transitioning to the common core state standards what can you do now?
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Transitioning to the Common Core State Standards What Can You Do Now?. California Academic Partnership Program High School Leadership Initiative Summer Seminar June 22, 2012. Today’s Workshop. Brief history of the standards Overview and resources for mathematics - PowerPoint PPT PresentationTRANSCRIPT
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Transitioning to the Common Core State Standards
What Can You Do Now?
California Academic Partnership Program High School Leadership Initiative Summer Seminar
June 22, 2012
TOM TORLAKSONState Superintendent of Public Instruction
Today’s Workshop
• Brief history of the standards• Overview and resources for
mathematics• Overview and resources for English
language arts and literacy• Overview and resources for
assessment• Questions and answers
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TOM TORLAKSONState Superintendent of Public Instruction
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.
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TOM TORLAKSONState Superintendent of Public Instruction
The Common Core State Standards
• Feedback and review from national organizations, including:– American Council on Education – American Federation of Teachers – Campaign for High School Equity – Conference Board of the Mathematical Sciences – Modern Language Association – National Council of Teachers of English– National Council of Teachers of Mathematics – National Education Association
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TOM TORLAKSONState Superintendent of Public Instruction
The Common Core State Standards
Benefits:•Internationally benchmarked•Evidence and research-based•Consistent expectations – no matter where you live•Opportunity for shared resources and reduced costs
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TOM TORLAKSONState Superintendent of Public Instruction
California and the Common Core State Standards
Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1):– established an Academic Content
Standards Commission (ACSC) to develop standards in mathematics and English–language arts
– stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material
– directed the State Board of Education to adopt or reject recommendations of the ACSC
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TOM TORLAKSONState Superintendent of Public Instruction
Source: http://www.corestandards.org/in-the-states 7
TOM TORLAKSONState Superintendent of Public Instruction
Source: http://www.cde.ca.gov/re/cc/8
TOM TORLAKSONState Superintendent of Public Instruction
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TOM TORLAKSONState Superintendent of Public Instruction
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TOM TORLAKSONState Superintendent of Public Instruction
Common Core State Standards for Mathematics
The standards for mathematics:
• are focused, coherent, and rigorous• aim for clarity and specificity• stress conceptual understanding of key ideas• balance mathematical understanding and
procedural skill • are internationally benchmarked
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TOM TORLAKSONState Superintendent of Public Instruction
Mathematical Proficiency as defined by the California Framework (2006)
Conceptual Understanding
DOING MATH
Problem Solving
Procedural Skills
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TOM TORLAKSONState Superintendent of Public Instruction
Two Types ofInterrelated Standards
Mathematical Practices (the same at every grade level)
Mathematical Content (different at each grade level)
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TOM TORLAKSONState Superintendent of Public Instruction
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.
Describe ways students engage with the subject matter throughout the elementary, middle, and
high school years
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TOM TORLAKSONState Superintendent of Public Instruction
CCSS Domains K–5
Domain K 1 2 3 4 5
Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT)
Measurement and Data (MD)
Geometry (G) Number and Operations – Fractions (NF)
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TOM TORLAKSONState Superintendent of Public Instruction
CCSS Domains 6–8
Domain 6 7 8
Ratios and Proportional Relationships (RP)
The Number System (NS)
Expressions and Equations (EE) Geometry (G) Statistics and Probability (SP)
Functions (F)
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TOM TORLAKSONState Superintendent of Public Instruction
High School MathematicsThe CCSS high school standards are organized in 6 conceptual
categories:– Number and Quantity– Algebra– Functions– Modeling (*)– Geometry– Statistics and Probability
California additions:– Advanced Placement Probability and Statistics– Calculus
Modeling standards are indicated by a (*) symbol.
Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.
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TOM TORLAKSONState Superintendent of Public Instruction
High School Mathematics
Build a function that models a relationship between two quantities (F-BF)1. Write a function that describes a relationship between two quantities. *
a. Determine an explicit expression, a recursive process, or steps for calculation from a context.b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
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TOM TORLAKSONState Superintendent of Public Instruction
Conceptual Category Overview
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TOM TORLAKSONState Superintendent of Public Instruction
Format of High School Standards
Conceptual Category
StandardCluster
Domain
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TOM TORLAKSONState Superintendent of Public Instruction
Source: http://www.corestandards.org/the-standards/
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TOM TORLAKSONState Superintendent of Public Instruction
Model Course Pathways for 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 IIMathematics
III
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TOM TORLAKSONState Superintendent of Public Instruction
Transitioning to the CCSS
1. Focus strongly where the Standards focus
2. Coherence: Think across grades, and link to major topics within grades
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Source: http://www.achievethecore.org/ 23
TOM TORLAKSONState Superintendent of Public Instruction
Source: http://insidemathematics.org/24
TOM TORLAKSONState Superintendent of Public Instruction
Source: http://illustrativemathematics.org/ 25
TOM TORLAKSONState Superintendent of Public Instruction
Source: http://commoncoretools.me/26
TOM TORLAKSONState Superintendent of Public Instruction
What Can You Do Now?
