1. CACCSS… MAKING CONNECTIONS BCOE CSUC K-12

2. MYTH OR FACT?  The CaCCSS…  … define how ELA, Math and Literacy should be taught?  …specify all that can and should be taught?  …demand rigorous content knowledge and application of higher order skills?  …are not yet ready for implementation in California classrooms?

3. OVERVIEW AND KEY IDEAS

4. COLLEGE AND CAREER READINESS STANDARDS  In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.  In September 2009, College and Career Readiness standards were released.  This work became the foundation for the Common Core. To access the CCR Anchor Standards, visit www.corestandards.org

5. HISTORICAL OVERVIEW Work teams were established to backwards map the CCR into a cohesive set of standards for K-12. Work groups included parents, educators, content experts, researchers, national organizations and community groups. They were officially released in June, 2010; 48 states have adopted. California adopted our version in August, 2010.

7. TO SUCCEED IN OUR GLOBAL ECONOMY AND SOCIETY 7

8. PROVIDED WITH RIGOROUS CONTENT AND APPLICATIONS OF HIGHER KNOWLEDGE THROUGH HIGHER ORDER THINKING SKILLS

9. COLLEGE AND CAREER READINESS

10. Today’s high school diploma certifies college eligibility via specified courses taken and grades received. College eligibility is not the same as college readiness. College and career readiness is more complex and multi-dimensional than meeting eligibility standards. -Educational Policy Improvement Center, David Conley What is the difference between Readiness and Eligibility?

11. COLLEGE AND CAREER READINESS A synopsis of the research College and Career Readiness are complex and multidimensional. Research has indicated a number of cognitive, metacognitive, psychosocial and career development factors which are critical to college and career success.

12. THE FOUR DIMENSIONS OF COLLEGE READINESS  Key Cognitive Strategies Problem formulation, research, interpretation, communication, precision and accuracy.  Key Content Knowledge Key foundational content and “big ideas” from core subjects.  Academic Behaviors Self-management skills: time management, study skills, goal setting, self-awareness, and persistence.  Contextual Skills and Awareness (College Knowledge) Admissions requirements, college types and missions, affording college, college culture, and relations with professors. Key Cognitive Strategies Key Content Knowledge Academic Behaviors Contextual Skills and Awareness Educational Policy Improvement Center, David Conley

13. IN THE WORKPLACE Carefulness—tendency to think and plan carefully before acting or speaking. Cooperation—tendency to be likable and cordial in interpersonal situations. Creativity—tendency to be imaginative and to think "outside the box." Discipline—tendency to be responsible, dependable, and follow through with tasks without becoming distracted or bored. Goodwill—tendency to be forgiving and to believe that others are well intentioned. Influence—tendency to impact and dominate social situations by speaking without hesitation and often becoming a group leader.

14. IN THE WORKPLACE Optimism—tendency toward having a positive outlook and confidence in successful outcomes. Order—tendency to be neat and well organized. Savvy—tendency to read other people's motives, understand office politics, and anticipate the needs and intentions of others. Sociability—tendency to enjoy being in other people's company and to work with others. Stability—tendency to maintain composure and rationality in situations of actual or perceived stress. Striving—tendency to have high aspiration levels and to work hard to achieve goals.

15. COLLEGE AND CAREER READINESS These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. - Common Core State Standards

16. THE COMMON CORE STANDARDS: PORTRAIT OF A PROFICIENT STUDENT Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language  They demonstrate independence.  They build strong content knowledge.  They respond to the varying demands of audience, task, purpose, and discipline.  They comprehend as well as critique.  They value evidence.  They use technology and digital media strategically and capably.  They come to understand other perspectives and cultures.

17. THE COMMON CORE STANDARDS: PORTRAIT OF A PROFICIENT STUDENT  The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.  The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.

18. COMMON CORE IN CALIFORNIA You must adopt in their entirety. You may use a pen, but not an eraser…. 18

19. CALIFORNIA’S ADDITIONS States had the opportunity to make additions to the CCSS (up to 15%). The following criteria were used to decide when/where to make additions: Address a perceived gap Substantively enhanced Keep the original standard intact Ensure the rigor of California’s existing standards is maintained ELA approx 8% and Math 14% Additions will be noted in bold, underline for each standard and grade level where applicable.

