5. Right now, three-quarters of the
fastest-growing occupations
require more than a high school
diploma. And yet, just over half
of our citizens have that level of
education.
7. The quality of our math and
science education lags behind
many other nations. America has
fallen to 9th in the proportion of
young people with a college
degree.
9. ACT Study – Schmeiser, 2006
Chance of later success
Science
Mathematics
Unprepared
in Reading
1%
15%
Prepared
in Reading
32%
67%
10.
11. • Students who fall short of ACT's college readiness
benchmarks have the greatest difficulty with the
test items involving the most complex text.
• K-12 reading assignments have become much less
demanding in the last half-century, with an
especially large drop-off in high school
expectations.
Weston, S. P. (2010). “The giant text complexity challenge inside the new
literacy standards.” The Prichard Committee for Academic Excellence
12. • College reading assignments have moved in the
opposite direction, becoming a bit harder over the
same fifty years.
• High school teachers commonly give students many
kinds of support and coaching to help them figure out
the material, but college teachers expect students to
pull the knowledge from the text on their own, making
the gap in practical ability even wider than the gap in
the texts themselves.
13. Quick Facts
•
•
Each year, approximately 1.2 million students fail
to graduate from high school, more than half of
whom are from minority groups.
Percent of freshmen that enroll in at least one
remedial course
Community
College
42%
Four-Year
Institution
20%
Alliance for Excellent Education, February 2009 edition.
16. Lexile® levels today and with Common
Core – Rigor Increased 2-3 Grade Levels
Current
Typical text measures
(by grade)
Common Core
Text complexity grade bands
and associated Lexile ranges
17.
18. 21St Century Skills
Skill
Definition
Critical Thinking and Problem
Solving
Rethink or think anew. It’s not incremental
improvement
Collaboration and Leadership
Ability to influence others
Agility and Adaptability
Think, be flexible, change and use variety of tools
Initiative and Entrepreneurialism
Take a chance and be a risk-taker
Effective Oral and Written
Communication
Clear, concise, focused, energetic and passionate
around points to make
Accessing and Analyzing
Information
Accessing and analyzing large quantities of
information
Curiosity and Imagination
Ask great questions and be inquisitive in order to
solve problems that impact innovation
19. College and Career Readiness
College Ready
Core Academic
Disciplines
Career Ready
Career Awareness
Cross-Disciplinary
Problem Analysis
Understanding Systems
English
Strategic Planning
Mathematics
Technological Literacy
Science
Communications
Social Studies
Economics
Foreign Language
Ethics
Industry Knowledge
& Practice
Employability
Leadership
& Teamwork
Safety
Technical skills
20. Capacities of College and Career Ready Individuals
•They demonstrate independence.
•They build strong content knowledge.
•They respond to the varying demands of audience, task,
purpose, and discipline.
•They comprehend and critique.
•They value evidence.
•They use technology and digital media strategically and
capably.
•They come to understand other perspectives and cultures.
21. CCSS- Video and Parent Brochures
• http://www.cgcs.org
Council of the Great City Schools- Video
explaining CCSS
• http://www.cgcs.org/domain/36
• Council of Great City Schools- Parent
Roadmaps
22.
23. Evolving Rigorous Standards
Sunshine State
Standards (1996)
Next Generation
Sunshine State
Standards
(2007)
Common Core
Standards
(English Language Arts/
Mathematics)
Grade Level Specific
Benchmark Clustered
(K-2, 3-5, 6-8, 9-12)
Grade Level Specific K-8
Course Specific 9-12
(Focused on College and
Career Readiness Skills for
English Language Arts and
Mathematical Practices)
“A mile wide, An inch
deep”
Fewer Concepts at each
Grade Level
Fewer Concepts at each
Grade Level
Process and Procedure
Focused
Conceptual
Understanding
Conceptual
Understanding
24. Standards for
Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments / 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
25.
26.
27. 21st Century Skills
Math Shifts
ELA Shifts
Critical Thinking and
Problem-Solving
Focus
Balancing
Informational and
Literacy Texts
Collaboration and
Leadership
Coherence
Literacies across
Content
Agility and Adaptability
Fluency
Staircase of Text
Complexity
Initiative and
Entrepreneurism
Deep
Understanding
Text Dependent Q
and A
Effective Oral and Written
Communication
Application
Evidence-based
Writing
Curiosity and Imagination
Dual-Intensity
Academic
Vocabulary
Accessing and Analyzing
Information
28.
29. Place the value, in cents, next to the
coins shown below.