• Identify 3 steps your school community can take now to support implementation of the Common Core State Standards for Mathematics.
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TOM TORLAKSONState Superintendent of Public Instruction
Literacy Standards
• Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science and technical subjects using their content area expertise to help students meet the challenges of reading, writing, listening, speaking and language in our respective fields.
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TOM TORLAKSONState Superintendent of Public Instruction
Literacy Standards
It is important to note that the 6-12 LITERACY standards in
history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to SUPPLEMENT them!
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TOM TORLAKSONState Superintendent of Public Instruction
Fundamental Differences in Literacy Standards
• Literacy across-the-curriculum • Spotlight on text complexity• New grounding in informational texts
(from 50:50 to 75:25)• Writing about texts (drawing evidence
from texts)• Particular emphasis on marshaling
arguments• Conducting short, focused research
projects• Focus on academic vocabulary• Evidence, evidence, evidence!
S. Pimentel, Primary Author CCSS
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TOM TORLAKSONState Superintendent of Public Instruction
Major Shifts in Literacy Instruction
• An emphasis on text complexity and the language and vocabulary of complex text.
• A new focus on reading and writing grounded in evidence from text.
• A focus on building knowledge through increased content reading.
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TOM TORLAKSONState Superintendent of Public Instruction
CCSS GOALS for LEARNING
CAREER Readyand
COLLEGE Ready
and
LIFE Ready
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TOM TORLAKSONState Superintendent of Public Instruction
Text ComplexityDefined by Three Factors
1. Quantitative measures: word length, word frequency, word difficulty, sentence length, text length and cohesion
2. Qualitative measures: levels of meaning, structure, language conventionality and clarity, and knowledge demands measured by an attentive reader
3. Reader and Task considerations: background knowledge, interests, motivation, “grade levels of content,” assigned tasks
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TOM TORLAKSONState Superintendent of Public Instruction
Meaning: Text Dependent Questions and Tasks
• Can be addressed only through careful scrutiny of the text and do not rely on outside information
• Students draw evidence from the text and explain the evidence (orally and in writing)
• Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations
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TOM TORLAKSONState Superintendent of Public Instruction
Appendix A
Research Supporting Key Elements of the ELA Standards Including:– Complexity of Texts– Foundational Skills– Writing– Speaking and Listening– Language– Glossary of Key Terms
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TOM TORLAKSONState Superintendent of Public Instruction
Appendix B: Text Exemplars
• Includes examples by grade level with sample performance tasks
• Stories, poetry, drama, and informational text
• Gives teachers an idea of achievement expectations for each grade level
• Includes examples for History/Social Studies, Science, and Technical Subjects
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TOM TORLAKSONState Superintendent of Public Instruction
Appendix C: Samples of Student Writing
• samples of student writing for each grade level with annotation describing what the writer did well.
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TOM TORLAKSONState Superintendent of Public Instruction
Writing Standards
“The Common Core Standards require students to show that they can analyze and synthesize sources and present careful analysis, well defended claims and clear information.”
“…the writing standards…require students to draw evidence from a text or texts to support analysis, reflection or research.”
Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12
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TOM TORLAKSONState Superintendent of Public Instruction
Writing Types and Purposes
NAEP Writing Framework Foundation Purposes for and Recommended Writing Types
Grade
To
Persuade
To
Explain
To Convey
Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing-2011.doc 39
TOM TORLAKSONState Superintendent of Public Instruction
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (2-12.W.10)
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TOM TORLAKSONState Superintendent of Public Instruction
Speaking and Listening Standards
“…engaging discussions around grade level topics and texts that students have studied and researched in advance.”
“…strengthening students listening skills as well as their ability to respond to and to challenge their peers with relevant follow up questions and evidence.”
Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12
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TOM TORLAKSONState Superintendent of Public Instruction
Language Standards
“…gain adequate mastery of the essential “rules” of standard written and spoken English.”
“…learn how to approach language as a matter of craft so they can communicate clearly and powerfully.”
Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12 42
TOM TORLAKSONState Superintendent of Public Instruction
Literacy in History/Social Studies, Science, and Technical
Subjects• Builds upon the same anchor standards
for reading and writing• Includes a focus on discipline-specific
vocabulary• Acknowledges the unique text
structures found in informational text• Focuses on expectation that students
will develop content knowledge AND informational/technical writing skills
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TOM TORLAKSONState Superintendent of Public Instruction
Technical Subjects
Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music
Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A
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TOM TORLAKSONState Superintendent of Public Instruction
Reality Check: Increase Teacher Collaboration
• Interdisciplinary planning – Allows for multiple points of access to
subject matter – Deepens student understanding of
content– Ensures adequate reading and
writing of informational text
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TOM TORLAKSONState Superintendent of Public Instruction
Meeting English Learners’ Needs
• Approximately 25% of California students are English learners.
• Many CCSS support English language development.
• The CCSS set rigorous grade-level expectations.
• They assert that all students should be held to the same high expectations.
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TOM TORLAKSONState Superintendent of Public Instruction
Common Core: Important Skills for English Learners
• Apply knowledge of language to understand how languagefunctions in different contexts, to make effective choices formeaning and style, and to comprehend more fully whenreading or listening. Knowledge of language should include:
– Pragmatic knowledge--knowledge of language use in
context (status/purpose of speaker, genre structures)
– Linguistic knowledge--knowledge of the functional demands of writing and speaking (e.g., formulate questions, compare/contrast, summarize, draw conclusions
• Recognize variations from standard English in their own andothers’ writing and speaking and identify and use strategiesto improve expression in conventional language
Source: Diane August, Center for Applied Linguistics 47
TOM TORLAKSONState Superintendent of Public Instruction
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TOM TORLAKSONState Superintendent of Public Instruction
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TOM TORLAKSONState Superintendent of Public Instruction
Implications For Your Team
• So What? Now What?• What do you already do that is
interdisciplinary in nature? • Think about ‘piloting’ some tasks, units,
common reading and writing activities and review student work together next year.
• What can you do to learn more and practice some of the ideas from others?
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TOM TORLAKSONState Superintendent of Public Instruction
California Joins SMARTER Balanced Assessment Consortium
• On June 9, 2011 California joined the SMARTER Balanced Assessment Consortium (SBAC)– Memorandum of Understanding
signed by Superintendent Torlakson, Governor Brown, and State Board of Education President Micheal Kirst
– Governing state role• Decision-making capacity
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TOM TORLAKSONState Superintendent of Public Instruction
• 27 states representing 43% of K-12 students
• 21 governing, 6 advisory states
SBAC Landscape
TOM TORLAKSONState Superintendent of Public Instruction
Using Computer Adaptive Technology for Summative and Interim Assessments
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TOM TORLAKSONState Superintendent of Public Instruction
Assessment System Components
Summative Assessment• Assesses the full range of Common Core in
English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10)
• Measures current student achievement and growth across time, showing progress toward college and career readiness
• Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year)
• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
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TOM TORLAKSONState Superintendent of Public Instruction
Assessment System Components
Interim Assessment• Optional comprehensive and content-cluster assessment
to help identify specific needs of each student
• Can be administered throughout the year
• Provides clear examples of expected performance on Common Core standards
• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
• Aligned to and reported on the same scale as the summative assessments
• Fully accessible for instruction and professional development
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TOM TORLAKSONState Superintendent of Public Instruction
Assessment System Components
Performance Tasks• Extended projects demonstrate real-world
writing and analytical skills
• May include online research, group projects, presentations
• Require 1-2 class periods to complete
• Included in both interim and summative assessments
• Applicable in all grades being assessed
• Evaluated by teachers using consistent scoring rubrics
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TOM TORLAKSONState Superintendent of Public Instruction
Assessment System Components
Formative Assessment Practices• Research-based, on-demand tools and
resources for teachers
• Aligned to Common Core, focused on increasing student learning and enabling differentiation of instruction
• Professional development materials include model units of instruction and publicly released assessment items, formative strategies
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TOM TORLAKSONState Superintendent of Public Instruction
Assessment System Components
Online Reporting•Static and dynamic reports, secure and public views
•Individual states retain jurisdiction over access and appearance of online reports
•Dashboard gives parents, students, practitioners, and policymakers access to assessment information
•Graphical display of learning progression status (interim assessment)
•Feedback and evaluation mechanism provides surveys, open feedback, and vetting of materials
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TOM TORLAKSONState Superintendent of Public Instruction
More SBAC Information
For more information, visit the CDE SBAC Web page at
http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp
Contact: Kristen Brown, PhDSBAC State [email protected]
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TOM TORLAKSONState Superintendent of Public Instruction
Subscribe:[email protected]
Contact us:[email protected] Brownell 916-319-0693
Barbara Murchison 916-319-0490
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