Common Core State Standards

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					Common Core State Standards
                 GOALS for Session:

To Provide:
 Background: Common Core State Standards (CCSS)

 Overview of the ELA & Mathematics CCSS
   Design and Organization

   Similarities/Differences between CCSS & GLEs/GSEs


 “Rhode” to Implementation
   Phases & Timeline

   Resources
   Common Core State Standards Initiative


 State-led effort coordinated by:
   National Governors Association Center for Best Practices
    (NGA Center)
   Council of Chief State School Officers (CCSSO)


 Includes:
   48 States, 2 territories & District of Columbia


 Initiative result from the NGA/CCSSO joint publication:
     Benchmarking for Success: Ensuring U.S. Students
      Receive A World-Class Education, 2008
 Common Core: Standards for Proficiency

 Developed in collaboration         National Organization
  with:                               feedback received from:
     Teachers                           Teachers
     School administrators              Post secondary educators
                                          (including Community
     Education experts                   Colleges)
                                         Civil Rights groups
                                         English Language Learners
 Advisory Group includes                Students with disabilities
  experts from:                      10,000 responses received
     Achieve, Inc.                   during public feedback period
     ACT                                RI: 31 responses from public
     The College Board                   feedback survey
     The National Association of        RIDE Content Specialists
      State Boards of Education          RI’s Literacy and Mathematics
     The State Higher Education          Education Leadership
      Executive Officers                  Councils (MELC, LELC)
      The Common Core State Standards

 Produced:
    College and Career           The Standards define the
     Readiness Standards            knowledge and skills
                                students should have within
    K-12 Standards in              their K-12 education
     Mathematics & English        careers so that they will
     Language Arts               graduate from high school
     (Reading, Writing,           able to succeed in entry-
     Speaking, & Listening)         level, credit-bearing
      Including: Standards       academic college courses
       for Literacy in           and in workforce training
       History/Social                    programs.
       Studies, Science and
       Technical Subjects, 6-
       12
      The Common Core State Standards:

 Are aligned with college and workforce expectations;
 Are clear, understandable and consistent;
 Include rigorous content and application of knowledge
  through high-order skills;
 Build upon strengths and lessons of current state
  standards;
 Are informed by standards in other top performing
  countries, so that all students are prepared to succeed
  in our global economy and society; and
 Are evidence-based.
                 The Standards

English Language Arts        Mathematics
          Overview of CCSS vs GLEs/GSEs

 GLEs/GSEs are a blueprint for assessment
 CCSS represent what students should know and be able
    to do
   Some CCSS are not found in GLEs/GSEs
   Some GLEs/GSEs are not found in CCSS
   Identical expectations in both sets of standards but
    appear in different grade levels
   Identical expectations in both sets of standards but a
    different focus
   CCSS are clearer and more specific than GLEs/GSEs
 English Language Arts Standards:


 Reading, Writing, Speaking & Listening, Language,
Foundational Skills & Literacy in Content Areas 6-12
     ELA Standards: Design and Organization

 Three Sections
    K-5 (cross-disciplinary)
    6-12 English Language Arts
    6-12 Literacy in History/Social Studies, Science &
                      Technical Subjects

 Three Appendices
    A: Research and evidence; glossary
    B: Reading text exemplars; sample performance tasks
    C: Annotated student writing samples
           ELA: Design & Organization

 Four Strands:
    READING

    WRITING

    SPEAKING & LISTENING

    LANGUAGE
         ELA: Design and Organization

 Four Strands (continued)…
   Reading


               K-5                              6-12
            Literature                       Literature
          Informational                    Informational
        Foundational Skills            (Literary nonfiction)



                   6-12 Literacy in Contents…
                         Informational
                       (Content Specific)
           ELA: Design and Organization

 Four Strands (continued)…
    Writing
      Arguments
      Informative/explanatory texts
      Narrative

    Speaking and Listening
      Comprehension and collaboration
      Presentation of knowledge and ideas

    Language
      Knowledge of language
      Vocabulary
           ELA: Design and Organization

 College and Career
 Readiness (CCR)
 ANCHOR Standards

    Broad expectations
     consistent across grades
     and content areas

    Based on evidence about
     college and workforce
     training expectations
           ELA: Design and Organization

 K-12 Standards


    Grade Specific standards

    End of year expectations

    One-to-one
     correspondence with
     CCR standards
ELA: Reading Standard Example
Common Core State Standards for ELA
     Overview ELA: Reading Grades K-5

Additions
    Integration of knowledge and skills using illustrations, diverse media
     and formats (digital texts)

Introduction at earlier grade
    Point of view
    Shades of meaning (and subsumed in later grades)

More specificity
    Compare & contrast multiple texts

Organizational differences
    Some Reading Vocabulary GLE/GSEs located in Language CCSS
          Overview ELA: Reading Grades 6-12
Additions
     Many new text types specifically identified
     Integration of knowledge and skills using illustrations, diverse media
      and formats (digital texts)
         Addition of diverse media and formats
     “Literacy in History/Social Studies, Science and Technical Subjects”

