CACCSS… MAKING CONNECTIONS

BCOE

CSUC

K-12

MYTH OR FACT? The CaCCSS…

…define how ELA, Math and Literacy should be taught?

…specify all that can and should be taught?

…demand rigorous content knowledge and application of higher order skills?

…are not yet ready for implementation in California classrooms?

OVERVIEW AND KEY IDEAS

COLLEGE AND CAREER READINESS STANDARDS

In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.

In September 2009, College and Career Readiness standards were released.

This work became the foundation for the Common Core.

To access the CCR Anchor Standards, visitwww.corestandards.org

HISTORICAL OVERVIEW• Work teams were established to backwards

map the CCR into a cohesive set of standards for K-12.

• Work groups included parents, educators, content experts, researchers, national organizations and community groups.

• They were officially released in June, 2010; 48 states have adopted.

• California adopted our version in August, 2010.

TO ENSURE OUR STUDENTS ARE READY TO MEET COLLEGE AND WORK EXPECTATIONS

TO SUCCEED IN OUR GLOBAL ECONOMY AND SOCIETY

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PROVIDED WITH RIGOROUS CONTENT AND APPLICATIONS OF HIGHER KNOWLEDGE THROUGH HIGHER ORDER THINKING SKILLS

COLLEGE AND CAREER READINESS

COLLEGE AND CAREER READINESS

Today’s high school diploma certifies college eligibility via specified courses taken and grades received.

College eligibility is not the same as college readiness. College and career readiness is more complex and multi-dimensional than meeting eligibility standards.

-Educational Policy Improvement Center, David Conley

What is the difference between Readiness and Eligibility?

COLLEGE AND CAREER READINESS

A synopsis of the research

College and Career Readiness are complex and multidimensional . Research has indicated a number of cognitive, metacognitive, psychosocial and career development factors which are critical to college and career success.

THE FOUR DIMENSIONS OF COLLEGEREADINESS

Key Cognitive Strategies• Problem formulation, research, • interpretation, communication,

precision and accuracy.Key Content Knowledge

• Key foundational content and “big ideas” from core subjects.

Academic Behaviors• Self-management skills:

time management, study skills, goal setting, self-awareness, and persistence.

Contextual Skills and Awareness (College Knowledge)• Admissions requirements, college types and missions,

affording college, college culture, and relations with professors.

Key Cognitive Strategies

Key Content Knowledge

AcademicBehaviors

Contextual Skills and Awareness

Educational Policy Improvement Center, David Conley

IN THE WORKPLACECarefulness—tendency to think and plan carefully before acting or speaking. Cooperation—tendency to be likable and cordial in interpersonal situations. Creativity—tendency to be imaginative and to think "outside the box." Discipline—tendency to be responsible, dependable, and follow through with tasks without becoming distracted or bored. Goodwill—tendency to be forgiving and to believe that others are well intentioned. Influence—tendency to impact and dominate social situations by speaking without hesitation and often becoming a group leader.

IN THE WORKPLACE

Optimism—tendency toward having a positive outlook and confidence in successful outcomes. Order—tendency to be neat and well organized. Savvy—tendency to read other people's motives, understand office politics, and anticipate the needs and intentions of others. Sociability—tendency to enjoy being in other people's company and to work with others. Stability—tendency to maintain composure and rationality in situations of actual or perceived stress. Striving—tendency to have high aspiration levels and to work hard to achieve goals.

COLLEGE AND CAREER READINESS

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. -Common Core State Standards

THE COMMON CORE STANDARDS: PORTRAIT OF A PROFICIENT STUDENT

Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language

They demonstrate independence. They build strong content knowledge. They respond to the varying demands of

audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media

strategically and capably. They come to understand other perspectives

and cultures.

THE COMMON CORE STANDARDS: PORTRAIT OF A PROFICIENT STUDENT

The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.

COMMON CORE IN CALIFORNIA

• You must adopt in their entirety.

• You may use a pen, but not an eraser….

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CALIFORNIA’S ADDITIONS

States had the opportunity to make additions to the CCSS (up to 15%). The following criteria were used to decide when/where to make additions:

• Address a perceived gap • Substantively enhanced• Keep the original standard intact• Ensure the rigor of California’s existing

standards is maintained• ELA approx 8% and Math 14%

Additions will be noted in bold, underline for each standard and grade level where applicable.

