Pat Ciccantelli November 14 th 2013 Aurora City Schools The Common Core Standards are intended to be Aligned with college and work expectations for ELA and Math Focused and Coherent Include rigorous content and application of knowledge through higher order thinking ID: 677616
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Slide1
The Nuts and Bolts of the Shifts for the Common Core/New State Content Standards
Pat Ciccantelli
November 14
th
, 2013
Aurora City SchoolsSlide2
The Common Core Standards are intended to be:
Aligned with college and work expectations for ELA and Math.
Focused and Coherent
Include rigorous content and application of knowledge through higher order thinking.
Build upon strengths of current state standards.
Internationally Benchmarked.
Based on evidence and research.
State led.Slide3
The Standards are not a “National Curriculum”
The Common Core curriculum includes standards for Language Arts and Math.
States voluntarily adopted the common core standards and have the option to add to the standards.
Local districts will decide how (the instructional strategies) and what (selection of resources, literature, etc.) they teach.Slide4
Common Core Process
CCSSO and NGA’s Center for Best Practices
Advisory Groups- Achieve, ACT, College Board, NASBE and SHEEO
49 states signed MOU
Two rounds of public review
Final documents released in June 2010
No federal dollars for developmentSlide5
Forty-five states, have adopted the Common Core State Standards.Slide6
Why did we shift to the new standards?
40% of the students in the U.S. need to take a remedial class to attend college.
The United States used to be #1 in the world in college completion and now is #12.
Academically top performing countries have higher and fewer standards than we had (Internationally Benchmarked). Slide7
What is the Shift?
From a curriculum that requires a
Minimum Competency
(NCLB) to one that will develop a “College and Career Ready” student.
It is a purposeful increase in the rigor and expectations for the application of learning.Slide8
Support for the Standards
“These standards are built for American students, based on the evidence of the best standards in this country and around the world. For years, national reports have called for us to abandon our mile-wide, inch-deep approach…. Research on high performing countries shows that teachers tend to focus on fewer topics in each grade, teach them to greater mastery, and build on them the next year in a coherent sequence of topics.
Bill McCallum- Primary author of Common Core (Math)Slide9
Are Ohio Students Ready for College?
Percent of Ohio Students Ready For:
College Biology:
College Algebra:
College Social Studies:
College English Composition:
35%
49%
58%
71%
Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”Slide10
Number of ACT Exams-AHSSlide11
ACT Composite Mean-AHSSlide12
Common Core Implementation
There will be a significant downward trend in the achievement of all students beginning next year (2014-15). There are two major reasons:
The rigor of the assessments will increase dramatically due to the shift to the Next Generation assessments.
The cut scores will be increased to insure that all students are College and Career Ready, not just meeting the minimum criteria of NCLB.Slide13
OAA Reading Cut Scores
Grade
Performance Level
Scaled
Score
Points
Possible
Raw
Score
%
Correct
4
Proficient
400
49
23
46.9%
Accelerated
435
49
36
73.5%
Advanced
468
494489.8%
5
Proficient
400
49
25
51.0%
Accelerated
443
49
39
79.6%
Advanced
459
49
42
85.7%
6
Proficient
400
49
18
36.7%
Accelerated
436
49
32
65.3%
Advanced
456
49
38
77.6%Slide14
Advantages to a Common Curriculum
Helps reduce/eliminate the educational lottery.
Teachers can collaborate nationally on resources and pedagogical strategies.
Students who move from state to state can continue in the curriculum without gaps.
Colleges can expect a common, specific set of skills from all students.Slide15
It’s Working Harder and Smarter
Tennessee saw the largest increase in their NAEP test scores recently; In
2009, with its own new standards and tougher new tests, and again in July 2010, when it adopted the common standards.
The state commissioner
pointed to the state’s weeklong intensive trainings for teachers on the common core, and the instructional feedback its teachers receive as part of the state’s revamped teacher-evaluation system
.
“
These things are not magic, but they’re hard work,” he said. “They’re hard to implement, and there’s a lot of push back associated with raising standards. It’s
not
easy, but it’s not
magic.
Tennessee Commissioner of Education Kevin S. HuffmanSlide16
PARCCSlide17
PARCC’s Fundamental Advance
The PARCC assessments are designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.Slide18
The Instructional Shift
Evidence Centered Design- What do students look like, sound like and act like if they are:
Building understanding through deeper learning and applying knowledge across disciplines.
Crafting responses based on evidence including: demonstrate, understand, explain, reason and justify a position.
Using technology appropriately, strategically and ethically in academic and real-world settings.Slide19
The Instructional Shift
The Common Core standards define what all students are expected to know and be able to do, not how teachers should teach.
Lessons will be designed to allow students more time to practice and explore new knowledge/skills (less breadth/more depth).
Students will have opportunities to apply their knowledge to “real-world” problems.Slide20
The Instructional Shift
Lessons will focus on being able to read more complex materials; both fiction and informational text.
Assignments will focus on writing argumentatively using text based evidence to support ideas
across all content areas
(there should be research done each quarter).
Reading will also center on building vocabulary in context.Slide21
The Instructional Shift
There will be a balance of learning content and learning thinking skills (problem solving, modeling, analyzing, and questioning skills).