20. IMPLEMENTATION TIMELINE Key Events Math ELA Supplemental Materials Lists Spring 2013 SBE action on frameworks 05/2013 05/2014 Common Core Assessments 2014–15 SBE approves new materials 11/2016 11/2018

21. ASSESSMENT

22. 22 Next-Generation Assessments Smarter Balanced Assessment Consortium (SBAC ) www.smarterbalanced.org

23. ASSESSMENT SYSTEM COMPARISONS Current : STAR Grades 2-11, writing in grades 4 and 7 Paper and pencil Taken around 85% of school year Only multiple choice (and writing in grades 4, 7) Part of state and federal accountability systems New : SBAC Grades 3-8, and 11 Computer adaptive Taken during final 12 weeks of school Constructed response, performance tasks and some selected response Accountability systems not yet established 23

24. ASSESSMENT: WHAT WE KNOW Assessments will begin in 2014-15. California is a governing state in the SMARTER Balanced Assessment Consortium (SBAC). Assessments will include: ▫ Computer Adaptive Assessments (interim & summative) ▫ Multiple Item Types  Selected Response  Constructed Response (short & extended)  Technology Enhanced ▫ Performance Tasks 24

25. What is SMARTER Balanced? The SMARTER Balanced Assessment Consortium or SBAC is a national consortium of 27 states that have been working collaboratively to develop a student assessment system aligned to a common core of academic content standards. SMARTER stands for "Summative Multi-state Assessment Resources for Teachers and Educational Researchers”. California joined SBAC in June 2011. 25

26. NATIONWIDE ASSESSMENT 27 states representing 43% of K-12 students 20 governing, 7 advisory states

27. THE SBAC GOALS  To develop a set of comprehensive and innovative assessments for grades 3-8 and 11 in English language arts and mathematics aligned to the Common Core State Standards.  Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.  The assessments shall be operational across Consortium states in the 2014-15 school year. 27

29. ASSESSMENT TASKS  Increased expectations for students and how they demonstrate their understanding  Cognitive Rigor and Depth of Knowledge  Detailed item specifications and use of rubrics  SBAC items available to view 29

30. SMARTER BALANCED ASSESSMENT Question types:  selected response  short constructed response  extended constructed response  technology enhanced  performance tasks Need more info? www.smarterbalanced.org

31. ASSESSMENT NOW…. Which model below best represents the fraction 2/5 ? A. B. C. D.

32. SBAC – CONSTRUCTED RESPONSE Source: www.k12.wa.us/SMARTER

33. 33 Source: www.k12.wa.us/SMARTER

34. Looking back: How are literacy and content interwoven? Mathematics Sample Item

35. With your table team, read through the sample assessment items. 1) What do students need in terms of language skills, content knowledge, and facility with technology in order to be successful in these assessment scenarios? 2) How will this impact instruction? 3) What do credential candidates need to know?

36. MATHEMATICS

37. KEY ADVANCES OF THE MATH CCSS 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 Fostering reasoning and sense making in mathematics College and Career Readiness

38. MATH COMMON CORE Two Types of Standards:  Mathematical Practice  Recurring throughout grade levels  Describe habits of mind of a mathematically expert student  Mathematical Content  Different at each grade level 38

40. PRACTICE STANDARDS 1. Make sense of problems and persevere in solving them …start by explaining the meaning of a problem or situation and looking for entry points to its solution 2. Reason abstractly and quantitatively …make sense of quantities or information and their relationships to real-world situations 3. Construct viable arguments and critique the reasoning of others …understand and use stated assumptions, definitions, and previously established results in constructing arguments 4. Model with mathematics …can apply what they know to solve problems arising in everyday life, society, and the workplace 40

41. PRACTICE STANDARDS 5. Use appropriate tools strategically …consider the available tools when solving a mathematical problem 6. Attend to precision …communicate precisely using clear definitions and calculate accurately and efficiently 7. Look for and make use of structure …look closely to discern a pattern or structure 8. Look for and express regularity in repeated reasoning … notice if calculations are repeated, and look for both general methods and for shortcuts 41

