WHAT TO EXPECT FROM THE COMMON CORE GENERATION

The College and Career Readiness

Standards

Marie H. Bias-Jones, WV Adult EducationApril 11, 2015 – WVMATYC Annual Meeting

WHAT IS THE COMMON CORE? Uniform education standards in

English Language Arts and Mathematics *

Result of development efforts by the National Governors Association for Best Practices and the Council of Chief State School Officers

CCSS is anchored by empirical evidence of what employers and educators demand of prospective employees and students

WV adopted Common Core and added its own standards, NexGen*** http://www.corestandards.org/ **http://wvde.state.wv.us/teach21/NxGCSOs.html

Mental reasoning is a key emphasis in the new standards

WHAT ARE THE CCR STANDARDS? Two sets:

College and Career Readiness Standards in English Language Arts/CCSS College and Career Readiness Standards for Adult Education*

Designed to: Close the gap between high school courses, high school equivalency

testing and freshman-level college courses The CCR Standards are:

Research and evidence-based Clear, understandable, and consistent Aligned with college and career expectations Based on rigorous content and application of knowledge through

higher-order thinking skills Built upon the strengths and lessons of current state standards Informed by other top performing countries in order to prepare all

students for success in our global economy and society

*”The College and Career Readiness Standards for Adult Education” by Susan Pimentel, 2013

A SHIFT IN TEACHING AND LEARNINGIntended Learning: Specific outcomes – what

should a student know that they didn’t know at the beginning of the course

Increased rigor – critical thinking and reasoning at all literacy levels

Focus and coherence – ability to apply learned skills and concepts to a wide variety of problems and across media

Productive struggle – persevere

Universal Design: Engagement – options for

self-regulation; develop persistence; recruit interest through individual choice/exploration

Action and expression – goal-setting; strategy development; use of multiple tools; physical action

Representation – big ideas; pattern recognition; decoding text and symbols

THE 8 MATH PRACTICES: Make sense of problems and persevere in solving them.(MP.1)

Reason abstractly and quantitatively.(MP.2)

Construct viable arguments and critique the reasoning of others.(MP.3)

Model with mathematics. (MP.4)

Use appropriate tools strategically.(MP.5)

Attend to precision.(MP.6)

Look for and make use of structure.(MP.7)

Look for and express regularity in repeated reasoning.(MP.8)

THE COMMON CORE MATH CLASSROOM

Productive Struggle: Turkey Foot Middle School, Kentucky

https://www.teachingchannel.org/videos/linear-equation-solving-issues-ccssmdc

A NEW AGE OF ASSESSMENT:SMARTER BALANCED & TASC/GED/HISET

Selected Response – multiple choice Technology-Enhanced Response – selecting one

or more points on a graph; dragging and dropping a graphic from one location to another

Constructed Response and Extended Response – student generates a response as opposed to selecting one Short – enter a single word, phrase or number Extended – elaborated answers and explanations of

reasoning

A NEW WV HIGH SCHOOL EQUIVALENCY DIPLOMA:

TASC – Test of Adult Secondary Completion

Based on CCSS/CCR standards

Computer-based Increased rigor –

computer skills; critical reasoning in mathematics; increased knowledge of algebra, geometry

IMPACT ON HIGHER EDUCATION: Common Core Implementation Timeline:

WV adopted June 2, 2010 Full implementation with Smarter Balanced testing PY-2015 TASC implemented for WV High School Equivalency Jan. 2014

High School Transcripts: Math 3 – Math 3 Liberal Arts – Math 3 STEM

College Entrance Exams: ACT/SAT/Accuplacer/Compass are changing to include CCSS/CCR Variance in testing formats and test-taking skills

Student Expectations in the Classroom: More hands-on activity Less emphasis on memorization and repetition More technology and tools in all academic subjects More relevancy and more focus of academic material– contextualized

applications in all courses

WHO IS IN THE “BUBBLE?”

Pre-Common Core high school graduates

Pre-Common Core students who exited school without finishing

Common Core students who struggled in Math 3

Common Core students who exited without high school completion

Strategies to help: Early identification of

academic strengths and deficits (could be as much as one year out)

Intentional advising to guide students to better place students

Collaboration with Adult Education and workforce training programs

Source: Tips for Engaging Students: https://twitter.com/teachheath/status/442351070325403649

CONTROVERSY:

Math is ground zero Structure of math courses

grades 9-12 Math 1/2/3 vs. Traditional WV BOE Policy Waiver – Feb.

2015 – schools may return to traditional course titles, but maintain use of the CCSS

Reasoning vs memorization

Training Costs Math instructors must be

comfortable teaching a range of content from numeracy and algebra, to geometry and statistical analysis in one course

New York Times article – http://www.nytimes.com/2014/06/30/us/math-under-common-core-has-even-parents-stumbling.html

WV Against Common Core – http://wvagainstcommoncore.wvconstitutionaladvocates.com/2015/01/wv-common-cores-presentation-wv-joint-standing-education-committee-12-16-2014/

RESOURCES:

CCR Standards in Adult Education: http://wvde.state.wv.us/abe/

WVDE NexGen Standards searchable database: http://

wveis.k12.wv.us/Teach21/public/ng_cso/NG_CSO.cfm?CFID=27723203&CFTOKEN=36195770&jsessionid=8430aee0264ffd3bb0fe16f4f161f301a201

WVU Academic Innovation – Math 3 STEM course materials and guides: http://k12.wvu.edu/Courses/overview.php?c=3

Marie H. Bias-Jonesmbjones@k12.wv.us