common core state standards. ccgps in jenkins and emanuela county csra – resa mary stout,...
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Common Core State Standards
CCGPS in Jenkins and Emanuela County
CSRA – RESAMary Stout, Professional Learning Coordinator
Brenda Hodgin, Math ConsultantSteve Smith, Math Consultant
Kelly Flanders, ELA CCGPS Consultant
Every student, every teacher, every day!
“The standards are in place, the assessment will be in place, but that doesn’t drive change for an individual student. That change comes about with the instructional changes…that are implemented locally by EACH teacher in EACH classroom… It’s really on the instruction…it all converges around that conversation about classroom instruction and making instruction the focus for change.”
Source: Paul Sandrock, Assistant Director of the Content and Learning Team at the Wisconsin Department of Public Instruction
STRIP AWAY ALL THE HYPE AND THEN WHAT…..
The Common Core State Standards Initiative
Beginning in the spring of 2009, Governors and state commissioners of education from 48 states,
2 territories and the District of Columbia committed to
developing a set of common core K-12 English-language arts
(ELA) and mathematics standards.
The Common Core State Standards Initiative (CCSSI)
is a state-led effort coordinated by the National Governors Association (NGA) and the
Council of Chief State School Officers (CCSSO). www.corestandards.org
Adoption in Georgia: July 8, 2010
CCSS + GPSCommon Core
State Standards adopted by 44
states
Georgia was allowed to add up to 15% of the
current GPS not already included in the CCSS
• ELA added less than 1%
• Math added nothing
= CCGPS
Five reasons why 44 states adopted the Common Core State Standards
Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.
Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a student’s zip code.
Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
Source: www.achieve.org
CCSS Design
The underlying purpose of the CCSS is to build on the strength
of current state standards to prepare students for
first-year credit-bearing, postsecondary coursework in
mathematics and English without the need for remediation.
What does Alignment really mean?
Alignment is an approximate term used lightly to show a match or comparison.
Some GPS standards/elements align or match perfectly in all aspects of comparison to CCGPS.
Some GPS standards/elements align or match creatively in all aspects of comparison with CCGPS.
Sometimes, alignment occurs when a Common Core standard matches a GPS standard at a different grade level.
This grade level shift may be above the current GPS level or below it.
The alignment may occur across different domains or strands.
What does Alignment really mean?
Partnership for Assessment of Readiness for College and
Careers (PARCC)
What is ?
www.parcconline.org
24 States
Participating StateGoverning State
Source: www.parcconline.com
Assessment System Design More Meaningful Standards: The Partnership’s assessment system
will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers.
Higher Quality Tests: PARCC assessments will include a mix of constructed responses and performance tasks to measure critical thinking, strategic problem solving, research and writing. A combination of artificial intelligence (AI) and human scoring will be employed.
Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material.
Maximize Technology: PARCC assessments for Grades 3 – 12 will be computer based. The K – 2 assessments will include a bank of resources to provide information to educators about the knowledge and skills of the students entering third grade.
Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.
Source: www.parcconline.com
Source: Center for K-12 Assessment & Performance Management (www.k12center.org)
Timeline
Source: www.parcconline.com
Common Core State Standards
www.corestandards.org
Appendices
www.corestandards.org
Click on the tab labeled “The Standards”
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GaDOE GeorgiaStandards.org
English Language Arts and Literacy in History/ Social
Studies, Science, and Technical Subjects
CCGPS
College and Career Readiness Standards(CCR)
ELA onlyContent Areas
There are 32 total overarching standards for ELA.
• 10 Reading / 10 Writing
• 6 Language / 6 Listening and Speaking
• K-8, grade-by-grade
• 9-10 and 11-12 grade bands for HS
There are 20 overarching standards for each strand that are further defined by grade-specific standards.• 10 Reading /10 Writing• Standards are embedded at
grades K-5.• Content-specific literacy
standards are provided for grades 6-8, 9-10, and 11-12.
Common Core State Standards for English Language Arts
4 CCGPS Strands
Reading> 9 standards (literature)
10 standards (informational)
Writing> 10 standards
Speaking & Listening> 6 standards
Language> 6 standards (conven./vocab)
ReadingComprehension (standards 1−9)� Standards for reading literature and informational texts� Strong and growing across-the-curriculum emphasis on
students’ ability to read and comprehend informational texts� Aligned with NAEP Reading framework
Range of reading and level of text complexity(standard 10, Appendices A and B)� “Staircase” of growing text complexity across grades� High-quality literature and informational texts in a range
of genres and subgenres
Reading Foundational Skills
Four categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5)
Not an end in and of themselves Differentiated instruction
Example of Grade-Level Progression in Reading
Reading Standards for Informational Text
Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
Grade Level ProgressionFormat highlights progression of standards across
grades
Overview of Writing Strand
Writing Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
Focus on the use of reason and evidence to substantiate an argument or claim
Emphasize ability to conduct research – short projects and sustained inquiry
Require students to incorporate technology as they create, refine, and collaborate on writing
Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)
Categories of Writing
Genres Opinion/arguments Informative/explanatory Narratives
Production and distribution of writing Developing and strengthening writing Using technology to produce and enhance writing
Research Engaging in research and writing about sources
Range of writing Writing routinely over various time frames
Overview of Speaking and Listening and Language Strands
Speaking and Listening • Focus on speaking and
listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions
• Emphasize effective communication practices
• Require interpretation and analysis of message as presented through oral, visual, or multimodal formats
Language• Include conventions for
writing and speaking
• Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading
• To be addressed in context of reading, writing, speaking and listening
Media and Technology are integrated throughout the standards.