The use of technology to acquire knowledge (strong research skills), collaborate to build knowledge and to share knowledge (strong speaking/listening skills). Slide22
Demonstrate learning progressions across grades (
Coherence
)
Pursuit of Conceptual Understanding, Fluency & Application
(
Rigor & Relevance
)
Show a reduction in the amount of topics to:
Be more manageable (
Clarity
)
Promote greater depth of learning (
Focus
)
Revised
Math Standards
22Slide23
OAA Question-FractionsSlide24
Shift in Assessment Questions-Fractions
In this three-part task, students can solve the problem using a variety of approaches. Logical mathematical reasoning, rather than reliance on rules, leads to a solution. Slide25
Shift in Assessment Questions-FractionsSlide26
OAA Question-RoundingSlide27
Shift in Assessment Questions-Rounding
Students have developed their understanding of place value in previous grades. Fourth graders are expected to generalize this understanding of place value to multi-digit whole numbers. This three-part task calls for students to demonstrate reasoning skills and a deep conceptual knowledge of place value in atypical ways. This task uses the securely-held content of rounding to assess the Standards for Mathematical Practice—
MP.3
: Construct viable arguments and critique the reasoning of others and
MP.6
: Attend to precision. Because these practices, and not the content, are the focus of the task, it is considered a “practice forward” task.Slide28
Shift in Assessment QuestionsSlide29
4th Grade OAA Question-VocabularySlide30
Shift in Assessment Questions-ELASlide31
OAA Sample Question-ELASlide32
Shift in Assessment Questions-ELASlide33Slide34
How do we make sure our students are prepared for the new assessments?
A Laser Focus on:
Increased strategic use of Formative Assessments (assessment FOR learning) to help us and our students monitor the progress towards meeting the "Claims".
More use of "Growth Measures" to gather evidence of where a student starts in their learning - and where they finish over a given period of time.
Technology based assessment tools - that allow for interactive questions, the use of simulations and modeling, built in testing accommodations and engaging questions.Slide35
How do we make sure our students are prepared for the new assessments?
Using your assessment results in a more timely and detailed manner- not always as an “autopsy”.
A balance of End of Course tests that measure content knowledge and performance tasks that measure mathematical and English "practices“. Also, how well a student can
apply
knowledge to real world scenarios or problems.
We are not "Teaching to the Test", we are "Testing to the Teaching". Assessments that are truly aligned to the standards - so that a teacher who is teaching and assessing in a classroom aligned to the standards should not have to take "time out" to practice for the new assessments.Slide36
Ten Guiding Principles for ELA CC Instruction:
Make close reading of the texts central to the lesson.
Structure majority of instruction so
ALL students read grade level complex texts
(do critical reading and analysis of text).
Emphasize informational texts from earliest grades on (exposure and access).
Provide scaffolding that does not preempt or replace text.
Ask text-dependent questions.Slide37
What does Text Dependent look like in grade 6?
Text Dependent
Non-Text Dependent
Analyze in detail how the early years of Harriet Tubman (as related by author Ann
Petry
) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]
Create a story in which the main character is on the underground railroad. What would life be like for this character?
37Slide38
Ten Guiding Principles for ELA CC Instruction:
Provide
extensive research and writing
opportunities (claims, arguments and
evidence
).
Offer regular opportunities for students to share ideas,
evidence
, and
research
(prep, evidence, perspectives).
Offer systematic instruction in vocabulary.
Provide explicit instruction in grammar and conventions.
Cultivate students’ independence.
Sue Pimente, ODESlide39
Common Core Standards: English Language Arts
Shift in emphasis from
fiction to nonfiction
in reading and writing
:
39
Grade
Share of Literary Content
Share of Information Content
4
50%
50%
8
45%
55%
12
30%
70%
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.Slide40
Writing Emphasis on ELA Assessments
Grades 3-5 Distribution
Grades 6-8 Distribution:
35% Narrative Writing
35
% Informational Writing
30
% Persuasive Writing to support opinions based on evaluation of
evidence
30% Narrative
Writing
35% Informational Writing
35% Persuasive Writing (arguments) to support claims about topics or texts
Grades 9-12 Distribution
40% Informational Writing
40% Writing reasoned arguments about a topic or in response to text(s) read
20% Narrative Writing (includes applying the use of narrative strategies to literary and workplaceSlide41
All Students Will…
Grades K-12:
Complete grade level performance tasks
Take
grade level formative and summative assessments
to show progress toward mastery of standard.
National standardized readiness test
(PSAT)
Grades 3-11:
Take
summative assessments to show progress toward attainment of grade level knowledge and skills (includes computer adaptive assessments and performance tasks)
Administered
online
Performance exams in April, End of Course exams in MaySlide42
What can parents do- help build “habits of mind” (strategies, personal traits)?
Habits of Mind for ELA
Demonstrate independence as learners
Build strong content knowledge
Respond to the varying demands of audience, task, purpose and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and capably
Come to understand other perspectives and culturesSlide43
What can parents do- help build “habits of mind” (strategies, personal traits)?
Habits of Mind for Math
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning