CTE Common Core State Standards Overview September 27, 2012

Outcomes  Brief overview of the Common Core State Standards (CCSS)  Identify how CCSS in Literacy and Mathematics will complement and enhance instruction in CTE courses

Agenda  CCSS Overview  Literacy Standards  Standards for Mathematical Practice  CTE Connections

States that have adopted the Common Core State Standards

Benefits of the CCSS  Internationally benchmarked  Evidence and research-based  Expectations clear to students, parents, teachers, and the general public  Costs to the state reduced

Rationale for CCSS Ensure that our students are:  Provided a vision of what it means to be an academically literate person in the 21 st Century  Meeting college and career expectations  Prepared to succeed in our global economy

ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Common Core State Standards

Organization of CCSS College and Career Readiness Standards Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards Appendices A, B, C K-5 Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards Appendices A, B, C K Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards K Appendices A, B, C Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS College and Career Readiness Standards K Appendices A, B, C Being written into the ELA Framework Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS K Being written into the ELA Framework Speaking & Listening ReadingWritingLanguage Appendices A, B, C Developed by Sandi Yellenberg & Laurie Stapleton

Organization of CCSS K Appendices A, B, C Being written into the ELA Framework Speaking & Listening ReadingWritingLanguage Appendices A, B, C Reading for Literacy in Science & Technical Subjects in History and Social Studies Writing for Literacy in History /Social Studies and Science & Technical Subjects Developed by Sandi Yellenberg & Laurie Stapleton

Together these standards prepare students for the literacy demands of the 21 st Century K Appendices A, B, C Reading for Literacy in Science & Technical Subjects in History and Social Studies Writing for Literacy in History /Social Studies and Science & Technical Subjects College and Career Readiness Standards Being written into the ELA Framework Speaking & Listening ReadingWritingLanguage Developed by Sandi Yellenberg & Laurie Stapleton

Reading Strand 2 Strands:  Reading Standards for Literature  Reading Standards for Informational Text Both organized by: Key Ideas and Details Craft and structure Integration of Knowledge and Ideas Text Complexity

NAEP Alignment in Reading Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines. GradeLiteratureInformation 450% 845%55% 1230%70%

Text Complexity – What is it? Quantitative Qualitative Reader and Task

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

Writing Strand Organized by 3 Text Types:  Opinion/Argument  Informative/Explanatory  Narrative

NAEP Alignment in Writing  Three mutually reinforcing writing capacities: To persuade To explain To convey real or imagined experience GradePersuadeExplainConvey Experience 430%35% 8 30% 1240% 20%

The 3 Big Buckets Opinion (K-5) Argument (6-12) Informative/ Explanatory Narrative

Speaking and Listening Strand 2 Strands:  Comprehension and Collaboration  Presentation of Knowledge and Ideas Emphasis is on:  Collaborative Conversations  Collaborative Group Work  Communicate Effectively (audience aware)

1. Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Grade 5 Standard 1 Collaborative Conversations

Language Strand Emphasis is on:  The use of language increasing as the sophistication of reading, writing, and speaking become more prevalent.

Standards aligned across content areas  English Language Arts  History / Social Studies  Science and Technical Subjects

Integrated Model of Literacy Development across content areas Grades 9-10 Reading Informational Text #1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading in History/ Social Studies #1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Reading in Science & Technology #1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading Informational Text #1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading in History/Social Studies #1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Reading in Science & Technology #1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading Informational Text #1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading in History/ Social Studies #1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Reading in Science & Technology #1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading Informational Text #1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading in History/Social Studies #1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Reading in Science & Technology #1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Mathematics

Underlying Frameworks National Council of Teachers of Mathematics 5 Process Standards Problem Solving Reasoning and Proof Communication Connections Representations NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

Underlying Frameworks Strands of Mathematical Proficiency Strategic Competence Adaptive Reasoning Conceptual Understanding Productive Disposition NRC (2001). Adding It Up. Washington, D.C.: National Academies Press. Procedural Fluency

Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics

Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Domains and Conceptual Categories K HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability

CCSS High School Standards Organized into 6 conceptual categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability California additions: Advanced Placement Probability and Statistics Calculus

California Grade 8 Options Two Sets of Standards for Grade 8 1. Standards for Algebra 1 (California addition) 2. Grade 8 Common Core

Traditional Pathway 2 Algebra courses,1 Geometry course, with Probability and Statistics interwoven Integrated Pathway 3 courses that attend to Algebra, Geometry, and Probability and Statistics each year Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study. Algebra II Geometry High School Algebra I Mathematics III Mathematics I Mathematics II Traditional Pathway Typical in U.S. Integrated Pathway Typical outside of U.S. Two Mathematics Pathways

Two Compacted Pathways to Calculus The traditional compacted pathway has students completing the content of 7 th grade, 8 th grade, and High School Algebra I in grades 7 (Compacted 7 th Grade) and 8 (8 th Grade Algebra I), enabling students to finish Algebra II by the end of the sophomore year. The integrated compacted pathway has students completing the content of 7 th grade, 8 th grade, and Mathematics I in grades 7 (Compacted 7 th Grade) and 8 (8 th Grade Mathematics I), enabling them to complete Mathematics III by the end of the sophomore year. Both prepare students for Pre-Calculus in their junior year and Calculus in their senior year

Literacy and Math Practice Standards Making Connections Between Content Areas

College and Career Ready ANCHOR STANDARDS Reading(ELA/Literacy) Writing(ELA/Literacy) Speaking and Listening(ELA) Language(ELA)

College and Career Ready ANCHOR STANDARDS Writing(ELA/Literacy)

ELA/Literacy Standards in Writing and CCSSMP How might a debate on Social Security reform also include ELA/Literacy Standards and Mathematical Practice Standards?

Using Debate to Develop Critical Thinking and Speaking Skills

Questions to Consider How might a debate on Social Security reform also include ELA/Literacy Standards and Mathematical Practice Standards? How does the debate structure ensure a rigorous experience? How does Ms. Laudin encourage students to understand both claims and counterclaims based on evidence? How could you incorporate debates to enhance rigor and engagement? How might this relate to your CTE classes?

ELA/Literacy Standards in Writing and CCSSMP W (ELA) Write arguments to support claims in an analysis substantive topics or texts using […] evidence. WHST Write arguments focused on discipline-specific content. SMP 3. Construct viable arguments and critique the reasoning of others. SMP 5. Use appropriate tools strategically.

ELA/Literacy Standards in Writing and CCSSMP WHST a (ELA) 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. WHST b (ELA) b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. SMP 3. Construct viable arguments and critique the reasoning of others. SMP 5. Use appropriate tools strategically.

A Starting Point for Integration Reading Standards for Literacy in H/SS, Grades Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Writing Standards, Grades Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Standards for Mathematical Practice, Grades Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 6. Attend to precision

Questions

Resources SCCOE Common Core Standards

Resources SCCOE Common Core Standards

SCCOE Contact Information Sandi Yellenberg, Science Coordinator Cecilio Dimas, Mathematics Coordinator Thank you!

Assessment: What We Know Assessments will begin in California is a governing state in the SMARTER Balanced Assessment Consortium. Assessments will include: Computer Adaptive Assessments (interim & summative) Performance Assessments (interim & summative) Selected Response (Multiple Choice) Constructed Response Extended Performance Assessments

Smarter Balanced: New Website