your child to DO the math that comes up in daily life

32 Mathematics Shift 6: Dual Intensity Students must…Parents can… Be able to use core math facts…fast! Be able to apply math in the real world Notice which skill set is your child’s strength, and which one should be worked on to get smarter Make sure your child is practicing the math facts she/he struggles with Make sure your child is thinking about the MATH in real life

33 Depth of Knowledge (DOK) Levels DOK 1: Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure. DOK 2: Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs. DOK 3: Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non- routine; often more than one possible answer. DOK 4: Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources.

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36 “Habits of Mind” Developing skills for a lifetime ▫The ELA Capacities and the Standards for Mathematical Practice are the guiding principles for all of the Common Core Standards. ▫The “Habits of Mind” help develop students into 21 st Century Learners.

37 English Language Arts Capacities

38 Standards for Mathematical Practice

39 WVUSD and CCSS Kindergarten and First Grade implemented during school year Second-Fifth Grade implementing now! Transitional Kindergarten has developed a report card that mirrors the CCSS. Ninth and Tenth Grade English Language Arts teachers have new textbooks written to the CCSS. Staff Development has taken place for teachers at all levels.

40 Quail Summit Moves Forward... Common Core teaching strategies in teacher’s professional growth plans Staff Development days in August and January Staff Meeting time is allotted to CCSS Grade level CCSS days District provided professional development (creating grade level experts)

41 Quail Summit Elementary School: Transitioning to the Common Core State Standards September 2013


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