Speaking and Listening
Comprehension and collaboration (standards 1−3)� Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Presentation of knowledge and ideas (standards 4−6)
Formal sharing of information and concepts, including through the use of technology
Language
Conventions of standard EnglishKnowledge of language (standards 1−3) Using standard English in formal writing
and speaking Using language effectively and recognizing
language varieties
Vocabulary (standards 4−6) Determining word meanings and word
nuances Acquiring general academic and domain-
specific words and phrases
Key Advances in the CCGPSAll standards must be taught with fidelity!
Reading• Balance of literature and informational texts• Text complexity
Writing• Emphasis on argument and informative/explanatory
writing• Writing about sources
Speaking and Listening• Inclusion of formal and informal talk
Language• Stress on general academic and domain-specific
vocabulary
What are the additions from GPS?
1. Kindergarten: No additions2. 1st Grade: Prewriting and
Handwriting3. 2nd Grade: Prewriting and
Handwriting4. 3rd grade: Cursive Writing5. 4th grade: Cursive Writing6. 5th through 8th : No additions7. 9-10th and 11-12th / Legible
Documents
The Rationale for Content Literacy Standards
Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.
It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.
The Rationale for Content Literacy Standards
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner.
Overview of Standards for History/Social Studies, Science, and Technical Subjects
Reading Standards for History/Social Studies, Science, and Technical Subjects• Knowledge of domain-
specific vocabulary • Analyze, evaluate, and
differentiate primary and secondary sources
• Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and Technical Subjects• Write arguments on
discipline-specific content and informative/explanatory texts
• Use of data, evidence, and reason to support arguments and claims
• Use of domain-specific vocabulary
Key Advances
Standards for reading and writing in history/
social studies, science, and technical subjects
• Complement rather than replace content standardsin those subjects
• Responsibility of teachers in those subjects
Alignment with college and career readiness
expectations
ELA LISTSERVE
Send an email with no message to:
Supporting ELA Documents
Appendix A—Research Document/Key TermsAppendix B---Text Exemplars and
Performance TasksAppendix C---Writing ExemplarsText ComplexityLanguage Progression Chart
http://www.corestandards.org/the-standards
CCGPS
Design and Organization
8 Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert
student
Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several
grades Grade introductions give 2–4 focal points at each grade
level High school standards presented by conceptual theme
Eight 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.
Example of Grade-Level Progression in Math
Grade 3: Construct arguments using concrete referents, such as objects, pictures, and drawings, refine communication skills through mathematical discussions, and explain one’s thinking to others.
Grade 7: Construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, graphs, models, etc., refine communication skills through mathematical discussions and critically evaluate one’s own thinking and that of others.
Grade 9-12: Understand and use stated assumptions, definitions, and previously established results in constructing arguments, make conjectures and build a logical progression of statements to explore the truth of one’s conjectures, analyze situations by breaking them into cases, recognize and use counterexamples, justify one’s conclusions and communicate them to others, and respond to the arguments of others.
Standards for Mathematical Practices # 3: Construct viable arguments and critique the reasoning of others.
Elementary School Domains
Counting and Cardinality (Kindergarten) Operations and Algebraic Thinking (K–5) Number and Operations in Base 10 (K–5) Number and Operations / Fractions (3 – 5) Measurement and Data (K–5) Geometry (K–5)
Provide a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, decimals, negative numbers, and geometry
Middle School Domains
Ratio and Proportion Relationships (6–7)
The Number System (6–8) Expressions and Equations (6–8) Geometry (6–8) Statistics and Probability (6–8) Functions (8)
Describe robust learning in geometry, algebra, and probability and statistics
High School Domains
Conceptual categories in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability
College and career readiness threshold (+) indicates material beyond the threshold; can be in
courses required for all students but expected to be included in advanced
math courses () indicates modeling 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
Supporting Math Documents
Appendix A Designing High School Mathematics
Courses Based on the Common Core State Standards
http://www.corestandards.org/the-standards
How do I read a standard?
