Your SlideShare is downloading. ×
0
Common Core04/28/2012   Kari Fisher/Gibson, Ed.D.             Executive Director, Educational             Services        ...
Features of the StandardsAligned with college and work expectationsFocused and coherentInclude rigorous content and applic...
Foundation for the StandardsAligned with college and work expectations   Prepare students for success in entry-level, cred...
Beginning in the spring of 2009, Governors andstate commissioners of education from 48states, 2 territories and the Distri...
COMMON CORE DESIGNBuilding on the strength of current state standards, theCCSS are designed to be:  Focused, coherent, cle...
PROCESSK-12 Common Standards:•   Core writing teams in English Language Arts and Mathematics    (See www.corestandards.org...
COMMON CORE STANDARDS             EVIDENCE BASE  Evidence was used to guide critical decisions in the following areas:   I...
FEEDBACK AND REVIEW   External and State Feedback teams included:    K-12 teachers    Postsecondary faculty    State curri...
STATES THAT HAVE ADOPTED     COMMON CORE
Common Core State Standards     for Mathematics
Design and                                     OrganizationStandards for Mathematical Practice   Carry across all grade le...
Organization of Common Core State    Standards for MathematicsGrade-Level Standards   K-8 grade-by-grade standards organiz...
Math Key AdvancesFocus in early grades on number (arithmetic andoperations) to build a solid foundation in mathEvened out ...
Overview of K-8     Mathematics StandardsThe K- 8 standards: The K-5 standards provide students with a solid foundation in...
FORMAT OF K-8 MATHEMATICS       STANDARDSDomains: overarching ideas that connecttopics across the gradesClusters: illustra...
Overview of High School        Mathematics StandardsThe high school mathematics standards:  Call on students to practice a...
Format of High School      Mathematics StandardsContent/Conceptual categories: overarching ideas that describe strands of ...
Model Course Pathways for       MathematicsDeveloped by a panel of experts convened by Achieve, includingmany of the stand...
Common Core State Standards forEnglish Language Arts and Literacy in History/ Social Studies, Science, and          Techni...
College and Career Readiness (CCR) Standards    Overarching standards for each strand that are further defined by grade-sp...
Overview of Reading StrandReadingProgressive development of reading comprehension; students gainmore from what they readEm...
Overview of Text Complexity   Reading Standards include exemplar texts (stories and literature,   poetry, and informationa...
Reading Standards for                  Reading Standards for        Literature                         Informational TextG...
Overview of Writing StrandWriting  Expect students to compose arguments and opinions,  informative/explanatory pieces, and...
Overview of Speaking and Listening and            Language StrandsSpeaking and Listening   Focus on speaking and listening...
Overview of Standards for History/Social Studies, Science, and Technical SubjectsReading Standards for History/Social Stud...
Moving to the Common Core          System
The Awareness Phase represents an introduction to the CCSS,the initial planning of systems implementation, andestablishmen...
The level that best describes your                     organization’s level of transition to                     the Commo...
Common Core State Standards Systems Implementation – Significant Milestones                              May: A Look at   ...
Rate your organization’s level of                     understanding of SMARTER                  Balanced Assessment Consor...
ASSESSMENTCurrent model still being developedCA selected to use SBAC (SmarterBalanced Assessment Consortium)SBAC is seekin...
SMARTER               BALANCED ASSESMENT                   CONSORTIUMJune 9, 2011Governing state role Decision-making capa...
Assessment Consortium FocusAssessments are aligned to college andcareer readiness standardsRequired technology componentAd...
SMARTER Balanced BasicsSingle (EOC) end-of-year summativeassessment; includes performance tasks  Computer-adaptiveOptional...
Federal RequirementsAssess acquisition and progress toward “college andcareer readiness”Have common, comparable scores acr...
Common Core State Standards         ImplementationLast SBE mathematics adoption in 2007Last SBE English language arts adop...
Benefits• Fewer, clearer, next-generation standards• Systems of high quality, aligned summative and  formative assessments...
ChallengesESEA Reauthorization:  Will the reauthorized ESEA      Measurement challenges:  accountability framework align  ...
Resourceswww.corestandards.orgwww.smarterbalanced.orghttp://www.ascd.org/common-core/common-core.aspxhttp://www.cde.ca.gov...
Contact Information Karifishergibson@antioch.k12.ca.us       925-779-7500 x53200
Upcoming SlideShare
Loading in...5
×

Common core presentation csueb 4 28 12

904

Published on

Common Core Standards Presentation

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
904
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Common core presentation csueb 4 28 12"