IMPLEMENTATION TIMELINE

Key Events Math ELA

Supplemental Materials Lists Spring 2013SBE action on frameworks 05/2013 05/2014Common Core Assessments 2014–15 SBE approves new materials 11/2016 11/2018

ASSESSMENT

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Next-Generation Assessments

Smarter Balanced Assessment Consortium (SBAC)

www.smarterbalanced.org

ASSESSMENT SYSTEM COMPARISONS

Current : STAR• Grades 2-11, writing in

grades 4 and 7• Paper and pencil• Taken around 85% of

school year• Only multiple choice

(and writing in grades 4, 7)

• Part of state and federal accountability systems

New : SBAC• Grades 3-8, and 11

• Computer adaptive• Taken during final 12

weeks of school• Constructed response,

performance tasks and some selected response

• Accountability systems not yet established

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ASSESSMENT: WHAT WE KNOW

• Assessments will begin in 2014-15.

• California is a governing state in the SMARTER Balanced Assessment Consortium (SBAC).

• Assessments will include:▫Computer Adaptive Assessments

(interim & summative)▫Multiple Item Types

Selected Response Constructed Response (short & extended) Technology Enhanced

▫Performance Tasks

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What is SMARTER Balanced?

• The SMARTER Balanced Assessment Consortium or SBAC is a national consortium of 27 states that have been working collaboratively to develop a student assessment system aligned to a common core of academic content standards.

• SMARTER stands for  "Summative Multi-state Assessment Resources for Teachers and Educational Researchers”.

• California joined SBAC in June 2011.

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NATIONWIDE ASSESSMENT

27 states representing 43% of K-12 students

20 governing, 7 advisory states

THE SBAC GOALS

To develop a set of comprehensive and innovative assessments for grades 3-8 and 11 in English language arts and mathematics aligned to the Common Core State Standards .

Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.

The assessments shall be operational across Consortium states in the 2014-15 school year. 27

ASSESSMENT TASKS

Increased expectations for students and how they demonstrate their understandingCognitive Rigor and Depth of Knowledge

Detailed item specifications and use of rubrics

SBAC items available to view

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SMARTER BALANCED ASSESSMENT

Question types: selected response short constructed response extended constructed response technology enhanced performance tasks

Need more info? www.smarterbalanced.org

ASSESSMENT NOW….

Which model below best represents the fraction 2/5 ?

A.

B.

C.

D.

SBAC – CONSTRUCTED RESPONSE

Source: www.k12.wa.us/SMARTER

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Source: www.k12.wa.us/SMARTER

Looking back:

How are literacy and content interwoven?

Mathematics Sample Item

With your table team, read through the sample assessment items.

1) What do students need in terms of language skills, content knowledge, and facility with technology in order to be successful in these assessment scenarios?

2) How will this impact instruction?3) What do credential candidates need to know?

MATHEMATICS

KEY ADVANCES OF THE MATH CCSS

Focus and CoherenceFocus on key topics at each grade levelCoherent progressions across grade

levelsBalance of Concepts and Skills

Content standards require both conceptual understanding and procedural fluency

Mathematical PracticesFostering reasoning and sense making in

mathematicsCollege and Career Readiness

MATH COMMON CORE

Two Types of Standards:

Mathematical PracticeRecurring throughout grade levels

Describe habits of mind of a mathematically expert student

Mathematical ContentDifferent at each grade level

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PRACTICE STANDARDS1. Make sense of problems and persevere in

solving them…start by explaining the meaning of a problem or situation and looking for entry points to its solution

2. Reason abstractly and quantitatively…make sense of quantities or information and their relationships to real-world situations

3. Construct viable arguments and critique the reasoning of others…understand and use stated assumptions, definitions, and previously established results in constructing arguments

4. Model with mathematics…can apply what they know to solve problems arising in everyday life, society, and the workplace

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PRACTICE STANDARDS5. Use appropriate tools strategically

…consider the available tools when solving a mathematical problem

6. Attend to precision…communicate precisely using clear definitions and calculate accurately and efficiently

7. Look for and make use of structure…look closely to discern a pattern or structure

8. Look for and express regularity in repeated reasoning…notice if calculations are repeated, and look for both general methods and for shortcuts 41

PRACTICE STANDARDSThe eight Practice Standards place an emphasis on student demonstrations of learning that describe the thinking processes, habits of mind, and dispositions that students need to develop.

adapted from Briars & Mitchell (2010)Getting Started with the Common Core State Standards

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MATH COMMON CORE

Two Types of Standards:

Mathematical PracticeRecurring throughout grade levels

Describe habits of mind of a mathematically expert student

Mathematical ContentDifferent at each grade level

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LEARNING PROGRESSIONS: K- HS

Kindergarten 1 2 3 4 5 6 7 8 HS

Counting and Cardinality

     

Number

and

Quantity

 

Numbers and Operations in Base Ten

 

Ratios and Proportional Relationships

  Number and Operations – Fractions  

The Number System

 

Operations and Algebraic Thinking

 

Expressions and Equations

 

Algebra

   

Functions

 

Functions

 

Geometry

 

Geometry

 

Geometry

 

Measurement and Data

 

Statistics and Probability

Statistics and

Probability

Less data analysis and probability in K-5• More statistics in 6-8 and lots more in HS• Much more emphasis on statistical variability

More focus on Ratio and Proportion beginning in 6th

• Percents in 6-7, not K-5

Less algebraic thinking in K-5• Much more algebraic thinking in K-5• More algebra in 7-8 and functions in 8th

More Geometry in K-HS• Much more transformational geometry in HS

SHIFTS IN CONTENT

MODEL COURSE PATHWAYS FOR

HIGH SCHOOL MATHEMATICS

Pathway ATraditional in U.S.

Geometry

Algebra I

Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative

Reasoning, or other courses to be designed at a later date, such as additional career technical courses.

Pathway BInternational Integrated approach

(typical outside of U.S.)

.

Mathematics II

Mathematics I

Algebra II Mathematics III

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IMPLEMENTING CCSS IN MATH: WHERE TO START?

Use the Mathematical Practices Phase-in Implementation Consider relationships among the

practices Teach the habits of mind that students

need to develop a deep, flexible, and enduring understanding of math

Support/monitor informal talk Focus on Conceptual Understanding Implement Research-informed

Instructional Practices Implement Higher Level Assessment Tasks

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RESEARCH-INFORMED BEST PRACTICES

Access prior knowledge and address students’ misconceptions

Provide routines and structures that help struggling learners organize critical content

Engage students with challenging tasks that involve active meaning making

Use formative assessment and provide timely, specific feedback

Provide on-going cumulative distributed practice

Questioning to facilitate thinking and learning

Briars, 2011

RESEARCH-INFORMED INSTRUCTIONAL STRATEGIES

• Combine graphics with verbal descriptions• to facilitate encoding of individual mathematical

representations and to make conceptual connections between representations.

• Incorporate analyzing and explaining examples of both correct and incorrect solutions;• Have students look at incorrect examples that

anticipate common student misconceptions and push students to more deeply process and reason with greater understanding.

IES Practice Guide, 2007

QUESTIONS TO CONSIDER

How does the CCSS change the way we teach Math?

What do credential candidates need to know about the Math CCSS?

ENGLISH LANGUAGE ARTS

THE FOUNDATION IN ELA

CaCCSS correspond to the College and Career Readiness Anchor Standards

Reading: 10 standardsWriting: 10 standardsSpeaking and Listening: 6 Standards

Language: 6 Standards

Continuum of Learning

CCSS ELA SET REQUIREMENTS FOR:

English Language ArtsReadingWritingSpeaking and ListeningLanguage

Literacy in History/Social Studies, Science, and Technical SubjectsK-5: Embedded in ELA6-12: Separate Section (Reading

and Writing only)54

ORGANIZATION OF THE ELA STANDARDS

4 Domains1997 CA Standards

4 Strands2010 Common Core

Reading(including

vocabulary)

Reading**Standards for

Literature**Standards for

Informational Text

Writing Writing

Written and Oral Language

Conventions

Language (including vocabulary)

Listening and Speaking

Speaking and Listening

CHANGES YOU’LL NOTICECACCSS VS. 1997 ELA STANDARDS

Balancing informational text and literature

Comprehending more complex texts Responding to text in writing Conducting and reporting research Building speaking and listening Integrating literacy and content Developing vocabulary Narrowing the focus for writing Expecting students to think critically