Introduction at earlier grade
     Evaluation of various aspects of informational texts

More specificity
     Analyzing author’s craft and its implications
     Analyzing nuances of word choices
     Compare & contrast of multiple texts

Organizational differences
     Some Reading Vocabulary GLE/GSEs located in Language CCSS
               Overview ELA: Writing K-12

Organizational differences
     Some Writing GLE/GSEs located in Language CCSS
     Argument is separated out from other forms of informational writing
Additions
     Use of technology to produce & publish, interact and collaborate
     Keyboarding skills
Introduction at earlier grade
     Arguments (opinion) writing
     Use of dialogue
Emphasis from reading to writing
     Research to build and present knowledge
Deletions
     Poetry and Reflective Essays
Mathematics Standards:
  Mathematics: Design & Organization

3 Components:
     Standards for Mathematical Practice
     Standards for Mathematical Content
         K-8 Grade Level Domains
         High School Conceptual Categories
     Glossary
Appendix:
     Pathways
         Traditional
         Integrated
     Compacted: High School Mathematics in Middle School
         Traditional
         Integrated
      Available at: http://www.corestandards.org/the-standards
                  Standards for
               Mathematical Practice

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
                             Standards for
                          Mathematical Content
                                             High School Conceptual
     Grade Level Domains
                                                   Categories

                   K–5
   Counting and Cardinality
                                             Number and Quantity
    Operations and Algebraic Thinking
                                             Algebra

   Number and Operations in Base Ten
   Number and Operations – Fractions
   Measurement and Data                     Functions
   Geometry
                    6-8                      Modeling
   Ratios and Proportional Relationships
   The Number System                        Geometry
   Expressions and Equations
   Functions                                Statistics and
   Geometry
   Statistics and Probability               Probability
Distribution of the Domains (K-8)
Mathematics Standard Example: Gr. 5
      Overview: Mathematics Grades K - 5

Introduction at earlier grade
     Addition, subtraction, multiplication, and division of whole
      numbers and other rational numbers

Introduction at later grade
     Statistics & probability is introduced as a domain in Grade 6
     Expressions & Equations is introduced as a domain in Grade 6

More specificity
 Focus on operations with whole numbers, fractions, and decimals to
  provide the foundation for the more demanding mathematical concepts
  and procedures experienced in grades 6-12
      Overview: Mathematics Grades 6 – 8


Introduction at earlier grade
    Percent increase and decrease and interest rate
    Histograms, box plots, quartiles and inter-quartile range

Introduction at later grade
    Functions as a domain is introduced in grade 8

More specificity
    Grades 6 & 7 standards: ramp up to algebraic concepts in Gr. 8
    Grade 8 standards focus is on linear equations and functions
                             Standards for
                          Mathematical Content
                                             High School Conceptual
     Grade Level Domains
                                                   Categories

                   K–5
   Counting and Cardinality
                                             Number and Quantity
    Operations and Algebraic Thinking
                                             Algebra

   Number and Operations in Base Ten
   Number and Operations – Fractions
   Measurement and Data                     Functions
   Geometry
                    6-8                      Modeling
   Ratios and Proportional Relationships
   The Number System                        Geometry
   Expressions and Equations
   Functions                                Statistics and
   Geometry
   Statistics and Probability               Probability
           Conceptual Categories: Domains

 Number and Quantity
   The Real Number System
   Quantities
   The Complex Number System
   Vector and Matrix

 Algebra
   Seeing Structure in Expressions
   Arithmetic with Polynomials & Rational Functions
   Creating Equations
   Reasoning with Equations and Inequalities

 Functions
   Interpreting Functions
   Building Functions
   Linear, Quadratic, & Exponential Models
   Trigonometric Functions
  Conceptual Categories: Domains (continued)

 Modeling
 Geometry
     Congruence
     Similarity, Right Triangles, and Trigonometry
     Circles
     Expressing Geometric Properties with Equations
     Geometric Measurement & Dimension
     Modeling with Geometry
 Statistics and Probability
     Interpreting Categorical and Quantitative Data
     Making Inferences and Justifying Conclusion
     Conditional Probability and Rules of Probability
     Using Probability to Make Decisions
       Mathematics Standard Example: HS




7. (+) Use inverse functions to solve trigonometric equations that arise in
    modeling contexts; evaluate the solutions using technology, and interpret them
    in terms of the context.*
     Overview: Mathematics High School

Introduction at earlier grade
  Complex numbers
  Quadratic, logarithmic, & trigonometric functions
  Logarithmic identities


Specificity
  Reflects four years of instruction
  1st three years prepare students for college or career
  4th year allows for course of choice
  Content needed for advanced courses (+)
  Indicates standards requiring modeling (*)
                Model Course Pathways
                   in Mathematics