  1. 1. Common Core04/28/2012 Kari Fisher/Gibson, Ed.D. Executive Director, Educational Services Antioch Unified School District
  2. 2. Features of the StandardsAligned with college and work expectationsFocused and coherentInclude rigorous content and application of knowledgethrough high-order skillsBuild upon strengths and lessons of current statestandardsBased on evidence and researchInternationally benchmarkedShould be read to allow the widest possible range of 2students to participate fully
  3. 3. Foundation for the StandardsAligned with college and work expectations Prepare students for success in entry-level, credit- bearing, academic college courses (2- and 4- year postsecondary institutions) Prepare students for success in careers that offer competitive, livable salaries above the poverty line, opportunities for career advancement, and are in growing or sustainable industries
  4. 4. Beginning in the spring of 2009, Governors andstate commissioners of education from 48states, 2 territories and the District of Columbiacommitted to developing a common core ofstate K-12 English-language arts (ELA) andmathematics standards.The Common Core State Standards Initiative(CCSSI) is a state-led effort coordinated by theNational Governors Association (NGA) and theCouncil of Chief State School Officers(CCSSO).
  5. 5. COMMON CORE DESIGNBuilding on the strength of current state standards, theCCSS are designed to be: Focused, coherent, clear and rigorous Internationally benchmarked Anchored in college and career readiness* Evidence- and research-based *Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation
  6. 6. PROCESSK-12 Common Standards:• Core writing teams in English Language Arts and Mathematics (See www.corestandards.org for list of team members)• External and state feedback teams provided on-going feedback to writing teams throughout the process• Draft K-12 standards were released for public comment on March 10, 2010; 9,600 comments received• Validation Committee of leading experts reviews standards• Final standards were released June 2, 2010• Adopted in CA August 2010
  7. 7. COMMON CORE STANDARDS EVIDENCE BASE 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 standardsEvidence 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
  8. 8. FEEDBACK AND REVIEW External and State Feedback teams included: K-12 teachers Postsecondary faculty State curriculum and assessments experts ResearchersNational 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)
  9. 9. STATES THAT HAVE ADOPTED COMMON CORE
  10. 10. Common Core State Standards for Mathematics
  11. 11. Design and OrganizationStandards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert studentStandards for Mathematical Content K-8 standards presented by grade level High school standards presented by conceptual themeAppendix Designing high school math courses based on the Common Core State Standards
  12. 12. Organization of Common Core State Standards for MathematicsGrade-Level Standards K-8 grade-by-grade standards organized by domain 9-12 high school standards organized by conceptual categoriesStandards for Mathematical Practice Describe mathematical “habits of mind” Connect with content standards in each grade
  13. 13. Math Key AdvancesFocus in early grades on number (arithmetic andoperations) to build a solid foundation in mathEvened out pace across the gradesFocus on using math and solving complex problems,similar to what would see in the real world in highschoolEmphasis on problem-solving and communication
  14. 14. Overview of K-8 Mathematics StandardsThe K- 8 standards: The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after
  15. 15. FORMAT OF K-8 MATHEMATICS STANDARDSDomains: overarching ideas that connecttopics across the gradesClusters: illustrate progression of increasingcomplexity from grade to gradeStandards: define what students shouldknow and be able to do at each grade level
  16. 16. Overview of High School Mathematics StandardsThe high school mathematics standards: Call on students to practice applying mathematical ways of thinking to real world issues and challenges Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions Identify the mathematics that all students should study in order to be college and career ready
  17. 17. Format of High School Mathematics StandardsContent/Conceptual categories: overarching ideas that describe strands of contentin high schoolDomains/Clusters: groups of standards that describe coherent aspects of thecontent categoryStandards: define what students should know and be able to do at each grade levelHigh school standards are organized around five conceptual categories: Number andQuantity, Algebra, Functions, Geometry, and Statistics and ProbabilityModeling standards are distributed under the five major headings and are indicatedwith a () symbolStandards indicated as (+) are beyond the college and career readiness level but arenecessary for advanced mathematics courses, such as calculus, discretemathematics, and advanced statistics. Standards with a (+) may still be found incourses expected for all students
  18. 18. Model Course Pathways for MathematicsDeveloped by a panel of experts convened by Achieve, includingmany of the standards writers and reviewersOrganize the content of the standards into coherent andrigorous coursesIllustrate possible approaches—models, not mandates orprescriptions for organization, curriculum or pedagogyRequire completion of the Common Core in three years,allowing for specialization in the fourth yearPrepare students for a menu of courses in higher-levelmathematics
  19. 19. Common Core State Standards forEnglish Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects
  20. 20. College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by grade-specific standardsGrade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and LanguageStandards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12
  21. 21. Overview of Reading StrandReadingProgressive development of reading comprehension; students gainmore from what they readEmphasize the importance of grade-level texts that are ofappropriate difficulty and are increasingly sophisticated  Standards for Reading Foundational Skills (K-5)  Reading Standards for Literature (K-12)  Reading Standards for Informational Text (K-12)  Reading Standards for Literacy in History/Social Studies (6-12)  Reading Standards for Literacy in Science and Technical Subjects (6-12)
  22. 22. Overview of Text Complexity Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by:1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands2. Quantitative measures – readability and other scores of text complexity3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task