FOCUS ON K-5 You’ll notice:

Building of “foundational” reading skillsConcepts of print, phonological awareness,

phonics & word recognition, and fluencyMore expository text (50% Lit/50% Info in 4th)Writing opinions with reasonsDevelopment of PRODUCTIVE languageRigor beginning in KindergartenScaffolding: “With guidance and support,”

“With prompting and support,” etc.Technology to write, research, and

collaborate

FOCUS ON 6-12 You’ll notice:

Citing textual evidence in readingPush expository text (30% Lit/70% Info

in 12th)Wider bands of text complexityEnglish Language Arts and application

of LITERACY across content areasWriting arguments to support claimsHigher degree of rigor approximating

the CCR Anchor StandardsTechnology to write, research, and

collaborate

NEW ACROSS THE DISCIPLINES? LITERACY STANDARDS

Current Content Standards in Science, History/Social Studies and other courses remain in place.

The CCSS describes what the reading and writing should look like in subject matter classes.

Reading?

Writing?

Speaking and Listening?

History?Math?

Technology?

VAPA?

CCSS --- Making Connections

Science?

PE?

CTE?

KEY ADVANCES

Greater clarity and coherency across grade spans and across disciplines

ReadingAttention to text complexityBalance of literature and informational texts

WritingEmphasis on argument and

informative/explanatory writing Speaking and Listening

Inclusion of formal and informal communication

Integrates media sources across the standards

INTEGRATED MODEL OF LITERACY

Reading and writing are not the same in every content area; each serve specific purposes.

6TH GRADEINTEGRATED MODEL OF LITERACY

Reading for Informational Text 6English Language Arts

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

History/Social Studies

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Science and Technical Subjects

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

2011 © CA County Superintendents Educational Services Association

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THE 3 BIG BUCKETS OF WRITING

Opinion/Argument

Informative/Explanatory

Narrative

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5TH GRADECOLLABORATIVE CONVERSATIONS

Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.

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WHAT WILL CACCSS LOOK LIKE IN THE ELA CLASSROOM?

Shift in lesson design Coordinated application of multiple skills High student engagement Increased interaction (S-S, S-T) Less “I think” and more “From the text, I

see that…” and “I can connect to…” Students explaining their thinking orally

and in writings and justifying their conclusions

Students thinking and talking & less teacher-talk

WHAT CAN BE DONE NOW IN ELA?

Literature & Informational Text  Text Complexity  Writing  Units of Study  Re-think Assessment

QUESTIONS TO CONSIDER

How does the CCSS change the way we teach ELA?

What do credential candidates need to know about the ELA CCSS?

PUTTING IT INTO PRACTICE

THE BIG PICTURE• Critical thinking and reasoning• Literacy across cross content areas• Reading a range of complex texts• Citing textual evidence• Forming opinions and arguments• Writing to inform and explain• Integrate technology across strands• Structured participation, collaboration, and

interaction• Increased rigor & application of skills• Balance informational text & literature• Vocabulary development • Ability to solve real world problems

STRUCTURED INTERACTION

How can we provide opportunities for our students to have collaborative conversations in class?

How can we structure the interaction to provide support?

INSTRUCTIONAL STRATEGIES

10/2 Inside-Outside Circle Partner Talks Discussion Builders/Sentence

Frames Three-Minute Pauses

CLASSIFYING WRITING ASSIGNMENTSWith a partner, use the “The 3 Big Buckets of Writing” handout to determine which bucket the writing assignments fall into.

THREE MINUTE PAUSE

Read the passage on your own, highlighting or note-taking as needed.

Identify group roles:Summarizer (of article)Adder of ThoughtsPoser of Additional Questions

Each person takes a minute to fulfill their role (see Encouraging Classroom Discourse or Sentence Frames as needed)

Change roles and repeat for next section.

REFLECTION AND NEXT STEPS

QUESTIONS TO CONSIDER

How does the CCSS change the way we teach?

What do credential candidates need to know about the CCSS?

How do we teach candidates to be versed in all sets (academic content, EL-A, ELL, CCSS) of standards

What does the CCSS mean for supervision?

What challenges do we face on making this happen (2-4 years)?

BURNING QUESTIONS