1. EGUSD Common Core Parent Night Session 1: Introducing the Common Core State Standards Dr. Steven Ladd, EGUSD Superintendent Mark Cerutti, Associate Superintendent Anna Trunnell, Director of Curriculum and Professional Learning LaRae Blomquist, ELA Curriculum Specialist Mark Freathy, Math Curriculum Specialist Presented January 22, 2014

2. Outcomes Provide answers for the following two questions: What are the Common Core State Standards (CCSS) for English Language Arts/Literacy and Mathematics? How will the standards better prepare students for today and tomorrow?

3. What other questions do you have? Write any other questions that you have regarding the CCSS on the index card provided (besides the two that will be addressed during this presentation).

4. What are “content standards”? “Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.” Source: California Department of Education

5. What is the difference between “standards” and “curriculum”? States determine the content standards. Districts determine the curriculum. Curriculum is the vehicle for the standards. Curriculum is comprised of the texts and materials used by a district to teach content standards.

6. Connecting to Experience Brainstorm a list of English/Language Arts skills or knowledge that students need to be successful in college and/or the work place.

7. Articulating the Expectations via Standards CCSS authors analyzed necessary skills/knowledge and determined specific categories… Reading (literature & info text) Writing Speaking/Listening Language (grammar, conventions, word choice)

8. What are ELA/Literacy College and Career Readiness standards? The four categories Reading Writing Speaking/Listening Language were specifically defined as expectations for student college/career readiness (CCR) standards.

9. CCR Example CCR Reading #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. 1 st Gr: Ask and answer questions about key details in a text.

10. CCR Example CCR Reading #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. 6 th Gr: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11. CCR Example CCR Reading #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. 11 th /12 th Gr: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

12. Comparing Notes to the Anchor Standards

13. Common Core State Standards: Shifts in English/Language Arts Increase reading of informational texts Increased text complexity of reading texts as measured by lexile level Focus on academic vocabulary within context of texts Emphasis on text-dependent questions and performance tasks Connect writing to reading with frequent opportunities to research information Provide literacy instruction in all content areas Let’s examine the rationale for two specific shifts!

14. Increase reading of informational texts Did you know… Most of the required reading in workforce training programs is informational in structure and challenging in content. Post-secondary education programs typically provide students with both a higher volume of the reading that is generally required in K–12 schools and much less instructional support. Source: http://www.corestandards.org/ELA-Literacy/introduction/key-design- considerationhttp://www.corestandards.org/ELA-Literacy/introduction/key-design- consideration

15. What is meant by increased text complexity? “Lexile” is a way of measuring how difficult a text is to read based on sentence length and word frequency. The higher the lexile rate, the more complex the text is to read independently. Let’s examine HOW these shifts affect your child!

16. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Lit. College Lit. High School Texts College Texts Military Personal Use Entry- Level Occupa- tions SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) 16 Currently Assessed Standards Lexile Expectations CCSS Lexile Expectations

17. Questions & Answers What surprised you the most with the information just presented? What questions do you have as a result?

18. Common Core State Standards: Shifts in English/Language Arts Increase reading of informational texts Increased text complexity of reading texts as measured by lexile level Focus on academic vocabulary within context of texts Emphasis on text-dependent questions and performance tasks Connect writing to reading with frequent opportunities to research information Provide literacy instruction in all content areas Next Time

19. Now a Look at the Math Standards What are the Common Core State Standards for Mathematics? How will the standards better prepare students for today and tomorrow?

20. Here are some questions to think about: How much change will I get back if I purchase a gallon of milk for $3.19 and pay with a 5 dollar bill? My car needs a new transmission. Should I spend $3,000 fixing it, or should I buy a new car? How long will the new Bay Bridge last?

21. Most of us have a strategy. $3.19 $5 $5 - $3.19 = $1.81 $3.20 +.01 +.80 $4 + $1.00 How much change will I get back if I purchase a gallon of milk for $3.19 and pay with a 5 dollar bill? +.01=$3.20 +.80=$4.00 +1.00=$5.00

22. A+ CountriesUnited States 22 What Influenced Common Core Math? Focus on learning a few topics in depth Many topics per grade, revisited year after year

23. Two Kinds of Math Standards Content Standards Standards for Mathematical Practice Tell us what students should learn in the math classroom. These are the expectations and the behaviors students should demonstrate to successfully interact with the math content. Both sets of standards are not meant to be taught in isolation. Math Content & Math Practices must be taught together. 23

24. Difference of Standards CCSS-Math Standards are more focused coherent rigorous

25. How are the CCSS math standards more rigorous? What does “more rigorous” mean? Conceptual Understanding Procedural Fluency Application & Modeling Instruction must be “balanced” with equal attention given to all three components.

26. Expectations for Mathematical Understanding Multiply 300 x 500 a. 800 b. 1500 c. 80,000 d. 150,000 Find all the values equivalent to 300 x 500 a.3 x 10 x 10 x 5 x 10 x 10 b.1,500 c.15x10 4 d.150,000 e.800 Former Standards (CST) Common Core

27. Instead of only emphasizing computational skills, multiple representations can help students make the conceptual shift to…develop algebraic thinking. Multiple Representations Source: B. Moseley and M. Brenner, Using Multiple Representations for Conceptual Change in Pre-algebra: A Comparison of Variable Usage with Graphic and Text Based Problems

28. Real Life Problems/ Real Math Should I spend $3,000 putting a new transmission in my car? We all face questions that require us to gather data, make assumptions, analyze, and make a decision.

29. 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

30. Corrosion Plagues New Bay Bridge Span Independent evaluator of the Caltrans study gave it a vote of confidence based on faulty assumptions.

31. Response of Engineers Engineers had discovered an alarming corrosion problem with the "post-tension" tendons, and were pumping gallons of rusty water from the ducts that held them, Sayre said Coe told him. "Oh my…What are we going to do?" Source: The Sacramento Bee http://www.sacbee.com/2013/05/18/5431401/corrosion-plagues-new-bay-bridge.html#storylink=cpy

32. Corrosion Plagues New Bay Bridge Span Corrosion of steel tendons supporting the new Bay Bridge skyway running between Oakland and the suspension span could affect the structure's performance in a quake.

33. How long will it last? “Does it mean the bridge's structural elements will last 40 years instead of 150?” Samuel I. Schwartz, former chief engineer for highways and bridges in New York City

34. The SMPs will support our instructional shifts.

35. CCSS Next Time – Feb. 26 6:30-8:00 in the Board Room How might Common Core instruction look different from when I was in school? How do Common Core State Standards impact me as a parent? NOTE: Questions written on index cards that have not yet been addressed will be answered at the next meeting.

36. Revisiting Outcomes Provide answers for the following two questions: What are the Common Core State Standards (CCSS) for English Language Arts/Literacy and Mathematics? How will the standards better prepare students for today and tomorrow?

37. EGUSD Common Core Parent Night Session 1: Introducing the Common Core State Standards Dr. Steven Ladd, EGUSD Superintendent Mark Cerutti, Associate Superintendent Anna Trunnell, Director of Curriculum and Professional Learning LaRae Blomquist, ELA Curriculum Specialist Mark Freathy, Math Curriculum Specialist Presented January 22, 2014