+ “getting to the core” baldwin-whitehall school district september 21, 2012
TRANSCRIPT
+
“Getting to the Core”
Baldwin-Whitehall School DistrictSeptember 21, 2012
+The Common Core Initiative: Dimensions of Implementation
“This time, like all times, is a very good one, if we but know what to do with it.”
Ralph Waldo Emerson
+The Common Core State Standards Initiative (CCSSI)
•In 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English Language Arts and Mathematics standards.
• The CCSSI is a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers.
+Why Common Core Standards?
• Focused and coherent
• Includes rigorous content and application of knowledge through high-order skills
• Built upon strengths and lessons of current state standards
• Internationally benchmarked
• Based on evidence and research
+Why Common Core Standards?
• Global competition
• Disparate standards across states
• Today’s jobs require different skills
• States are ready and able for collective action
• Aligned with college and work expectations
+
sive
College and Career Readiness Anchor Standards
Appendix A: Research behind the standards and a glossary of terms
Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness
Appendix C: Annotated samples of student writing at various grades
Appendix D: Literacy standards for History and Social Studies
Reading Informational
Text
Reading Literature
Foundational Skills Writing
Speaking & Listening
A necessary component of an
effective, comprehensive
reading program designed to develop proficient readers.
Enables students to read, understand, and
respond to informational texts.
Enables students to read, understand,
and respond to literature.
Develops the skills of informational,
argumentative, and narrative writing as well as the ability to engage in evidence
based analysis of text and research.
Focuses students on communication skills that enable
critical listening and effective
presentation of ideas.
Appendix E: Literacy standards for Science and Technical Subjects
PA Common Core StandardsEnglish Language Arts & Literacy
Design of the PA Common Core Standards
+Design of Standards
The CCR standards were used as the overarching structure for the PA Common Core Standards.
The PA Common Core Standards are organized around five Standard Categories: Foundational Skills, Reading Informational Text, Reading Literature, Writing, and Speaking and Literature.
There are five supporting documents for the PA Common Core Standards. They include the three appendices from the Common Core
State Standards (Appendix A, Appendix B, and Appendix C) and the Literacy standards for History and Social Studies (Appendix D) and Literacy standards for Science and Technical Subjects (Appendix E).
+Design of Standards The Standards are organized around four
strands: Reading, Writing, Speaking and Listening, and Language strands.
The strands are broken into grade-specific standards by clusters at grades K-8 and grade-band standards by cluster at grades 9-10 and 11-12.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 6-12 focus on reading and writing. These standards must be taught by teachers of every content area (except ELA).
+Design of Standards There are three appendices included with the
Common Core State Standards documents.
Appendix A provides the research supporting the key elements of the ELA Standards and a complete discussion on the topic of text complexity.
Appendix B provides K-12 text exemplars to illustrate the complexity, quality, and range of student reading at various grade levels. Sample performance tasks are provided to further illustrate the application of the standards to texts of sufficient complexity, quality and range.
Appendix C provides samples of student writing with an explanation as to the quality of the writing. It includes annotated samples demonstrating at least adequate performance in student writing at various grade levels.
+PA Common Core Standards
Provide a consistent, clear understanding of what students are expected to learn.
Robust and relevant to the real world, reflecting the knowledge and skills that students need to succeed in college and careers.
Support communities positioned to compete successfully in the global economy.
+ELA: New Emphasis & Themes
Writing
• Emphasis on argument and informative/ explanatory writing
• Citing evidence
• Writing routinely on a daily basis for a variety of
purpose
Collaboration
• Concept of students working collaboratively throughout
the K-12 standards
+ELA: New Emphasis & Themes
Speaking & Listening
• Comprehension and collaboration
• Inclusion of formal and informal talk
• Much greater emphasis on skills
Language
• Stress Tier 3 vocabulary
Domain-specific words
General academic words
Words of everyday speech
+Three Tiered Vocabulary
Tier 1
Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk.
Tier 2
High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.
Tier 3
Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.
+ELA: New Emphasis & Themes
• Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization• E.g., oligarchy, euphemism, hydraulic, neurotransmitters
• Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas• E.g., principle, relative, innovation, function, potential, style
• Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level• E.g., injury, apologize, education, serious, nation
+ELA: New Emphasis & Themes
Reading• A balance of literature & informational
texts• Greater emphasis on non-fiction, goal of
50% non-fiction by 4th grade• Text complexity• Making text connections within a text,
across multiple texts, and across various genre or media presentations
+Standards for Reading Focus on text complexity and…
GRADE LITERARY INFORMATIONAL
4 50% 50%
8 45% 55%
12 30% 70%
A balance of literature and informational texts.A focus on appropriate levels of TEXT COMPLEXITY
See appendix A p. 1-5
+Standards for Writing
GRADE TO PURSUADE TO EXPLAINTO CONVEY
EXPERIENCE
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Emphasis on argument and explanatory writing.
Writing about sources and supplying evidence for claims and ideas
+Standards for Mathematical Practices
National Council of Teachers of Mathematics5 Process Standards Problem Solving Reasoning and Proof Communication Connections Representations
+The Standards for Mathematical Practice
The Standards for Mathematical Practice, of which there are 8, describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.
These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.”
