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Rolling-Out the CCSS in Contra Costa County April 2012

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Implementation Timeline 2 Last Textbook Adoption CCSS adopted CCSS Assessments New Textbook Adoption Math2007August 2010 Fall 2014 2016 ELA20082018 Reauthorization of Accountability Systems STAR new program in 2014 ESEA initially scheduled for 2007 but ????

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What Can We Do … Now? 1. Examine the Shifts & Teach to Them What are the overarching changes created by the new standards? Develop a Deep Understanding of the New Standards 2. Examine and Articulate the Differences Between Current Instructional Practices and New Ones Teaching Instructional Materials

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Get Started, Embrace the Challenges, Unpack the Opportunities

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What are they and Where did they come from?

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the same for everyone fundamental knowledge needed to be college & career ready adopted state by state; participation is voluntary - not required Set clear expectations for Students What are they? 6

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The Standards DO… The Standards DO NOT… STANDARDS define what all students are expected to know and be able to do focus on what is most essential describe all that can or should be taught establish a baseline for advanced learners define the nature of advanced work define how teachers should teach 7

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8 COMMON STANDARDS 1.Internationally benchmarked to ensure students will be globally competitive 2.Shared, rigorous academic content with clear expectations for students 3.Consistent across states (enables collaboration & the realization of economies of scale) It has been argued that California’s standards are more rigorous than other states. The Common core could put us on a more level playing field.

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CORE STANDARDS 1.Only the important material 2.Supported by research 3.Vetted by MANY in the educational community 4.Include higher order thinking skills 9 Unions, parents, teachers, district staff, state officials, professional organizations … ELA and Math … K-12, pre, and IHEs

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STATE STANDARDS 45 States, DC, & the Virgin Islands have adopted the CCSS 10

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11 48 States voluntarily join effort to develop and consider statewide adoption Council of Chief State School Officers Where did they come from?

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12 1 st Round Race To the Top funding awarded National Release Common Core State Standards 48 States voluntarily join. 200920102011 2012 JuneAugust CA State Board of Ed unanimously adopts Multiple drafts of the standards were developed, reviewed & vetted. California Academic Content Standards Commission (CACSC) met for 6 days to decide. More than half of this group are teachers 45 States adopted CCSS 85% Rule (Addition) Where did they come from?

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Common Core State Standards Documents Available at http://www.cde.ca.gov/ci/cc/ 13

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California Common Core Standards Documents Available at http://www.cde.ca.gov/ci/cc/ Include California’s additional 15% 14

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Common Core State Standards Documents Available at http://www.cde.ca.gov/ci/cc/ Appendix A: Research Supporting Key Elements Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing Appendix A: Designing High School Courses based on the Common Core State Standards College and Career Readiness Standards 15 Grade Level Descriptive Overviews

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CCCOE’s Training Modules Based on Training Sequence by Curriculum and Instruction Steering Committee, a subdivision of CCSESA

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CCCOE’s Training Modules Module 2: Content and Curriculum Module 1: Overview Module 3: Instruction Module 4: Instructional Materials ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: 6-12 Math: K-6 ELA: K-6 Math: 6-12 MATERIAL SPECIFIC CONVERSATION BIG SHIFTS MODELS/LEVELS OF THINKING

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What Can We Do … Now? 1. Examine the Shifts & Teach to Them What are the overarching changes created by the new standards? Develop a Deep Understanding of the New Standards 2. Examine and Articulate the Differences Between Current Instructional Practices and New Ones Teaching Instructional Materials

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Module 1: Overview Intent: To provide an overview of California’s Common Core Standards for English Language Arts & Math Key Learning: To cover the basic design, benefits, and major shifts in the new common core state standards

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Module 2: Content & Curriculum Intent: To consider how to begin transitioning to California’s Common Core Standards, focusing on the major shifts/key advances Key Learning: To explore the overarching orientation and structure of the Standards

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MATERIAL SPECIFIC CONVERSATION CCCOE’s Training Modules BIG SHIFTS MODELS/LEVELS OF THINKING Module 2: Content and Curriculum Module 1: Overview Module 3: Instruction Module 4: Instructional Materials ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: 6-12 Math: K-6 ELA: K-6 Math: 6-12 KEY ADVANCES/SHIFTS -Literacy Standards -Informational Text -Text Complexity -Argument -Collaborative Conversations -Integration of Media KEY ADVANCES/SHIFTS -Math As Meaning Making - Math Connected to Everyday World -Mathematical Abstraction & Structure -Mathematics Thinking with Procedural Fluency

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Shifts in Mathematical Practice Shift 1: Math as Meaning Making P1: Make sense of problems and persevere in solving them. P3: Construct viable arguments and critique the reasoning of others. P5: Use appropriate tools strategically. Shift 2: Math as Connected to the Everyday World P4: Model & represent with mathematics. Shift 3: Mathematical Abstraction and Structure P2: Reason abstractly and quantitatively. P7: Look for and make use of structure. P8: Look for and make use of regularity in repeated reasoning. Shift 4: Mathematical Thinking with Procedural Fluency P6: Attend to precision.

