Presentation on theme: "Brace Yourself. Change is Coming! The new X is: Common Core State Standards/Essential Standards In an increasingly complex world, sometimes old questions."— Presentation transcript:
Change is Coming!
The new X is: Common Core State Standards/Essential Standards In an increasingly complex world, sometimes old questions require new answers. Qhwolihjpsjf[ojf[p[qpfojfojo
What is all the talk about? An overview of the transition to Common Core State Standards and Essential Standards
Disclaimer I dont know what I dont know!
The Process 2008: Framework for Change 2008: Response to change: ACRE 2009: CCSSO and NGA develop college and career readiness standards Based on the college and career readiness standards, K- 12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public June 2, 2010:Final Common Core State Standards released June 2010: Adopted by NCSBE
Similar Goals for Standards North Carolinas Mandates Essential Narrow Deep Rigorous + Relevant Readiness for College and Career Common Core Essential Fewer, Higher, Clearer Focused Enduring Measurable Clear and Concise Prioritized and Focused Rigorous Readiness for College and Career 9
What are CCSS? For ELA and Math only Align with best evidence on college and career readiness expectations Maintain focus on what matters most for readiness for college and career Are clear, understandable and consistent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society Are evidence-based
In North Carolina Fewer, Higher, Clearer Adopted in June 2010 by State Board of Education Among the first group of states to adopt Common Core State Standards Transition to CCSS is part of NC and LCPS RttT plan
What CCSS are not A National Curriculum Everything that could or should be taught A federal government initiative Does not include How teachers should teach Advanced work beyond the core Interventions needed for students well below grade level A full range of support for English language learners and students with special needs Everything needed to be college and career ready
ELA CCSS Three main sections K5 (cross-disciplinary) 612 English Language Arts 612 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples
Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout
Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content
Design and Organization K12 standards Grade-specific end- of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards
Reading Comprehension (standards 19) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) Staircase of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres
Reading Foundational Skills Four categories (standards 14) Print concepts (K1) Phonological awareness (K1) Phonics and word recognition (K5) Fluency (K5)
Writing Writing types/purposes (standards 13) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework
Writing Production and distribution of writing (standards 46) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 79) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames
Speaking and Listening Comprehension and collaboration (standards 13) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 46) Formal sharing of information and concepts, including through the use of technology
Language Conventions of standard English Knowledge of language (standards 13) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 46) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases
Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary
Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Alignment with college and career readiness expectations
Math CCSS Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
Design and Organization Focal points at each grade level
Design and Organization Grade Level Overviews
Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades
Fractions, Grades 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Algebra, Grade 8 Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system. Focus on linear equations and functions in Grade 8 Expressions and Equations – Work with radicals and integer exponents. – Understand the connections between proportional relationships, lines, and linear equations. – Analyze and solve linear equations and pairs of simultaneous linear equations. Functions – Define, evaluate, and compare functions. – Use functions to model relationships between quantities.
High School Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students.
Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable.
Essential Standards Currently adopted –Science –Social Studies –Information and Technology Skills –World Languages –Arts Education –Occupational Course of Study –Healthful Living Draft –Guidance Fewer, Higher, Clearer Based on Revised Blooms Taxonomy
The Future Transition to CCSS/ES –Professional development for all teachers and administrators –Crosswalks and Unpacked content s/support-tools/ Field tests for CCSS/ES CCSS/ES Fully Operational SBAC Operational (online) ?
Plan to Support and Transition Instructional Toolkits including: o Crosswalks between Old and New o Vertical Learning Progressions o Glossary of Terms o Unpacked Content o Assessment Prototypes o Lesson Plans, Unit Plans o Diagnostic, Formative, and Benchmarking Assessment Tools Tools For All New Standards 36
Lenoir County Implementation Currently 2009-present: Workshops on Revised Blooms Taxonomy Fall 2010: Formed Math CCSS Team Fall 2011: DSW includes RttT funds for PD for CCSS/ES Winter 2011: Formed CCSS Leads Team March 2011: CCSS Leads view webinar March 2011: 2 PD facilitators in place for Region 2 June 13, 2011: CCSS Leads Module 1 Training July 12, : CCSS Leads to CC/ES Summer Institutes August 3, 2011: LEA Plan due for PD for CCSS/ES
Professional Development Plan Form content level teams Participate in DPI developed modules Content level training: TBD Design Instructional Plans for each subject and grade/course Develop new benchmark assessments
Professional Development: Access and Support 2/5/2014 page 39 MODULES Online support to increase teacher understanding and implementation of standards 1: The Call for Change: An Overview of the Common Core and Essential Standards 2: Understanding the Standards 3: Revised Blooms Taxonomy (RBT ) 2: Understanding the Standards CC and Essential Standards Tools Training Implementation Guide Presentational ResourcesCrosswalk Unpacking Standards Instructional Tools targeted to aid in the transition and to complement the professional development. 4: Developing Local Curricula5: NC FALCON6: NC Teacher Standards Course
2/5/2014 page 40 Key Instructional Tool Dates and Activities Crosswalks and Unpacking ToolsModule 1 Accessible for LEA useModules 2-6 Accessible for LEA use June 3, 2011 April 1, 2011 June 24, 2011 Content-specific professional development offerings available August August 2014
Smarter Balanced Assessment Consortium (SBAC) 2/5/2014 page 41 What is SBAC?What impact will it have on students? What do schools and educators need to do to prepare? What is the SBAC time line? 31 States working together to develop an assessment system aligned to the Common Core Standards in ELA and Math. Will include: Computer-adaptive summative assessments with performance tasks in ELA and Math for 3-8 and high school Flexible tools for teaching (formative assessment tools, data display and analysis tools, diagnostics, checks for misconceptions) Equity of expectations Comparability of results More authentic tasks and more accurate measurement (particularly of growth) What impact will it have on teachers? Focused instruction Better-aligned teaching resources (instructional and assessment) More resources and shared language across state-lines Start Professional Development on the Common Core Start teaching the Common Core in (schools will be held accountable for Common Core) Prepare for online delivery of assessments See Next….
Smarter Balanced Assessment Consortium (SBAC) 2/5/2014 page 42 Development of Assessments