________
_________
_________
_________
30. If an item costs 50 cents
how much more money
would you need?
31. Your mother sends you in to the store to buy something
she wants.
She tells you that the item costs somewhere between
1 cent and 99 cents.
You only have pennies, nickels, dimes and quarters in
the money jar.
What is the least number of coins you can take with
you to make change without going over $1.00?
32. McDonald’s Claim
(Is it True or False?)
Wikipedia reports that 8% of all Americans eat at
McDonalds every day. In the US, there are
approximately 310 million Americans and 12,800
McDonalds. The average McDonald’s store can serve
1,500 people a day.
Do you believe the Wikipedia report to be true? Using
mathematical evidence, defend your position.
Is your position a fact, an opinion, or an estimation?
(Briars, Feb 2011)
33.
34. 1. Based on the data in both tables, develop an argument for
which blade shape had the best and most efficient design.
Present your argument in writing to the Orlando Utilities
Commission.
2. Looking at the data in both tables, why do you think the
groups have different results?
Ⓕ The blades in Group 2 were not working correctly.
Ⓖ The engineers could have made a mistake counting.
Ⓗ One engineer stole the answers from another group.
Ⓙ The groups should have used different methods to collect
the data.
3. What recommendations would you give to avoid these
issues in the future.
35.
36. 21st Century Skills
Math Shifts
ELA Shifts
Critical Thinking and
Problem-Solving
Focus
Balancing
Informational and
Literacy Texts
Collaboration and
Leadership
Coherence
Literacies across
Content
Agility and Adaptability
Fluency
Staircase of Text
Complexity
Initiative and
Entrepreneurism
Deep
Understanding
Text Dependent Q
and A
Effective Oral and Written
Communication
Application
Evidence-based
Writing
Curiosity and Imagination
Dual-Intensity
Academic
Vocabulary
Accessing and Analyzing
Information
37. Standards for
Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments / 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
38. Percentage distribution of literary
and informational passages
Non Fiction is Key
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational
Progress. Washington, D.C.: American Institutes for Research, 2007.
39. To Argue . . . and Inform . . . in Writing
CCSS Requires Argument / Evidence-based Writing
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing
Framework
Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress,
pre-publication edition. Iowa City, IA. ACT, Inc.
It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades
outlined by NAEP.
40. A Shift in Thinking About Instructional
Practice
Rigorous and
• Fragmented
• Textbook-driven
Traditional
Relevant
• Interdisciplinary
• Learning focused
• Teaching focused • Teaching focused
•
••
•
•
• Competency-based
Time-based
• Routine
• Interdisciplinary
Fragmented
Learning focused
• Real World Problems
Textbook-driven
• Constantly Challenging
• Constantly
Routine
• Competency-based
Challenging
• Time-based
• Real World Problems
41
41. Knowledge Needed for Educators
•
•
•
•
•
•
•
Lexile Shifts
College / Career Readiness Level (Goal)
Non-Fiction %
Evidence-based Writing %
Elements of Evidence
Example: Math Argument Prompt
Example: Cognitive Demand
• College & Career Readiness Anchors / ELA
• Standards for Math Practices
42. District Plan
CCSS Black Belt
Professional
Learning
On The Road to
College and Career Readiness
Communication
Resources
43. The Common Core
State Standards
Why make the change?
What is the change?
How will it impact my role?
Editor's Notes
What are standards?
What do we mean by Common Core State Standards- College and Career Readiness
Standards are the outcomes of what we want students to know and be able to do…. Standards in every content area (math, science reading, to arts, VPK) We have had standards in Florida since 1996- Sunshine State Standards- Next Generation Sunshine State Standards- Common Core - Fully implementing CCSS by 2014- 2015
Question: Why do we need another set of standards? Why Common Core State Standards?
So, why do we care? Amid all of Orange County’s many priorities, why is a focus on the Common Core Standards important?
WHY make the change?
Preparing students for jobs that don’t exist yet…. Content is important but so is being a critical thinker, problem-solver in unpredictable situations.
Global standing in workforce……Competitive in a global economy. What do our business leaders want and need in employees and what is the global achievement of our students?
Let me show you some stats and information that leads to answer the question- why CCSS?
We know that US students are not at the top of the list in terms of Global Achievement
Currently- this is what employers expect of employees
Book, Thomas Freidman – The WORLD IS FLAT
New book- THAT USED TO BE US- now- hire cheap labor- future will hire cheap genius
Statistics to understand why we must look at our expectations……….
