Transitioning to the Common Core State Standards

John SanGiovanni

http://jsangiovanni.hcpss.wikispaces.net

A history…• 48 states and DC committed to developing

common core standards in 2009.

• The COMMON CORE STATE STANDARDS INITIATIVE is a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers

Design Intent• Preparation: The standards are college and career ready.

• Competition: The standards are internationally benchmarked so that students are globally competitive.

• Equity: Expectations are consistent of all students.

• Clarity: The standards are focused, coherent, and clear.

• Collaboration: The standards are a foundation to work collaboratively across state lines to pool resources and expertise to create curricular tools and other materials.

Evidence was used to guide critical decisions in the following areas: Inclusion of particular content

Timing of when content should be introduced and the progression of that content

Ensuring focus and coherence

Organizing and formatting the standards

Determining emphasis on particular topics in standards

Evidence includes:Standards from high-performing countries, leading states, and nationally-regarded frameworks

Research on adolescent literacy, text complexity, mathematics instruction, quantitative literacy

Lists of works consulted and research base included in standards’ appendices

Design Consideration

International Common GroundStandards from individual high-performing countries were used to inform content, structure, and language.

Writing teams looked for examples of rigor, coherence, and progression.

• Belgium (Flemish)• Canada (Alberta)• China• Chinese Taipei• England• Finland• Hong Kong• India• Ireland• Japan• Korea• Singapore

Standards for Mathematical Practice• Describe mathematical “habits of mind”• Connect with content standards

Grade Level Standards• Organized by domains

Mathematical Practices

1. Choose a practice to review.2. What is your reaction?

• 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

Standards for Mathematical Practice

The Content

Kindergarten = 25 standards1st grade = 24 standards

2nd standards = 28 standards3rd grade = 37 standards4th grade = 37 standards5th grade = 38 standards

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27

3

5

€

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2

6

€

1418

14

20

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1314

15

16

€

36

15

20

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1617

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34

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712

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Compare 3 sets of fractions.

• Number - Counting and Cardinality (K)

• Number - Operations and the Problems They Solve (K-5)

• Number - Base Ten (K-5)

• Measurement and Data (K-5)

• Geometry (K-5)

• Number – Fractions (3-5)

Domains of Mathematics (K-5)

Structure of the Common Core…

A cluster from 4th grade…

Which of these are representations of

¾?

HCPSS Timeline of Implementation

Standards for Mathematical Practices • ALL GRADES starting in 2011

PARCC Assessments…Partnership for Assessment of Readiness for College and Careers

• Through course and EOY (90%) assessments• One or two domains highlighted at each grade

level with all contributing to overall summative score

• Mathematical fluency - quick and accurate calculations and problem solving

• Standards for Mathematical Practice will not be separate from content

• Short, Scaffolded, and Unscaffolded tasks

Short, Scaffolded, Unscaffolded Tasks…Partnership for Assessment of Readiness for College and Careers

Short Scaffolded Unscaffolded

Routine problems Short tasks that build Non-routine

Brief answers Explanation/justification Longer responses/explanations

Fluency, concepts, procedures

Longer response time (10 minutes)

Modeling/application

Greatest response time (15 minutes)

What We’re Expecting from MSDE…

• Gap analysis of SC and CC √• Curriculum and toolkit workgroups √• State Board adoption in Spring 2011• State testing no later than 2014

What We’re Doing…

• MSDE Gap Analysis √• Working with other LEAs* to develop interpretations

and implementation materials• Developing HCPSS transition/implementation plan• PD for teachers, administrators, paraeducators, MSTs• Preliminary planning for:

• Content/pedagogy PD (timing and delivery)

• Reimagined K-5 eguides• Formative assessments

*(Anne Arundel, Baltimore, Caroline, Carroll, Charles, Dorchester, Frederick, St Mary’s, Washington, Wicomico)

Laying the Foundations…Concept Progressions

Laying the Foundations…Standards for Mathematical Practice “Look Fors”

Laying the Foundations…Scope and Sequence

Interpretation and Understanding…

What does this objective mean for our teachers and students?

Going deeper with instruction…

What We’re Wondering…• When will we have answers/direction from MSDE?• How will we address gaps (money example)?• What will consortium assessments consider?• What will be considered A,O,B and how will we

determine it?• How will we meet the needs of Gifted and Talented

students? Will it be appropriate to simply use higher level standards?

• How will we meet the content needs of our teachers?

What are you wondering about the Common Core?