"Common Core State Standards"
Common Core State Standards PRINCIPALS’ MEETING NOVEMBER, 2010 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 Transition Phases & Timeline RIDE’s role LEA’s role 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: 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 2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 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 as the foundation for more demanding math concepts and procedures 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 STEM standards (+) Modeling is integrated throughout all the domains (*) 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: •Grades 7 & 8 Standards + Algebra I Standards OR Mathematics I Standards •Instruction occurs over 2 years (during Grades 7 & 8) Mathematics Standards: Common Core State Standards (CCSS) “Rhode” towards Implementation Adoption 2010 Transition School Years 2010-2013 Full Implementation School Year 2013 Transition Phase 2010-2013 RIDE: Transition Supports Cultivate Transition Plan PBGR/Commissioner’s Review Outreach Workshops: “Overview of Common Core” Disseminate Transition Supports Study of the Standards Exemplary Curricula NECAP: Mathematics, Reading & Writing NECAP 2010 & 2011 = no adjustments 2012 & 2013 = may include adjustments *SCIENCE NECAP is not impacted by the Common Core* PARCC: Partnership for the Assessment of Readiness for College & Careers Consortium of states: **26** states Grades 3-11 Mathematics & English Language Arts Grades 5 and above will be computer based Distributive assessment schedule 25 % , 50%, 75%, 90% Test Blueprint to be completed, Spring 2011 Pilot Testing to begin, 2012 Alternate Assessment & ELPS Alternate Assessment Standards Develop new Alternate Assessment Standards based upon CCSS Most likely be 1 year behind CCSS ELPS: English Language Proficiency Standards ELPS will not be altered ELPS are being “amplified” to reflect the CCSS Will most likely see content examples reflect the CCSS MPIs will be aligned to CCSS ACCESS assessment: no anticipated changes Transition Phase 2010-2013 LEAs Curriculum Adjustments When will curricula be adjusted to reflect CCSS? Some grades before others? All together? When will instruction officially transition to CCSS? Some grades before others? All together? Study of the Standards (team trained by RIDE) LEA’s Race to the Top Scope of Work What is the LEA’s plan for roll-out for all teachers? How will LEA ensure fidelity of implementation? What supports will the LEA need? Transition Timeline Instruction 2 K 2010-2011 Assessment 8 K 2 8 1 Instruction 3 2011-2012 1 9 Assessment 3 9 2 Instruction 4 2012-2013 2 10 Assessment 4 10 3 Instruction 3 5 5 2013-2014 5 11 Assessment 5 11 Locally assessed CC 4 PARCC Instruction 4 6 2014-2015 12 Common Core Assessment 6 5 12 Instruction 5 Locally assessed GLE/GSEs 2015-2016 7 Assessment NECAP 7 GLE/GSE Resources RECOMMEND: RIDE webpage for Common Core State Standards updates: http://www.ride.ri.gov/Instruction/CommonCore.aspx How to read a CCSS PPT: Coming Soon! RIDE webpage for PARCC updates: http://www.ride.ri.gov/assessment/parcc.aspx Contact Information Director, Office of Instruction, Assessment & Curriculum Phyllis Lynch, firstname.lastname@example.org 401.222.4693 Director, Office of Multiple Pathways Sharon Lee, email@example.com 401.222.8484 Alternate Assessment Specialist Cynthia Corbridge, firstname.lastname@example.org 401.222.8497 English Language Learners (ELL) Specialist Bob Measel, email@example.com 401.222.8480 Literacy Specialists Diane Girard, firstname.lastname@example.org 401.222.8479 Colleen O’Brien, email@example.com 401.222.8474 Mathematics Specialist Patty Carnevale, firstname.lastname@example.org 401.222.8458