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Shifts in Math Content Standards Shift 1: Focus Focus strongly where the standards focus. Narrow the scope of content and deepen how time and energy is spent. Shift 2: Coherence Careful connection of learning within and across grades so that students can build new understanding onto foundations built in previous years. Each standard is not a new event. Shift 3: Rigor A solid balance of conceptual understanding, procedural fluency, and application of skills in problem solving situations. Equal intensity of effort in pursuit of all three.

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Domains Grades K - 12

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California Additions Minor changes in words & phrases (grades K-5) Adds a Mega-Algebra I Course (> 50 standards) & Some shifting of content in grades 6 and 7 Adds two courses currently offered in California (but not in CCSS) Calculus Advanced Statistics and Probability 25

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Module 3: Instruction Intent: To examine California’s Common Core Standards with a focus on instruction Key Learning: Digging Deeper into effective instructional models

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MATERIAL SPECIFIC CONVERSATION CCCOE’s Training Modules BIG SHIFTS MODELS/LEVELS OF THINKING Module 2: Content and Curriculum Module 1: Overview Module 3: Instruction Module 4: Instructional Materials ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: 6-12 Math: K-6 ELA: K-6 Math: 6-12 LESSON DESIGN & BEST PRACTICES -Rigor/Relevancy Model -Pyramid of Learning -Gradual Release

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Cognitive Rigor Matrix (Hess) The CCSS require high-level cognitive demand such as asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks. Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions Bloom: What type of thinking is needed to complete a task? Webb: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

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Bloom’s Taxonomy (1956) vs. Cognitive Process Dimensions (2005) Knowledge:Remember: Comprehension:Understand: Application:Apply: Analysis:Analyze: Synthesis:Evaluate: Evaluation:Create:

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Bloom’s Taxonomy (1956) Cognitive Process Dimensions (2005) Knowledge: Define, duplicate, label, list, name, order, recognize, recall Remember: Retrieve from long-term memory, recognize, locate, identify Comprehension: Classify, describe, explain, identify, indicate, locate, recognize, review, select, translate Understand: Construct meaning, paraphrase, translate, illustrate, give examples, classify, categorize, predict Application: Choose, demonstrate, illustrate, interpret, practice, write Apply: Carry out/use a procedure in a given situation (e.g., unfamiliar task) Analysis: Analyze, explain, calculate, categorize, compare, discriminate Analyze: Break into constituent parts, determine how parts relate Synthesis: Rearrange, assemble, compose, design, write, formulate Evaluate: Make judgments based on criteria, detect inconsistencies, critique Evaluation: Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, support Create: Put elements together to form a coherent whole, reorganize into new patterns/structures

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Webb’s Depth of Knowledge (DOK) Levels DOK 1: Recall & Reproduction Recall of a fact, term, principle, concept; perform a routine procedure, locate details DOK 2: Basic Application of Skills/Concepts Use of information, two or more steps with decision points along the way, explain relationships DOK 3: Strategic Thinking Requires reasoning or developing a plan or sequence of steps, requires decision-making or justification DOK 4: Extended Thinking An investigation or application to real world; requires time to research, problem solve, and process multiple conditions; could require synthesis of information across multiple sources and/or disciplines

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Hess’ Cognitive Rigor Matrix DOK Level 1 Recall & Reproduction DOK Level 2 Basic Skills & Concepts DOK Level 3 Strategic Thinking & Reasoning DOK Level 4 Extended Thinking Remember Understand Apply Analyze Evaluate Create

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Gradual Release of Responsibility

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“Sudden” Release

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The “Good Enough” Release

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Gradual Release of Responsibility

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CCCOE’s Training Modules Module 2: Content and Curriculum Module 1: Overview Module 3: Instruction Module 4: Instructional Materials ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: K-6 ELA: 6-12 Math: K-6 Math: 6-12 ELA: 6-12 Math: K-6 ELA: K-6 Math: 6-12 BIG SHIFTS MODELS/LEVELS OF THINKING Shifts: Math Content Standards Shifts: Standards of Mathematical Practice How Do the Common Core Standards Outline Mathematics? Cognitive Rigor Matrix (SMARTER) Measuring Variety of Rigor Gradual Release of Responsibility TEXT MATERIAL ALIGNMENT Determine Extent CCSSM is Aligned With Specific Adoptions Determine Extent Curriculum Materials Reflect & Engage Students with Math Practices Summarize Thoughts

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Module 4: Instructional Materials Intent: To explore effective utilization of current instructional materials to support learning of the Common Core Standards. Key Learnings: Alignment of standards to the current ELA instructional materials Start with standards that are completely new to a grade or significantly different in complexity Decide on comprehensive approach – review one standard from each strand OR review a whole strand at a time

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CCSSM Curriculum Analysis Tool Group across 3 grades Rate texts coverage of CCSSM with one of the following N = Not Found L = Low; major gaps were found M = Marginal; gaps found may not be easily filled A = Acceptable; few gaps found H = High; content was fully formed

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Module 4: Instructional Materials Intent: To explore effective utilization of current instructional materials to support learning of the Common Core Standards. Key Learnings: Alignment of standards to the current ELA instructional materials Start with standards that are completely new to a grade or significantly different in complexity Decide on comprehensive approach – review one standard from each strand OR review a whole strand at a time

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Additional Layers English Language Development Standards Assessment Literacy Media/technology standards

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Questions or Surprises? Pam Tyson, PhD Director, Educational Services Contra Costa County Office of Education ptyson@cccoe.k12.ca.us

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