Common Core State Standards Initiative A Fundamental Shift Toward College and Career Readiness in K-12 Education
The New Standards The new standards emphasize building analytical-thinking skills and applying what students have learned, rather than simply memorizing information. It’s taking lessons in math and English Language Arts and showing students why these lessons are important – how they apply to the real world.
How well has the current process served students in the real world? Why we need Common Core Video – “I choose C”
Common Core Design Are aligned with college and work expectations Are globally aligned to be competitive Are clear, understandable and consistent Are evidence-based Include rigorous content and application of knowledge through high-order skills and critical thinking
The Measure of Common Core An overview of the common core standards and why they are needed Video - USA Education Standards
Adoption of Common Core California adopted the new Common Core standards August 2, 2010 Fully implemented 2014/2015 Schools currently rolling out standards – 6 school in Fremont receiving advanced training plus 3 High Schools – Oliveira goes Common Core Kinder- 6 th 2013/2014
Why Students Need Common Core Background of the common core, the development, along with the assessments and where we are going with them Video Link – Clearer and Higher
Current Adoption of Common Core Green states = Common Core Blue = ELA Common Core
Development of Common Core Common Core was led by the National Governors Association for Best Practices and the Council of Chief State School Officers. Developed in collaborations with: (Educators, school administrators, and experts) Feedback - example (Educators, civil rights groups, English Language Learners, and students with disabilities – open for public comment)
The Mapping of Common Core Vertically “articulate” downward from college and career readiness standards – Build in a logical learning progressions – Focus on developmental appropriateness Mantra = “fewer, clearer, deeper” Providing “rigor and relevance”
Rigor and Relevance Rigor – – Rigorous instruction prepares students to think critically so they can solve problems in unpredictable, real world situations. Relevance – – Students will remember learning that is connected to their own lives.
Standards and Goals Sally Hampton – background of how the standards were mapped and created for ELA What are the goals of ELA Common Core State Standards? (02:49) What are the goals of ELA Common Core State Standards? (02:49)
College and Career Readiness This means considerable changes – College and Career Ready for grade 11 – Ready for post-secondary technical job training. – On track to college and career ready in lower grades Why… Across the nation – Approximately 40-70 percent of new community college students are placed in remedial courses – To be able to compete globally we need these common standards
Assessments Previous and Future 2012/2013 STAR testing only 2013/2014 STAR and Common Core Testing 2014/2015 Common Core – Testing online – Testing based on rationale and critical thinking AI (Artificial Intelligence) for scoring using computer algorithms ELA will most likely be augmented by human judgment
Testing Scores – Will result in temporary drops in percent proficient E.g. New York and Tennessee Some schools saw drops as large as 60% Most schools saw smaller, but still significant, drops – Will likely happen in 2014-15 with the first implementation of the new common assessments, if not earlier Schools beginning the roll out of common core to make the transition
The Smarter Balanced Consortium Timely results – weeks not months Smarter Balanced assessments make use of computer adaptive technology, Smarter Balanced assessments will go beyond multiple-choice questions. Short constructed response, extended constructed response, and performance tasks Students to complete an in-depth project that demonstrate analytical skills and real-world problem solving.
Assessments for Students with Special Needs Assessments have built in parameters – They address physical, auditory, and visual needs – Students with IEP’s will have criterion loaded into system before taking the test Smarter Balanced worked with experts in the field of student assessment, accommodations strategies, language acquisition, and learning disabilities
Complex Text Dr. Timothy Shanahan – One of the most important features in the Common Core State Standards – understanding and integrating complex text Video - Common Core State Standards: Complex text and its implications in the classroom Video - Common Core State Standards: Complex text and its implications in the classroom
Types of Questions Selected Response – Depth of knowledge (Recall/Literal Comprehension, Interpretation/Application, and Analysis/Evaluation) Constructed Response – Students generated response (single word, phrase, sentence, number, or set of numbers) Extended Response – Student generated response with more elaboration of answers and explanations of reasoning Technology Enhanced – Selecting a point on a graph, dragging and dropping, or manipulating a graph Performance Task – Ability to integrate knowledge and skills across multiple content standards (measure depth and understanding, research skills and complex analysis)
ELA Sample Question “The Old Lion and the Fox” Word Count: 189 Flesch-Kincaid: 3.5 Lexile: 630L, grade 2-3 The quantitative measures place this passage at grade 3. A qualitative analysis shows the text to be slightly complex with a story that is easy to follow. This passage is suitable for assessment use at grade 3. To successfully complete the item, students must infer how the character’s actions help develop the plot.
The Old Lion and the Fox An old Lion had teeth and claws that were worn. So it was not so easy for him to get food as in his younger days. He pretended that he was sick. He took care to let all his neighbors know about it. He then lay down in his cave to wait for visitors. And when they came to offer him their sympathy, he ate them up one by one. The Fox came too, but he was very cautious about it. He stood at a safe distance from the cave. He asked politely about the Lion's health. The Lion replied that he was very ill indeed. He asked the Fox to step in for a moment. But Master Fox very wisely stayed outside, and thanked the Lion very kindly for the invitation. "I should be glad to do as you ask," he added. "But I have noticed that there are many footprints leading in. There are no footprints coming out of your cave. Tell me how your visitors find their way out again."
Answer Choice Which sentence from the story tells Fox that Lion wants to hurt him? A. An old lion had teeth and claws that were worn. B. He then lay down in his cave to wait for visitors. C. But Master Fox very wisely stayed outside, and thanked the Lion very kindly for the invitation. D. There are no footprints coming out of your cave.
Analysis Analysis: A. INCORRECT: This sentence from the story is a detail about the lion, but it does not imply bad intent. B. INCORRECT: This sentence from the story is a detail about what the lion did, but it does not imply bad intent about the lion. C. INCORRECT: This sentence from the story is a detail about what the fox did, but it does not give information that explains how the fox knew the lion’s bad intent. D. CORRECT: This sentence from the story is the detail that the fox used to explain how he knew the lion wanted to hurt him.
Common Core Math Standards The Common Core standards provide students with a solid foundation in – whole numbers – addition and subtraction – multiplication and division – fractions and decimals The standards stress not only procedural skills but also conceptual understanding Integrating real world problems
Math Standards This is an overview of the Common Core math standards and what is expected, the development, and the implementation Video - The importance of mathematical practices Video - The importance of mathematical practices
Sample Math Question Tony wants to compare the total costs of buying and using these cars. Tony estimates he will drive at least 200 miles per month. The average cost of gasoline per gallon in his area is $3.70. Tony plans on owning the car for 4 years. Calculate and explain which car will cost Tony the least to buy and use.
Process of Calculating Cost of Cars Multi Step Process – Gallons of gas needed per month – Cost per month for gas – Cost per year – Owning it for four years – Cost of car and repairs – Adding all costs together – Comparing cost of cars
Math and College Readiness How the Common Core was mapped and what students need to be college and career ready Video - What does math college readiness mean?(4:45) Video - What does math college readiness mean?
Assessments California – – The Smarter Balanced Consortium – Assessments for Math and ELA Math ELA Frequently Asked Questions
School Resources Oliveira – http://www.fremont.k12.ca.us/site/Default.aspx? PageID=4887 http://www.fremont.k12.ca.us/site/Default.aspx? PageID=4887 Support Services Common Core – Overview – Parent Resources – Assessment