The Common Core State Standards were created to ensure we compete – as an Individual School, as a State, as a Nation. Consider..
Why is college and career readiness important??????
In 2018- 63 % of Jobs require college……
The Competitiveness of each of our schools rests on the Rigor of our instruction.
We also see…… Math proficiency and STEM careers declining.
What we do know……. Is if students are not proficient in reading and reading complex text, then they have less of a chance of success later in life in the fields of science and math….
So literacy and literacy across all content areas is critical to success….
Data that supports the rationale for changes in instructional practice
Traditional curriculum………….. Will not prepare students for post high school experiences (military, etc.)
This term text is not referring to the textbook but the different types of text that students encounter.
The lexile measures show the levels for reading and comprehension. This shows where we are currently with reading by 12th grade and where we need to be for students to find success
Why do we need to worry about RIGOR?????
One way to increase rigor- increase lexiles……
It the expectation is to prepare students for college and careers, then we must talk about rigor and why that is critical.
To better prepare students to be college and career ready- the Common Core increases rigor with reading lexiles by 2-3 grade levels.
Global standing in the workforce…..
Interesting enough- in the latest book by Thomas Freidman ( THE WORLD IS FLAT) - authored book THAT USED TO BE US…-
He states that in today’s world we can get cheap labor- see that – India can read x-rays, etc…
Looking at today and in the future- it won’t be cheap labor but cheap genius!!!!! So being average is not good enough. We have to stretch and be critical thinkers….
Requires a set of skills- 21st century skills…. Critical thinkers/
Effort – lead by the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA) to address the issue of students not being able to compete……
Led to CCSS- Not National Standards (3-4 states not adopted) –state led initiative; internationally benchmarked
Required 21st century skills……… Look different than when you and I went to school
Aligned with College and Work Expectations.
Here is what it means…….
So how have the standards changed…..
The 21st century skills are needed to have global standing in the workforce translate to more rigorous standards - We have evolving rigorous standards because we are looking at SSS – NGSSS and to come- Common Core
Purpose of CCSS is College and Career Readiness. According to national studies (TIMSS - Trends in International Mathematics and Science Studies and NAEP – showed that students were not prepared to compete in a global economy).
These rigorous standards (our curriculum) impact not only the content but the instruction or pedagogy needed in the classroom which impacts the state assessments (more rigorous FCAT and End of Course Exams required to graduate) which of course, impact our district assessments to help better prepare students.
Benchmark Clusters:
Previously our benchmarks were written in grade level clusters K-2, 3-5 etc.. This often meant that students received very repetitive instruction on a topic, or were left with great holes in instruction as teachers struggled to delineate between grade level responsibilities.
For example, in mathematics some grade levels (see grade 8 below) previously had as many as 93 different Grade Level Expectations within their benchmarks. Now, these teachers will be focusing on only 19 Content Standards.
ELA- Anchor standards - Reading (Literature, Informational text, Writing, Speaking/Listening, Language
Literacy skills in Science, SS, technical Science 6th- Cite specific textual evidence to support analysis of science…
Math - mathematical practices
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation,
and connections.
The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic
competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures
flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and one’s own efficacy).
The 8 Common Core Standards for Mathematical Practice
What are the college and career readiness anchor standards…….. There are 10 of them. Mastery of these 10 anchor standards are expected by the end of 12th grade. The teaching of these standards begin in K and the expectation builds each subsequent year until mastery reached at the end of 12th grade.
Here is an example of the anchor standards for reading. There are also 10 anchor standards for writing, 10 for speaking and listening, language and media/technology.
The notes below give more detail..
Reading
The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.
Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.
The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.
Writing
The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.
Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.
Speaking and Listening
The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
Language
The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.
The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.
Media and Technology
Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
Remind them to review this when selecting members
Let’s look at these shifts…………21st Century skills/Practices and Shifts – Math and ELA
Say – “Since we know it is about the instructional practices in the classroom, these instructional practices will help us change and create different student experiences; which in turn, will promote a deeper level of thinking for students.”
21st Century Skill------
Math shift-
ELA Shift....
Math
Focus
Coherence
Fluency
Understanding
Application
Dual-Intensity
“This has a direct connection to our Teacher Evaluation System. In fact, our Teacher Evaluation System will help us examine and reflect on our practices.”
So how have the standards changed…..
The 21st century skills are needed to have global standing in the workforce translate to more rigorous standards - We have evolving rigorous standards because we are looking at SSS – NGSSS and to come- Common Core
Purpose of CCSS is College and Career Readiness. According to national studies (TIMSS - Trends in International Mathematics and Science Studies and NAEP – showed that students were not prepared to compete in a global economy).
