September 5, 2013 Teresa Lightle, Butte County Office of Education CA Common Core State Standards for

CHALLENGES & OPPORTUNITIES

 3 facts you know about Common Core  2 questions you have or things you wonder about  1 presentaion change you are anticipating having to make 3

Three-Minute Video Explaining the Common Core State Standards By DC Public Schools November

Move from every state having own standards with definitions and proficiency levels. Consistency Help create equal access to a consistent set of knowledge regardless of where one lives. Equity All students will be prepared to nationally and globally. Competition Clear and coherent standards will help students, parents and teachers understand what is expected of them. Clarity Create a foundation for districts and states to be able to work collaboratively. Collaboration 6

7 Test and Item Design

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 Computer-adaptive testing (CAT)  Selected-Response Items (SR)  Constructed Response Items (CR)  Extended-Response Items (ER)  Technology-enhanced and enabled (TE)  Performance Tasks (PT) Visit Smarter Balanced Assessment Consortium at: BCOE Middle School Math, March 13,,2013

Four Claims: Claim 1: Concepts and Procedures  Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency Claim 2: Problem Solving  Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies Claim 3: Communicating Reasoning  Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others Claim 4: Modeling and Data Analysis  Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems BCOE Secondary ELA February 12, 2013

A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5, , , = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated. A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5, , , = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated.

Draw a line of symmetry through the figure below. The graph on the right shows a triangle. Draw the triangle after it is reflected over the y- axis. Reorder the fractions below so that they are ordered from smallest to largest. 3/5 3/4 2/6 1/2 2/3 Classify each shape below based whether it contains at least one pair of parallel sides.

Increased text complexity Increased informational texts Text-dependent questions Reading Emphasis on argument and informative/explanatory writing Use of text-based evidence Writing Inclusion of formal and informal communication Integrates media sources across the standards Speaking and Listening

 Rigor  Relevance  Depth of Knowledge  Robust  Analyze  Synthesis  Application  Evaluate 14

 Press for clarification and explanation  Could you describe what you mean?  Demand evidence for claims and arguments  Can you give me an example?  How many of you think…..?

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