42. PRACTICE STANDARDS The eight Practice Standards place an emphasis on student demonstrations of learning that describe the thinking processes, habits of mind, and dispositions that students need to develop. adapted from Briars & Mitchell (2010) Getting Started with the Common Core State Standards 42

43. MATH COMMON CORE Two Types of Standards:  Mathematical Practice  Recurring throughout grade levels  Describe habits of mind of a mathematically expert student  Mathematical Content  Different at each grade level 43

44. LEARNING PROGRESSIONS: K- HS Kindergarten12345678HS Counting and Cardinality Number and Quantity Numbers and Operations in Base Ten Ratios and Proportional Relationships Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and Equations Algebra Functions Functions Geometry Geometry Geometry Measurement and Data Statistics and Probability

45. Less data analysis and probability in K-5 More statistics in 6-8 and lots more in HS Much more emphasis on statistical variability More focus on Ratio and Proportion beginning in 6 th Percents in 6-7, not K-5 Less algebraic thinking in K-5 Much more algebraic thinking in K-5 More algebra in 7-8 and functions in 8 th More Geometry in K-HS Much more transformational geometry in HS SHIFTS IN CONTENT

46. MODEL COURSE PATHWAYS FOR HIGH SCHOOL MATHEMATICS Pathway A Traditional in U.S. Geometry Algebra I Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses. Pathway B International Integrated approach (typical outside of U.S.). Mathematics II Mathematics I Algebra II Mathematics III

47. 47 IMPLEMENTING CCSS IN MATH: WHERE TO START?  Use the Mathematical Practices  Phase-in Implementation  Consider relationships among the practices  Teach the habits of mind that students need to develop a deep, flexible, and enduring understanding of math  Support/monitor informal talk  Focus on Conceptual Understanding  Implement Research-informed Instructional Practices  Implement Higher Level Assessment Tasks

48. 48 RESEARCH-INFORMED BEST PRACTICES  Access prior knowledge and address students’ misconceptions  Provide routines and structures that help struggling learners organize critical content  Engage students with challenging tasks that involve active meaning making  Use formative assessment and provide timely, specific feedback  Provide on-going cumulative distributed practice  Questioning to facilitate thinking and learning  Briars, 2011

49. RESEARCH-INFORMED INSTRUCTIONAL STRATEGIES Combine graphics with verbal descriptions to facilitate encoding of individual mathematical representations and to make conceptual connections between representations. Incorporate analyzing and explaining examples of both correct and incorrect solutions; Have students look at incorrect examples that anticipate common student misconceptions and push students to more deeply process and reason with greater understanding. IES Practice Guide, 2007

50. QUESTIONS TO CONSIDER  How does the CCSS change the way we teach Math?  What do credential candidates need to know about the Math CCSS?

51. ENGLISH LANGUAGE ARTS

52. THE FOUNDATION IN ELA  CaCCSS correspond to the College and Career Readiness Anchor Standards  Reading: 10 standards  Writing: 10 standards  Speaking and Listening: 6 Standards  Language: 6 Standards

53. Continuum of Learning

54. CCSS ELA SET REQUIREMENTS FOR:  English Language Arts  Reading  Writing  Speaking and Listening  Language  Literacy in History/Social Studies, Science, and Technical Subjects  K-5: Embedded in ELA  6-12: Separate Section (Reading and Writing only) 54

55. ORGANIZATION OF THE ELA STANDARDS 4 Domains 1997 CA Standards 4 Strands 2010 Common Core Reading (including vocabulary) Reading **Standards for Literature **Standards for Informational Text Writing Written and Oral Language Conventions Language (including vocabulary) Listening and SpeakingSpeaking and Listening

56. CHANGES YOU’LL NOTICE CACCSS VS. 1997 ELA STANDARDS  Balancing informational text and literature  Comprehending more complex texts  Responding to text in writing  Conducting and reporting research  Building speaking and listening  Integrating literacy and content  Developing vocabulary  Narrowing the focus for writing  Expecting students to think critically

