1. Common Core State Standards Initiative
From Page to Personalized Practice
for Home & Independent Study
What? So What? Now What?
Lisa Cole, COIL Charter School

2. WHAT?-College Readiness in California
The UC system provides remediation to 26 percent of freshmen in college-level writing
More than 60 percent of new college students entering the CSU system require remedial coursework.
In the CCC, rates of remediation are much higher: over 83 percent in mathematics and 72 percent in English.
PACE 2012
2004 began administration for CSU purposes only
2010 CCC began also using, 49 are using as of 2011

4. Lexile Framework® for Reading Study Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
Personal
Use
Entry-Level
Occupa-tions
High
School
Lit.
College
Lit.
High
School
Texts
College
Texts
Military
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics

5. On-the Job Lexile Requirements
National Adult Literacy Study 1992
1,500
1,400
1,300
1,200
1,100
1,000
900
800
International Center for Leadership in Education 2009
Construction
Craftsman
Nurse
Sales
Secretary

6. SO WHAT?-The New Standards
The new standards emphasize building analytical-thinking skills and applying what students have learned, rather than simply memorizing information. It’s taking lessons in math and English Language Arts and showing students why these lessons are important – how they apply to the real world.
With the new Common Core Standards schools will be emphasizing analytical thinking
This is in contrast of what has been often done before with rote memorization
It is taking lessons and applying them to real world situations and why they are important

7. How well has the current process served students in the real world?
Why we need Common Core
Video – “I choose C”
This video is to demonstrate the lack of preparedness students have when entering the work force many students have been leaving our school system with.
We can no longer prepare students to answer questions relying on a-d answers. We can’t have them count on having their classmates always there to help them with answers.

8. Common Core Design Are aligned with college and work expectations
Are globally aligned to be competitive
Are clear, understandable and consistent
Are evidence-based
Include rigorous content and application of knowledge through high-order skills and critical thinking
The Design of Common Core is very simple
They are aligned with college and work expectations
They are to be globally competitive
They have been written to be clear, understandable and consistent. When reading them you can see the strand of the standard from grade to grade
They have been written to be evidence based.
And lastly, the content is rigorous to include higher order skills to include critical thinking.

9. Why Students Need Common Core
Background of the common core, the development, along with the assessments and where we are going with them
Video Link – Clearer and Higher

10. The Mapping of Common Core
Vertically “articulate” downward from college and career readiness standards
Build in a logical learning progressions
Focus on developmental appropriateness
Mantra = “fewer, clearer, deeper”
Providing “rigor and relevance”
The Common Core state standards were developed in a backwards mapping from considering what it takes to be college and career ready.
Considering entry level courses, mapping was then done down from the 12th grade, then to the 11th grade, continuing all the way back to kindergarten.
This is to ensure that students coming up through their education careers will be ready for college.
The main idea behind the common core state standards is to provide
Fewer, clearer, and higher standards than before
You will also often hear “rigor and relevance”

11. SO WHAT?: Rigor and Relevance
Rigorous instruction prepares students to think critically so they can solve problems in unpredictable, real world situations.
Relevance –
Students will remember learning that is connected to their own lives.

12. Bloom’s Taxonomy

13. EVALUATION
RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE

14. Relevance of learning to life and work
Action Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning to life and work

15. A Relevant Lesson answers:
What am I Learning?
Why am I learning it?
How will I use it?

16. Rigor/Relevance Framework

17. Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.
Application A
Acquisition
Comprehension 2
Awareness
Low-level Knowledge 1
Knowledge in one discipline 2
Apply knowledge in one discipline
Recall definitions of various terms

18. Quadrant A Verbs Products definition worksheet list quiz test workbook
name
label
define
select
identify
list
memorize
recite
locate
record
definition
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation

19. Students use acquired knowledge to solve problems, design solutions, and complete work.
Application B
Application
Comprehension 2
Awareness
Low-level Application 3
Apply knowledge across disciplines 5
Apply to real- world unpredictable situation 4
Apply to real- world predictable situation
Visual exhibit of acquired knowledge

20. Quadrant B Verbs Products scrapbook summary interpretation collection
apply
sequence
demonstrate
interview
construct
solve
calculate
dramatize
interpret
illustrate
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline

21. Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.
Evaluation C
Assimilation
Synthesis
Analysis
High-level Knowledge
Application 1
Knowledge in one discipline 2
Apply knowledge in one discipline
Compare and contrast several documents to evaluate purpose, audience, clarity

22. Quadrant C Products Verbs essay abstract blueprint inventory report
plan
chart
questionnaire
classification
diagram
discussion
collection
annotation
sequence
annotate
examine
report
criticize
paraphrase
calculate
expand
summarize
classify
diagram

23. Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.
Evaluation D
Adaptation
Synthesis
Analysis
High-level Application
Application 3
Apply knowledge across disciplines 4
Apply to real- world predictable situation 5
Apply to real- world unpredictable situation
Simulation or role play

24. Quadrant D Verbs Products evaluation newspaper estimation trial
evaluate
validate
justify
rate
referee
infer
rank
dramatize
argue
conclude
evaluation
newspaper
estimation
trial
editorial
radio program
play
machine
adaptation
poem
debate
new game
invention

25. C D B A Rigor/Relevance Framework Math R I GOR
Determine the axis of symmetry for a parabolic equation. R I
GOR
High
Program a robot to draw a square. A B
Given a set of shapes, identify symmetries
Find shapes/things around you that have symmetry
Low
Low
High
RELEVANCE

26. analyze differentiate
Verb list for Rigorous/Relevant Lessons 6
analyze differentiate
categorize discriminate
classify evaluate
compare explain
conclude infer
contrast judge
defend justify
diagram prove
adapt justify
argue modify
compose predict
conclude prioritize
construct propose
design rate
evaluate recommend
formulate revise
invent teach 5 4 3
calculate match
choose memorize
count name
describe recite
find record
identify select
label spell
list locate
adjust interpret
apply interview
build make
calculate model
construct play
dramatize relate
draw solve
illustrate 2 1 1 2 3 4 5

27. Depth Of Knowledge (DOK) is NOT…
… about the ‘TYPE’ of thinking
Verbs (i.e. Bloom’s) such as analyzing, comprehending, recalling
…about the ‘DIFFICULTY’
Difficulty is about how many students answer a question correctly.

28. DOK is about COMPLEXITY
DOK refers to the complexity of the mental processing students must perform to complete a task, answer a question or create a product.
How deeply do you have to know the content to complete the task.
Instruction and assessment activities must reflect the DOK level of the objective or intended learning outcome.
Fremont Unified School District Presentation

29. DOK Levels
DOK-1 : Recall, Remember and Reproduction DOK-2 : Basic Application of Skills & Concepts DOK-3 : Strategic Thinking DOK-4 : Extended Thinking

30. Level 1- Recall and Reproduction
DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.
Example: Find facts explicitly stated in a text.
Example: Identify basic rules for performing subtraction of double digit numbers.
DOK 1 can involve perform a routine procedure.

31. Level 2 – Skills and Concepts
DOK 2 requires organizing of information in some way, using some mental processing like determining relationships between items beyond recalling
Example: Distinguish fact from opinion in a text.
Example: Compare tundra and arctic seasons.
These actions imply more than one cognitive process/step.
For DOK 1 + 2, there’s usually one ‘right’ answer.

32. Level 3 – Strategic Thinking
DOK 3 questions can have multiple ways to get to the right answer or multiple right answers.
DOK 3 requires deep understanding as exhibited through reasoning, planning, and more demanding cognitive reasoning. The cognitive demands are often complex and/or abstract.
DOK 3 questions often have more than one possible answer and often require students to justify the response they give using and explaining evidence for their reasoning.
An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands.

33. Level 3 - Examples
Create a children’s story that represents the characteristics of a culture
Develop a scientific model for the results of our experiment
Explain, the most significant effect of WWII on the nations of Europe
Propose and evaluate solutions for a social problem

34. Level 4 – Examples
Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report.
Write a report that illustrates how multiple themes (historical, geographical, social) may be interrelated.
Develop generalizations of the results obtained or strategies we used and apply them to this new problem.

