The College and Career Readiness Standards Marie H. Bias-Jones, WV Adult Education April 11, 2015 – WVMATYC Annual Meeting

 Uniform education standards in English Language Arts and Mathematics *  Result of development efforts by the National Governors Association for Best Practices and the Council of Chief State School Officers  CCSS is anchored by empirical evidence of what employers and educators demand of prospective employees and students  WV adopted Common Core and added its own standards, NexGen** * ** Mental reasoning is a key emphasis in the new standards

 Two sets:  College and Career Readiness Standards in English Language Arts/CCSS  College and Career Readiness Standards for Adult Education*  Designed to:  Close the gap between high school courses, high school equivalency testing and freshman-level college courses  The CCR Standards are:  Research and evidence-based  Clear, understandable, and consistent  Aligned with college and career expectations  Based on rigorous content and application of knowledge through higher- order thinking skills  Built upon the strengths and lessons of current state standards  Informed by other top performing countries in order to prepare all students for success in our global economy and society *”The College and Career Readiness Standards for Adult Education” by Susan Pimentel, 2013

Intended Learning :  Specific outcomes – what should a student know that they didn’t know at the beginning of the course  Increased rigor – critical thinking and reasoning at all literacy levels  Focus and coherence – ability to apply learned skills and concepts to a wide variety of problems and across media  Productive struggle – persevere Universal Design :  Engagement – options for self-regulation; develop persistence; recruit interest through individual choice/exploration  Action and expression – goal-setting; strategy development; use of multiple tools; physical action  Representation – big ideas; pattern recognition; decoding text and symbols

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

Productive Struggle: Turkey Foot Middle School, Kentucky ​

 Selected Response – multiple choice  Technology-Enhanced Response – selecting one or more points on a graph; dragging and dropping a graphic from one location to another  Constructed Response and Extended Response – student generates a response as opposed to selecting one  Short – enter a single word, phrase or number  Extended – elaborated answers and explanations of reasoning

 TASC – Test of Adult Secondary Completion  Based on CCSS/CCR standards  Computer-based  Increased rigor – computer skills; critical reasoning in mathematics; increased knowledge of algebra, geometry

 Common Core Implementation Timeline:  WV adopted June 2, 2010  Full implementation with Smarter Balanced testing PY-2015  TASC implemented for WV High School Equivalency Jan  High School Transcripts:  Math 3 – Math 3 Liberal Arts – Math 3 STEM  College Entrance Exams:  ACT/SAT/Accuplacer/Compass are changing to include CCSS/CCR  Variance in testing formats and test-taking skills  Student Expectations in the Classroom:  More hands-on activity  Less emphasis on memorization and repetition  More technology and tools in all academic subjects  More relevancy and more focus of academic material– contextualized applications in all courses

 Pre-Common Core high school graduates  Pre-Common Core students who exited school without finishing  Common Core students who struggled in Math 3  Common Core students who exited without high school completion Strategies to help:  Early identification of academic strengths and deficits (could be as much as one year out)  Intentional advising to guide students to better place students  Collaboration with Adult Education and workforce training programs

Source: Tips for Engaging Students:

 Math is ground zero  Structure of math courses grades 9-12  Math 1/2/3 vs. Traditional  WV BOE Policy Waiver – Feb – schools may return to traditional course titles, but maintain use of the CCSS  Reasoning vs memorization  Training Costs  Math instructors must be comfortable teaching a range of content from numeracy and algebra, to geometry and statistical analysis in one course  New York Times article – /06/30/us/math-under- common-core-has-even- parents-stumbling.html /06/30/us/math-under- common-core-has-even- parents-stumbling.html  WV Against Common Core – wvconstitutionaladvocates.co m/2015/01/wv-common- cores-presentation-wv-joint- standing-education-committee / wvconstitutionaladvocates.co m/2015/01/wv-common- cores-presentation-wv-joint- standing-education-committee /

 CCR Standards in Adult Education:   WVDE NexGen Standards searchable database:  SO.cfm?CFID= &CFTOKEN= &jsess ionid=8430aee0264ffd3bb0fe16f4f161f301a201 SO.cfm?CFID= &CFTOKEN= &jsess ionid=8430aee0264ffd3bb0fe16f4f161f301a201  WVU Academic Innovation – Math 3 STEM course materials and guides:  Marie H. Bias-Jones