  23. 23. Reading Standards for Reading Standards for Literature Informational TextGrade 3: Describe characters in a Grade 3: Describe the relationshipsstory (e.g., their traits, motivations, between a series of historical events,or feelings) and explain how their scientific ideas of concepts, or stepsactions contribute to the sequence in technical procedures in a text,of events. using language that pertains to time, sequence, and cause/effect.Grade 7: Analyze how particularelements of a story or drama Grade 7: Analyze the interactionsinteract (e.g., how setting shapes between individuals, events, and ideas in a text (e.g., how ideasthe characters or plot) influence individuals or events, orGrades 11-12: Analyze the impact of how individuals influence ideas orthe author’s choices regarding how events).to develop and relate elements of a Grades 11-12: Analyze a complex set of Example of Grade-Levelstory or drama (e.g., where a storyis set, how the action is ordered, ideas or sequence of events and explain how specific individuals,how the characters are introduced ideas, or events interact and develop Progression in Readingand developed). over the course of the text.
  24. 24. Overview of Writing StrandWriting 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)
  25. 25. Overview of Speaking and Listening and Language StrandsSpeaking 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 formatsLanguage 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 listeningMedia and Technology are integrated throughout the CCSS
  26. 26. Overview of Standards for History/Social Studies, Science, and Technical SubjectsReading 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 diagramsWriting 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
  27. 27. Moving to the Common Core System
  28. 28. The Awareness Phase represents an introduction to the CCSS,the initial planning of systems implementation, andestablishment of collaborations.The Transition Phase is the concentration on buildingfoundational resources, implementing needs assessments,establishing new professional learning opportunities, andexpanding collaborations between all stakeholders.The Implementation Phase expands the new professionallearning support, fully aligns curriculum, instruction, andassessments, and effectively integrates these elements acrossthe field.
  29. 29. The level that best describes your organization’s level of transition to the Common Core State Standards (CCSS).1. Low (48%) Still Operating in the Current System2. Medium (48%) Adoption is in the Process3. High (4%) Adoption is Well Established
  30. 30. Common Core State Standards Systems Implementation – Significant Milestones May: A Look at February: Kindergarten Supplemental Through Grade Six Instructional in California Public Materials Review Schools available report posted online online* November: August 2: SBE November: Revised adopts Common May: Revised Revised ELD mathematics Core State English-language standards framework Standards arts framework available* available* available* 2010 2011 2012 2013 2014 2015 March: Spring: Pilot Spring: Field testing Promotion of the CCSS Technology testing of of summative and supporting resources Readiness Tool summative assessments Spring: Administer at conferences, available assessments operational workshops, in Webinars, summative and online begins July: First set of 4 September: 8–10 assessment professional new professional development development modules available modules available* pending SBE action November 1: Assessment Transition Plan due to State Legislature
  31. 31. Rate your organization’s level of understanding of SMARTER Balanced Assessment Consortium1. Extremely Strong (4%)2. Strong (20%)3. Neutral (43%)4. Weak (22%)5. Very Weak (11%)
  32. 32. ASSESSMENTCurrent model still being developedCA selected to use SBAC (SmarterBalanced Assessment Consortium)SBAC is seeking input on assessmentsShift in what is being tested and how
  33. 33. SMARTER BALANCED ASSESMENT CONSORTIUMJune 9, 2011Governing state role Decision-making capacity www.smarterbalanced.org
  34. 34. Assessment Consortium FocusAssessments are aligned to college andcareer readiness standardsRequired technology componentAdaptive
  35. 35. SMARTER Balanced BasicsSingle (EOC) end-of-year summativeassessment; includes performance tasks Computer-adaptiveOptional interim assessment tools to be usedfor diagnostic purposes throughout theschool yearOptional formative resources (best practices,instructional resources)
  36. 36. Federal RequirementsAssess acquisition and progress toward “college andcareer readiness”Have common, comparable scores across memberstatesProvide achievement and growth information forteacher and principal evaluation and professionaldevelopmentAssess all students, except those with “significantcognitive disabilities”Administer online, with timely resultsUse multiple measures
  37. 37. Common Core State Standards ImplementationLast SBE mathematics adoption in 2007Last SBE English language arts adoption in2008The SBE adopted the CCSS in 2010New assessments scheduled for 2014Next likely SBE adoption of materials in 2018
  38. 38. Benefits• Fewer, clearer, next-generation standards• Systems of high quality, aligned summative and formative assessments, with rapid results to teachers• Online digital libraries for sharing of instructional resources, professional development modules, student support materials, identification of effective practices, etc.• Leveraging of human and financial capital across states
  39. 39. ChallengesESEA Reauthorization: Will the reauthorized ESEA Measurement challenges: accountability framework align Measuring individual growth with the RTTT Assessment and “on track” to college/career Program requirements? readinessPolitical Will: Use of individual student Will states continue their growth in determinations of membership in Consortia over teacher and principal time? effectivenessInformation System: Aggregation and weighting of Will it be possible to mine the scores from multiple data to identify “what works” assessments and “what has worked for similar students?”
  40. 40. Resourceswww.corestandards.orgwww.smarterbalanced.orghttp://www.ascd.org/common-core/common-core.aspxhttp://www.cde.ca.gov/ci/cc/http://www.ncte.org/standards/commoncorehttp://www.youtube.com/user/TheHuntInstitutehttp://www.achieve.org/http://commoncore.lacoe.edu/resources/general.php
  41. 41. Contact Information Karifishergibson@antioch.k12.ca.us 925-779-7500 x53200
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×