35. Complex Text
Dr. Timothy Shanahan – One of the most important features in the Common Core State Standards – understanding and integrating complex text
Video - Common Core State Standards: Complex text and its implications in the classroom
Text Complexity is one of the most important features of the new common core. Being able to understand complex text and integrating that information is a key component for students’ success.
This video is from one of the authors of our current ELA adoption for Treasures.
He explains what is meant by complex text and how it applies to the common core

36. Common Core Math Standards
The Common Core standards provide students with a solid foundation in
whole numbers
addition and subtraction
multiplication and division
fractions and decimals
The standards stress not only procedural skills but also conceptual understanding
Integrating real world problems
One of the phrases you might hear is “a mile wide and an inch deep”
This refers to our current state standards – in particularly to our math standards
Common Core Math Standards have been designed to be
Fewer
Clearer
Deeper
They are designed to give students a solid foundation in the skills before they are required to move on to the next skills
The common core standards are meant to make sure that students develop not only an understanding of procedural skills, but also a conceptual understanding.
This is where you have seen some of the introduction to having students being required to explain their thinking in math rather than just being able to come up with the correct answer
The common core also integrates more real world problems to get students to have the ability to apply their math skills and integrate them to real life situations

37. Video - The importance of mathematical practices
Math Standards
This is an overview of the Common Core math standards and what is expected , the development, and the implementation
Video - The importance of mathematical practices
This video will give an overview of the new common core math standards and what is expected.

38. Sample Math Question
Tony wants to compare the total costs of buying and using these cars.
Tony estimates he will drive at least 200 miles per month.
The average cost of gasoline per gallon in his area is $3.70.
Tony plans on owning the car for 4 years. 
Calculate and explain which car will cost Tony the least to buy and use.
With this sample math questions this is something that would occur in real life.
Students need to be able to think critically about what needs to be done to make the comparison.
This is a sample question from The Smarter Balanced Consortium.
In this problem there are two cars with an initial cost. The problem gives the MPG with the estimated repair costs for each car
There is an estimated amount that the car will be driven per month with the cost of an average price per gallon of gas, and the length the car is planned on being owned.
Students will have to figure out how much it cost to operate each of these cars and make a cost comparison,

39. Process of Calculating Cost of Cars
Multi Step Process
Gallons of gas needed per month
Cost per month for gas
Cost per year
Owning it for four years
Cost of car and repairs
Adding all costs together
Comparing cost of cars
This will be a multi step process for students.
They need to identify how much gas is needed for each car per month
Then figure out the cost per month for each car in gas
Finally figuring out the cost for the year.
Once they have done that they will need to figure in the cost of the repairs along with the cars initial cost.
Comparing the final costs is the final step

40. Assessments California – Math ELA Frequently Asked Questions
The Smarter Balanced Consortium
Assessments for Math and ELA
Math
ELA
Frequently Asked Questions
This is to give an overview of where you can go to view the assessments and take a tour of what The Smarter Balanced Consortium has laid out so far

41. The Measure of Common Core
An overview of the common core standards and why they are needed
Video - USA Education Standards
Overview of Common Core
Why we need it

42. NOW WHAT?: Next Steps for Home & Independent Study
Parent Education
Technology
Curriculum
Evaluations to ensure Higher Level Thinking

43. Parent Education
Translate ESSENTIAL Standards from “teacher speak” to “parent talk”
Create Instruction Checklists for Parents & Students
Assessments/Rubrics
Expectation for parents to “follow through” with Higher Level Thinking questions and assignments

44. Technology
Beyond hardware for Smarter Balanced Assessment--Where will technology be used to enhance learning?
On-line curriculum
On-line tutorials
Assigning the use of technology in assignments (collaborative grouping)
Learning products

45. Curriculum
Current curriculum: where are the gaps that will need to be supplemented? TEXT DEPENDENT/TEXT COMPLEXITY
Curriculum mapping (will help create parent/student checklists)
Learning Styles—which curriculum for which student?
Explore on-line curriculum options
21st Century Learning--Marzano

46. Ensure Higher Level Thinking
COIL’s Personalized Assessment Scale—aligns with Depth of Knowledge Levels
Assign Critical Thinking Questions with Consequences for incompletion
Teaching Strategies—Close Reading
“Answers May Vary”—parent can contact you for assistance with this
Rubrics to go with Essential Standards

47. Grade Level Team CCSS Plans
How will your team address each area?
What is your time-line for your plan?
What will be the work product(s) that your grade level team will have to share with faculty/students/parents?