Mathematics | High School – Algebra
Reasoning with Equations and Inequalities A.REI
Solve equations and inequalities in one variableCC.9-12.A.REI.4 Solve quadratic equations in one variable.
(conceptual category)
(domain)
(standard)(clu
ster
)
Common Core; Grades 9-12; Algebra: Reasoning with Equations and Inequalities; Standard #4
Overviews are NOT the Standards!
Grade K Overview
Grade K Standards
Counting and Cardinality
• Know number names and the count sequence.
Counting and Cardinality
• Count to 100 by 1’s and 10’s• Count forward beginning from a given number within the known sequence (instead of having to begin at 1).• Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20.
Organization of the Fraction Standard Grades 3 – 6 (Spiral Example)
3. Develop an understanding of fractions as numbers.
4. Extend understanding of fraction equivalence and
ordering. 4. Build fractions from unit fractions by applying
and extending previous understandings of
operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions.
Example of Grade-Level Progression (Geometry)
CC.2.G.1. Recognize and draw shapes having specified
attributes, such as a given number of angles for a
given number of equal faces.CC.7.G.2. Draw (free hand, with ruler and protractor, and with
technology) geometric shapes with conditions.
CC.9-12.G.CO.12. Make formal geometric constructions with a
variety of tools and methods (compass and
straight edge, string, reflective devices, paper
folding, dynamic geometric software, etc.).
Key Advances in the CCGPS
Focus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.
Balance of concepts and skills• Content standards require both conceptual
understanding and procedural fluency.
Mathematical practices• Foster reasoning and sense-making in
mathematics.
College and career readiness• Level is ambitious but achievable.
All standards must be taught with fidelity!
Model Course Pathways
Pathway ATraditional in U.S.
Pathway BInternational Integrated approach
(typical outside of U.S.)
.
Geometry
Algebra I
Mathematics II
Mathematics I
Algebra IIMathematic
s III
Secondary Math CCGPS Roll Out Plan
Ninth Graders Tenth Graders Eleventh Graders Twelfth Graders
2011/2012
GPS Course w/EOCT GPS Course w/EOCT GPS Course GPS Course
2012 / 2013
CCGPS Course w/EOCT GPS Course w/EOCT GPS Course GPS Course
2013 / 2014
CCGPS Course w/EOCT CCGPS Course w/EOCT GPS Course GPS Course
2014 / 2015
CCGPS Course w/Common Core Assessment
CCGPS Course w/Common Core Assessment
CCGPS Course w/Common Core Assessment
GPS Course
Transition Standards
TRANSITION STANDARD – TEACH 2012 – 13
CC5.NF.6 Solve real world problems involvingmultiplication of fractions and mixed numbers,e.g., by using visual fraction models or
equationsto represent the problem.
.
ELA and Math Timeline for CCGPS
2011 -2013 CCGPS Resource Development
September 21, 2011 Statewide CCGPS Orientation Session
via Georgia Public Broadcasting
January – March 2012 Grade Level Teacher Professional
Learning
2012-2013 Year 1 Implementation/Transition
(Field Test Items)
2013-2014 Year 2 Implementation; Field Test
2014-2015 Year 3 Implementation and
Common Assessment
Mathematics Listserve
Send an email with no message to:
[email protected] [email protected] [email protected] [email protected]
2.ga.us
Important Informational Links
www.corestandards.org
http://www.fldoe.org/parcc/
www.achieve.org/PARCC
www. parcconline.org
Feedback and ReviewNational Organizations (including, but not limited to)
American Council on Education (ACE)
American Federation of Teachers (AFT)
Campaign for High School Equity (CHSE)
Conference Board of the Mathematical Sciences (CBMS)
Modern Language Association (MLA)
National Council of Teachers of English (NCTE)
National Council of Teachers of Mathematics (NCTM)
National Education Association (NEA)
Source: www.achieve.org
Resources
Some slides were extracted from the following PowerPoints:
http://www.corestandards.org/assets/Common_Core_Standards_June_2010_Webinar_Final_v_2.ppt#410,34,Conclusion
http://www.achieve.org/files/CCSSJune22010FINAL.ppt
Power points presented by DOE for GACIS and Leadership Training
Every student, every teacher, every day!
“The standards are in place, the assessment will be in place, but that doesn’t drive change for an individual student. That change comes about with the instructional changes…that are implemented locally by EACH teacher in EACH classroom… It’s really on the instruction…it all converges around that conversation about classroom instruction and making instruction the focus for change.”
Source: Paul Sandrock, Assistant Director of the Content and Learning Team at the Wisconsin Department of Public Instruction
STRIP AWAY ALL THE HYPE AND THEN WHAT…..
Each participant will visit a website provided on the
Informational Links page and list three or four items of interest
pertaining to their subject area.
Study Expectation