57. FOCUS ON K-5  You’ll notice:  Building of “foundational” reading skills Concepts of print, phonological awareness, phonics & word recognition, and fluency  More expository text (50% Lit/50% Info in 4 th )  Writing opinions with reasons  Development of PRODUCTIVE language  Rigor beginning in Kindergarten  Scaffolding: “With guidance and support,” “With prompting and support,” etc.  Technology to write, research, and collaborate

58. FOCUS ON 6-12  You’ll notice:  Citing textual evidence in reading  Push expository text (30% Lit/70% Info in 12 th )  Wider bands of text complexity  English Language Arts and application of LITERACY across content areas  Writing arguments to support claims  Higher degree of rigor approximating the CCR Anchor Standards  Technology to write, research, and collaborate

59. NEW ACROSS THE DISCIPLINES? LITERACY STANDARDS  Current Content Standards in Science, History/Social Studies and other courses remain in place.  The CCSS describes what the reading and writing should look like in subject matter classes.

60. Reading? Writing? Speaking and Listening? History?Math? Technology? VAPA? CCSS --- Making Connections Science? PE? CTE?

61. KEY ADVANCES Greater clarity and coherency across grade spans and across disciplines  Reading  Attention to text complexity  Balance of literature and informational texts  Writing  Emphasis on argument and informative/explanatory writing  Speaking and Listening  Inclusion of formal and informal communication  Integrates media sources across the standards

62. INTEGRATED MODEL OF LITERACY Reading and writing are not the same in every content area; each serve specific purposes.

63. 6TH GRADE INTEGRATED MODEL OF LITERACY Reading for Informational Text 6 English Language Arts Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. History/ Social Studies Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Science and Technical Subjects Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 2011 © CA County Superintendents Educational Services Association 63

64. THE 3 BIG BUCKETS OF WRITING Opinion/ Argument Informative/ Explanatory Narrative 64

65. 5TH GRADE COLLABORATIVE CONVERSATIONS  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.  Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.  Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions. 65

66. WHAT WILL CACCSS LOOK LIKE IN THE ELA CLASSROOM?  Shift in lesson design  Coordinated application of multiple skills  High student engagement  Increased interaction (S-S, S-T)  Less “I think” and more “From the text, I see that…” and “I can connect to…”  Students explaining their thinking orally and in writings and justifying their conclusions  Students thinking and talking & less teacher-talk

67. WHAT CAN BE DONE NOW IN ELA?  Literature & Informational Text  Text Complexity  Writing  Units of Study  Re-think Assessment

68. QUESTIONS TO CONSIDER  How does the CCSS change the way we teach ELA?  What do credential candidates need to know about the ELA CCSS?

69. PUTTING IT INTO PRACTICE

70. THE BIG PICTURE Critical thinking and reasoning Literacy across cross content areas Reading a range of complex texts Citing textual evidence Forming opinions and arguments Writing to inform and explain Integrate technology across strands Structured participation, collaboration, and interaction Increased rigor & application of skills Balance informational text & literature Vocabulary development Ability to solve real world problems

71. STRUCTURED INTERACTION  How can we provide opportunities for our students to have collaborative conversations in class?  How can we structure the interaction to provide support?

72. INSTRUCTIONAL STRATEGIES  10/2  Inside-Outside Circle  Partner Talks  Discussion Builders/Sentence Frames  Three-Minute Pauses

73. CLASSIFYING WRITING ASSIGNMENTS With a partner, use the “The 3 Big Buckets of Writing” handout to determine which bucket the writing assignments fall into.

74. THREE MINUTE PAUSE  Read the passage on your own, highlighting or note-taking as needed.  Identify group roles:  Summarizer (of article)  Adder of Thoughts  Poser of Additional Questions  Each person takes a minute to fulfill their role (see Encouraging Classroom Discourse or Sentence Frames as needed)  Change roles and repeat for next section.

75. REFLECTION AND NEXT STEPS

76. QUESTIONS TO CONSIDER  How does the CCSS change the way we teach?  What do credential candidates need to know about the CCSS?  How do we teach candidates to be versed in all sets (academic content, EL-A, ELL, CCSS) of standards  What does the CCSS mean for supervision?  What challenges do we face on making this happen (2-4 years)?

77. BURNING QUESTIONS