     TRADITIONAL                     INTEGRATED


 ALGEBRA I                    MATHEMATICS I
 GEOMETRY                     MATHEMATICS II
 ALGEBRA II                   MATHEMATICS III
 4th Year Mathematics         4th Year Mathematics
 Course                         Course
COMPACTED:                    COMPACTED:
  •Grades 7 & 8 Standards +     •Grades 7 & 8 Standards +
  Algebra I Standards           Mathematics I Standards
Common Core State Standards (CCSS)
  “Rhode” towards Implementation


   Adoption
      2010



                  Transition
     School Years 2010-2013


                Full Implementation
                   School Year 2013
Transition Timeline
                Transition Resources

Educator Resources:
 Introductory Phase
   Implementation Timeline & Benchmarks

   Introduction to CCSS PPT

   Overview Documents: CCSS vs GLEs/GSEs

   FAQ Document

   Myths/Facts Document

 Transition Phase
   Follow up PD Modules to support: “After” Study of the
    Standards work
   Supports to further deepen understanding of CCSS & PARCC
                Transition Resource

 Study of the Standards (CCSS)
   One day workshop

   Participant Outcomes:
    Knowledge of the structure of standards
    Utilize Tools to develop deeper understanding of CCSS



 Develop Model Curricula:
   4 Mathematics

   3 Science

   2 English Language Arts

   1 Social Studies
 NECAP: Mathematics, Reading & Writing

 NECAP


          UPDATE EXPECTED BY OCTOBER 1, 2011




   *SCIENCE NECAP is not impacted by the Common Core*
      PARCC: Partnership for the Assessment of
          Readiness for College & Careers

 Consortium of states: **24** states
 Grades 3-11
   Mathematics & English Language Arts

   Grades 5 and above will be computer based

 Assessment Design
     Performance-Based Assessment (PBA)
         Includes: Extended Tasks & Applications of concepts/skills
         Administered at 75% of school year (March/April)
     End-of-year Assessment
         Innovative, computer-based items
         Administered at 90% of school year (May/June)
 Frameworks to be released Fall 2011
 Pilot Testing to begin, 2012
      NCSC GSEG: The new alternate assessment
                   consortium

 Rhode Island is part of the 19-state NCSC GSEG consortium to
    develop the new alternate assessment.
   AAGSEs will be replaced with learning progressions that lead directly
    to the CCSS.
   Test design will include fully-developed performance tasks. These
    replace the teacher-developed activities that are currently the
    foundation of the RIAA model.
   RI’s Community of Practice includes teachers of students with
    significant cognitive disabilities, content specialists, administrators,
    and content area teachers that will work with the GSEG to develop
    curriculum materials aligned to the CCSS.
   Goal: To develop assessments supported by curriculum, instruction,
    and professional development to ensure that students with significant
    cognitive disabilities achieve increasingly higher academic outcomes
    and leave high school ready for post-secondary options.
  English Language Proficiency Standards

 ELPS: English Language Proficiency Standards
   ELPS are being “amplified,” not altered.

   New edition of ELPS will:
    Contain expanded example topics and supports, as well as
     connections to the Common Core State Standards
    Provide samples of what to expect for every level of linguistic
     complexity, vocabulary usage, and language control
    Outline the characteristics of each level of language development
    Offer expanded illustrations of how teachers can contextualize the
     standards within lessons and activities
    Show how all English learners can take on complex challenges by
     connecting language functions at each development level (1-5) to
     the same cognitive function
                 Resources


        Common Core State Standards:
          http://www.corestandards.org/
         RIDE webpage for CCSS updates:
http://www.ride.ri.gov/Instruction/CommonCore.aspx



       PARCC : http://www.parcconline.org/
         RIDE webpage for PARCC updates:
   http://www.ride.ri.gov/assessment/parcc.aspx
                     Contact Information


 Director, Office of Instruction, Assessment & Curriculum
     Phyllis Lynch, phyllis.lynch@ride.ri.gov 401.222.4693


      For information regarding transition to the CCSS and
             graduation requirements, please contact:
 Director, Office of Multiple Pathways
     Sharon Lee, sharon.lee@ride.ri.gov 401.222.8484
           Contact Information (continued)

 Alternate Assessment Specialist
   Heather Heineke, heather.heineke@ride.ri.gov 401.222.8493

 English Language Learners (ELL) Specialist
   Bob Measel, robert.measel@ride.ri.gov 401.222.8480

 Literacy Specialists
   Diane Girard, diane.girard@ride.ri.gov 401.222.8479

   Colleen O’Brien, colleen.obrien@ride.ri.gov 401.222.8474

 Mathematics Specialists
   Patty Carnevale, patricia.carnevale@ride.ri.gov 401.222.8458

   Susan Pagliaro, susan.pagliaro@ride.ri.gov 401.222.2644

 NECAP Assessment Specialist
   Kevon Tucker-Seeley, kevon.tucker-seeley@ride.ri.gov 401.222. 8494

				
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