Note that these standard are FOR STUDENTS - they describe what students will/should do, but teachers help to create the environment in which these Mathematical Practices can and should be employed by students.
+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.
+Standards for Mathematical Practices
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.
+Key Instructional Shifts of the CCS in Mathematics
Rigor: in major topics pursue:
• Conceptual understanding
• Procedural skill and fluency
• Application
Coherence: Think across grades/departments, and link to major topics within grades/departments
+CCS Integration and Implementation:The Big Ideas
+Common Core and Curriculum Integration For all Disciplines:
• Focus on fewer topics: focus on transferable Big Ideas and Essential Questions in academic areas
• Deliberate emphasis on in-depth learning, thinking and understanding
• Emphasis on infusing 21st century outcomes into the curriculum
• Use of multiple resources including technology
+Common Core and Assessment Integration in all Disciplines:
• Inclusion of more performance tasks involving the integration of Big Ideas
• Recurring common performance assessments anchor the curriculum
• Use of formative, ongoing assessments provide feedback to teachers and students to make decisions about instruction
+ Common Core and Instruction Integration in all Disciplines:
• Actions guided by a set of agreed upon learning principles
• Emphasis on active learning and the use of inquiry based strategies
• Emphasis on learning for understanding and transfer
+
What’s New with SAS and CCSS?
More rigor, new levels of higher-order thinking skills, and real-world applications
+PA Common Core Standards
www.pdesas.org
• Revised drafts of the standards – ELA, Math, Literacy in History/social studies, science & technical studies
• Assessment Anchors and Eligible content
• Labeled appendices from the CCSI
• Emphasis and Transitional guides
+Math – Assessment Anchors and Eligible Content
• Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read line an outline.
• Reporting Category, Assessment Anchor, followed by Anchor Descriptor and then at the greatest level of detail , by an Eligible Content statement.
• M03.A-T.1.1.1• Math – grade 3- Number and Operations (Reporting Category) ;
– Use place value understanding and properties of operations to perform muti-digital arithmetic. (Assessment Anchor); Apply place value strategies to solve problems (Descriptor); Round two- and three-digit whole numbers to the nearest ten or hundred, respectively. (Eligible Content)
+ PA StandardEnglish Language Arts
CC. 1. 2. 3. A
PA Common Core
Grade Level
English Language
Arts
1 Foundation Skills2 Reading Informational Skills3 Reading Literature4 Writing5 Speaking and Listening
Reading Informational SkillsStandard 1
How Do I Read This?
+ ELEEligible ContentEnglish Language Arts
E. 03. B-K. 1. 1. 2
Grade
Assessment
Anchor
Eligible ContentAnchor
Descriptor
Reporting CategoriesA = Literature TextB = Informational TextA-K and B-K = Key Ideas and DetailsA-C and B-C = Craft and Structure/Integration of Knowledge and IdeasA-V and B-V = Vocabulary Acquisition and UseC = WritingD = Language
How Do I Interpret This?
+STANDARD CATEGORY1.2 Reading Informational Text Students read, understand and respond to informational text-with emphasis on
GRADE LEVEL STANDARDCC.1.2.3.ADetermine the main idea of a text; recount the key details and explain how they support the main idea.
ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.E03.B-K.1 Key Ideas and Details
ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it.E03.B-K.1.1 Key Ideas and DetailsDemonstrate the understanding of key ideas and details in informational texts.
ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the PSSA. This level is considered the assessment limit and helps educators identify the range of the content covered on the PSSA.E03.B-K.1.1.2Determine the main idea of a text; recount the key details and explain how they support the main idea.
Example of a 3rd Grade Standard
+Curriculum MappingBased on Common Core Standards
+Reminder: Standards ≠ Curriculum!
• Standards describe what students should know and be able to do by providing targets for instruction and student learning essential for success in all academic areas.
• Standards are to be adapted to our district’s curriculum, meeting the needs of the students.
• Standards do not declare specific content and units.
• Common Core Standards have a heavy emphasis on skills, college and career readiness.
+Connecting Common Core with Current Practice
• Review PA CCSS for your grade/departmental levelWhat
• To connect classroom practice with the PA CCSSWhy
• Meet in grade/departmental level teams• Identify standards being taught and not
taught. How
+Curricular Gap Analysis Outcomes:
• To construct a working analysis of the current curriculum in each course.
• To designate gaps to be addressed within the curriculum that correlate to the PA Common Core Standards and an implementation plan to close the identified gaps.
• To revise curriculum maps in Atlas to reflect Changes with CCS standards
+Written Curriculum Review and Gap Analysis
• Instructions for Activity• Read the PA CCSS appropriate for the courses you currently teach• Highlight in yellow what is new. Underline anything that is
confusing. Star (*) standards that will need increased rigor added .• With your department or grade level teams, discuss to determine if
gaps exist in the curriculum. Create an action plan to address gaps.
• Where gaps exist, use the Gap Analysis Template provided to determine: who will be responsible for addressing the gap, the resources and support needed along with a timeline to be accomplished.
+Then, Collaborate on the following:
• Update Curriculum Maps in EdInsight– By adding PA CCSS and Keystone Anchors and updating related materials. Highlight Completed Unit Summary in GREEN in EdInsight. (may work in teams)
• Continue to refine your common assessments.