College & Career Ready Standards Mirage Elementary Parent Night November 3rd, 5th, 6th, 2014

Alignment to the DVUSD Strategic Plan 1.1.1 Deploy a guaranteed and viable curriculum in every classroom. 1.1.3 Require that students demonstrate 21st Century Skills: Critical Thinking, Communication, Collaboration, Creativity and Technology in every classroom. 3.3.1 Provide opportunities to involve and engage all stakeholder groups in key programs and initiatives.

Why the Common Core State Standards?

The Global Achievement Gap PISA Test -- Program for International Student Assessment Tests Global Critical Thinking among like grade level students US scores lower in Math and Science than International students Outsourcing Skills vs. Essential Learning The U.S. was comparing Apples to Oranges PISA is an international assessment of the reading, science and mathematical literacy of 15-year-old students. 

21st Century Skills – Collaboration & Critical Thinking Collaboration Skills Proving and defending arguments Listening Looking at problems from different angles Critical Thinking Multiple Strategies, Open Ended Real World Situations Bloom’s Questioning and Webb’s Depth of Knowledge Getting past basic ‘what is’ questions DOK- beyond just ‘recall’ of knowledge

21st Century Skills -- Digital Natives “Today's students think and process information fundamentally differently from their predecessors. These differences go farther and deeper than most educators suspect or realize. Different kinds of experiences lead to different brain structures. It is very likely that our students' brains have physically changed — and are different from ours — as a result of how they grew up. But whether or not this is literally true, we can say with certainty that their thinking patterns have changed." – Marc Prensky CCSS.ELA-Literacy.RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

An Extra Boost Multiple Avenues to Learning Keeping Scaffolds – will naturally fall away Organizing Thinking in multiple ways Better at critical thinking opportunities Making Connections Part to Whole and Whole to Part

High Achievers Differentiation Less Acceleration – More Depth! Tiered Assignments, Problem Based Learning, Expert Projects Deductive Thinking Opportunities

English Language Arts

Text Complexity & Lexile Levels

AZ College and Career Ready State Standards Let’s Compare! AZ State Standards AZ College and Career Ready State Standards PO 2. Describe characters (e.g., traits, roles, similarities) within a literary selection. PO 9. Draw valid conclusions about expository text, supported by text evidence. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Shifts in Mathematics Shift 1 Focus Shift 2 Coherence Shift 3 Fluency Teachers 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 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3 Fluency Students 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 4 Deep 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 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

How can you support Math?

Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.

AZ College & Career Ready State Standards Let’s Compare! AZ State Standards AZ College & Career Ready State Standards PO 3. Create and solve simple 1-step equations that can be solved using addition and multiplication facts. 6.3.3.PO 3 Translate both ways between a verbal description and an algebraic expression or equation. Algebra: Write variable expressions to represent word problems (Sixth grade - P.1) CCSS.Math.Content.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 6.EE.B.5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

AzMERIT Assessment: Spring 2015 http://www.azed.gov/assessment/azmerit/ Arizona public school students in Grades 3 through high school will take AzMERIT in English Language Arts and Mathematics. Students in Grades 4, 8, and high school will still take the AIMS Science test. Students in 2nd grade will not be assessed this year. Accountability measures related to AzMERIT, including A-F letter grades, are still being discussed.

I Choose “C” I Choose “C”

Classroom Presentations 5:15pm-6:15pm KINDERGARTEN: MRS. DINSMORE’S CLASSROOM, ROOM 127 1ST/2ND GRADE: MRS. STEWART’S CLASSROOM, ROOM 162 3RD GRADE: Mrs. Jabri’s CLASSROOM, Room 153 4TH gRADE: mRS. wACIENGA’S CLASSROOM, rOOM 266 5TH & 6TH GRADE: MEDIA CENTER