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 Aligned with college and career expectations  Include content and rigorous application of knowledge through higher-order skills  Internationally.

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Presentation on theme: " Aligned with college and career expectations  Include content and rigorous application of knowledge through higher-order skills  Internationally."— Presentation transcript:

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3  Aligned with college and career expectations  Include content and rigorous application of knowledge through higher-order skills  Internationally benchmarked, so that all students are prepared to succeed in our global economy and society  Based on evidence and research

4 State-led initiative spearheaded by governors and state school chief officers  College and Career Readiness Standards developed in summer 2009  Multiple rounds of feedback gathered from states, teachers and various stakeholders

5 Voluntary adoption by states  Encouraged in Race to the Top application  Arizona State Board of Education adopted 2010  GPS must implement CCSS

6  K-12 Standards:  English Language Arts (ELA) Includes Literacy Standards for Social Studies, Science, and Technical SubjectsIncludes Literacy Standards for Social Studies, Science, and Technical Subjects  Mathematics  Social Studies/History & Science are forthcoming

7  The Standards do not dictate how teachers should teach, rather they define what all students are expected to know and be able to do.  The Standards do not describe all that can or should be taught, however, they focus on what is most essential.  The Standards do not define the intervention methods or materials necessary to support students who are well below or well above grade- level expectations, instead they set grade- specific standards.  Local control

8  1983: A Nation at Risk  Failed to meet national need for competitive workplace  Decline of SAT scores ( )  1989: President George H.W. Bush & Governors adopt goals  “All children will leave grades 4, 8, & 12 having demonstrated competency in challenging subject matter.”

9  1989: (continued)  Issued grants to subject-matter organizations  NCTM (National Council of Teachers of Mathematics)  1994: Reauthorization of the Elementary and Secondary Education Act (ESEA)  Required all states to develop challenging standards in Math & English Language Arts with assessments to measure performance against the standards  2002: President George Bush further incentivized standards-based reform through NCLB (No Child Left Behind)

10  State benchmarks varied  States lowered proficiency levels to avoid sanctions  Subject-matter organizations presented far too much content  Teachers had difficulty covering material with any depth  Student mobility  Lack of national comparison

11  Provides a common curriculum  Provides comparable tests and proficiency levels  Is internationally benchmarked  Addresses student mobility

12  Prefers local school governance  Believes CCSS only targets the difference between states but not within  May produce least common denominator effect

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15 Reading  Balance of literature and informational texts  Text complexity Writing  Emphasis on argument and informative/explanatory writing  Writing using a variety of sources Speaking and Listening  Inclusion of formal and informal talk Language  Focus on general academic and content-specific vocabulary

16  The Standards require certain critical content for all students, including: classic myths and stories from around the world, America’s Founding Documents, foundational American literature, and Shakespeare.

17 Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. engageny.org

18 Common Core State Standards & Marzano Kinder With prompting and support, identify characters, settings, and major events in a story. 1 st Describe characters, settings, and major events in a story, using key details. 2 nd Describe how characters in a story respond to major events and challenges. 3 rd Describe characters in a story (such as their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 4 th Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (such as a character’s thoughts, words, or actions). 5 th Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (such as how characters interact). 6 th Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution. 7 th Analyze how particular elements of a story or drama interact (such as how setting shapes the characters or plot). 8 th Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. 9 th – 10 th Analyze how complex characters (such as those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.. 11th – 12 th Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (such as where a story is set, how the action is ordered, how the characters are introduced and developed). Common Core Reading Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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20 Standards for Mathematical Content  K-5 standards provide students with a solid mathematical foundation including a strong focus on the prerequisites for algebra  6-8 standards are robust & provide a coherent and rich preparation for high school mathematics, including algebraic concepts  High school standards presented by conceptual theme: Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability

21 Standards for Mathematical Practice:  Carry across all grade levels  Describe habits of mind of a mathematically expert student

22 Shift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. engageny.org

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25  Realistic, complex performance task, immediate feedback, and incorporate accommodations for a range of students  Better measure of higher-order thinking skills so vital to success in the global economy of the 21 st century  Students must analyze and solve complex problems, communicate clearly, synthesize information, apply knowledge, and generalize learning to other settings

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27 Arizona Department Of Education

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30 Arizona Department Of Education

31 K - Full 11 - Full 22 - Full 33 - Full 3 - PARCC 44 - Math4 - Full4- PARCC 55 - Math5 - Full5- PARCC 66 - Math6 - Full6- PARCC 77 - Full 7- PARCC 88 - Full 8- PARCC 99 - ELA9 - Full9- PARCC – Full10- PARCC – Full11- AIMS/PARCC Full

32 Standards  WHAT students should know & be able to do.  Adopted by the Arizona State Board of Education in public meetings  Example: AZ 4th grade reading standard: “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) 4.RL.3.” Assessment  HOW well students have mastered the standards Instruction  HOW students are taught, including processes used  Example: Lesson Plans, Teacher developed projects  Materials and processes used to instruct Standards  Materials adopted by the local district governing boards in public meetings  Example: Text books, Reading lists Curriculum

33 Literary Texts Homer. The Odyssey Henry, O. “The Gift of the Magi” Steinbeck, John. The Grapes of Wrath Shakespeare, William. The Tragedy of Macbeth Johnson, James Weldon. “Lift Every Voice and Sing” Frost, Robert. “Mending Well” Informational Texts Henry, Patrick.“Speech to the Second Virginia Convention” Washington, George. “Farewell Address” Lincoln, Abraham. “Gettysburg Address” Lincoln, Abraham. “Second Inaugural Address” Roosevelt, Franklin Delano. “State of the Union Address” Reagan, Ronald. “Address to Students at Moscow State University” Jefferson, Thomas. The Declaration of Independence

34 State Standards Reading Literature 9th – 10th Grade Cite strong and thorough textual evidence of what the text says explicitly as well as inferences drawn from the text. Adopted by State Reading Literature 9th – 10th Grade Drama: (Shakespeare’s Romeo and Juliet) Poetry: (Dunbar’s “We Wear the Mask”) Chosen by local Governing Board Curriculum Reading Literature 9th – 10th Grade Read “We Wear the Mask” by Paul Laurence Dunbar and use the reading Strategy to analyze and annotate the text. Students will write synthesizing the two texts. Developed by Teacher Lesson Plan

35 State Standards Math – 5th grade Classify two- dimensional figures in a hierarchy based on properties. Adopted by State Math – 5th grade Houghton Mifflin Harcourt Math Expressions Chosen by local Governing Board Curriculum Reading Math – 5th grade Students record the names for triangles based on their side lengths and angle measures. Students will be able to sort and classify triangles and name them by their sides lengths and angle measures. Developed by Teacher Lesson Plan

36 2011/12 – 6 hours of Training  Intro to CCSS  Deconstructing CCSS  Depth & Complexity of CCSS 2012/13 – 6 hours of Training  Pacing & Curriculum Maps for CCSS  Webb’s Depth of Knowledge  Aligning Assessment to Depth of Knowledge

37  Early Release Schedule  Implementation of PLCs  Intervention & Enrichment  Curriculum Map refinement  Assessment for Learning

38 Questions & Answers ✔ out:  Gilbert Public Schools Website  Common Core Website  PARCC Website  Arizona Dept of Education Website www. arizonacommoncore.org


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