These rigorous standards (our curriculum) impact not only the content but the instruction or pedagogy needed in the classroom which impacts the state assessments (more rigorous FCAT and End of Course Exams required to graduate) which of course, impact our district assessments to help better prepare students.
This is what you might typically see asked in a classroom.
Now let’s take it a step further- using the Mathematical practices
And let’s go even further. As you can see, this problem can have multiple correct responses, but would require the use of most of the mathematical practices
Herr is another example of how students would have to understand and use the Mathematical practices in the classroom.
Two consortia of states are developing common assessments – the Partnership for Assessment of Readiness for College and Career (PARCC) and the Smarter Balanced Assessment Consortium (SBAC). These state-led consortia on assessment are grounded in the following principles:
9:00 “Let’s take a moment to see why we need to have a “clean slate” when learning about the CCSS. Take a look at the first problem....
How would you solve this problem now? (Discuss)
CLICK
Read the second problem ...
What are the differences between the questions?
How is the thinking different?
What does this mean for our students?
What concerns come to mind when you see this?
This ends up being a “prove it” kind of problem instead of a question they have to solve.
Sometimes we have to give them the answer, to get them to think deeper, in order to justify.
ACTIVITY: Just seeing how student thinking is going to change – what do you believe will be the one practice you are going to have to change to be ready for the CCSS in Mathematics. Write this on a small sheet of paper. (Collect all answers in a basket and have each participant pull out another sheet.) Participants will share what their paper says and why they think this change is necessary.
So how have the standards changed…..
The 21st century skills are needed to have global standing in the workforce translate to more rigorous standards - We have evolving rigorous standards because we are looking at SSS – NGSSS and to come- Common Core
Purpose of CCSS is College and Career Readiness. According to national studies (TIMSS - Trends in International Mathematics and Science Studies and NAEP – showed that students were not prepared to compete in a global economy).
These rigorous standards (our curriculum) impact not only the content but the instruction or pedagogy needed in the classroom which impacts the state assessments (more rigorous FCAT and End of Course Exams required to graduate) which of course, impact our district assessments to help better prepare students.
Let’s look at these shifts…………21st Century skills/Practices and Shifts – Math and ELA
Say – “Since we know it is about the instructional practices in the classroom, these instructional practices will help us change and create different student experiences; which in turn, will promote a deeper level of thinking for students.”
21st Century Skill------
Math shift-
ELA Shift....
Math
Focus
Coherence
Fluency
Understanding
Application
Dual-Intensity
“This has a direct connection to our Teacher Evaluation System. In fact, our Teacher Evaluation System will help us examine and reflect on our practices.”
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation,
and connections.
The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic
competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures
flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and one’s own efficacy).
The 8 Common Core Standards for Mathematical Practice
The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K–5, the Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched. To measure students’ growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework.
It’s a shift in thinking (View in Presentation mode to see them scramble up and then come back together)
There are terms up on the slide. As a school team, check the items on the chart that would apply at your school. (Not what you hope for, but what you see) then spend a few minutes sharing the evidence and data that supports your ah-ha from this
When the columns appear:
Rigorous and Relevant once again connect to the 21st century skills
And these skills connect to the shifts in thinking about the CCSS - specifically the shifts
So what do we as educators have to have an understanding of that will impact the instruction in the classroom.
These are the pieces that we need to understand that will drive instruction.
What are standards?
What do we mean by Common Core State Standards- College and Career Readiness
Standards are the outcomes of what we want students to know and be able to do…. Standards in every content area (math, science reading, to arts, VPK) We have had standards in Florida since 1996- Sunshine State Standards- Next Generation Sunshine State Standards- Common Core - Fully implementing CCSS by 2014- 2015
Question: Why do we need another set of standards? Why Common Core State Standards?
So, why do we care? Amid all of Orange County’s many priorities, why is a focus on the Common Core Standards important?
Nationwide, nearly one-fourth of all students fail to graduate with their peers.
One-third of those who graduate are unprepared for employment or college.
Only one half of minority students graduate on time from high school.
In some urban communities, graduation rates are as low as 17 percent
We know, based on current national research that the slide represents 30 kindergarten students who will enter school in the fall of a school year. This slide is correct for gender and race nationally –this time, if we keep doing what we have always done in school systems, we also know that some of these students will not be present when it is time to graduate high school.
