OLG Common Core Presentation

Common Core at OLG

Our Lady of Grace Catholic School | Common Core | 2014

Our Session Today

1.) Provide an overview of CCSS and
standards-based education.
2.) Answer your questions as they relate to the CCSS.


How are the standards organized?
There are two sets of standards:
- English Language Arts
(which includes Literacy in History/Social Studies,
Science, and Technical Subjects for 6-8)
- Mathematics
LA is divided into strands (K-5, 6-12)
Math is divided according to grade-levels w/ options for HS organization
ELA has “Anchor Standards” also known as “College and Career Readiness Standards (CCR)”
which are common throughout all grades. The broader CCR standards complement the more
specific standards for each grade-level.
Math has “Mathematical Practices” which are the same as “Anchor Standards.” These are eight
characteristics of the math curriculum are common from one grade-level to the next.


English Language Arts Domains for Reading
K-5

6-8

9-12

Reading Literature
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading

Reading Literature
Craft and Structure
Range of Reading

Reading Literature
Craft and Structure
Range of Reading

Reading for Information
Craft and Structure
Range of Reading

Craft and Structure
Range of Reading

Craft and Structure
Range of Reading

Reading Foundational Skills (K3)
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency

Science and SS
Craft and Structure
Range of Reading

Science and SS
Craft and Structure
Range of Reading


Anchor Standards for Reading (K-12)
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*** These standards are the reading standards for social studies and science, in grades 6-12 too!


English Language Arts Domains
K-5

6-8

9-12

Writing
Text Types and Purposes
Prod and Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing (Begins in 3rd)

Writing (SS/SCI)
Knowledge
Range of Writing

Writing (SS/SCI)
Knowledge
Range of Writing

Speaking and Listening
Comprehension and Collaboration
Presentation of Knowledge and
Ideas

Ideas

Ideas

Language
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use

Language

Language


Anchor Standards for Writing (K-12)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision).
*** These standards are the Writing standards for Social Studies and Science in grades 6-12, too!


Anchor Standards for Language (K-12)
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.


Anchor Standards for Speaking and Listening (K-12)
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.


Major Shifts in LA/SS/SCI

The Six Shifts
1.) K-5: Equal Balance Between Informational and Literary
Text
2.) 6-12: ELA Standards are a Major Part of SS/ SCI Standards
3.) Level of Text Complexity in Junior High and High School
- recommended texts in the standards
4.) Focus on Text-Based Answers
5.) Writing to Sources (Less Narrative, More
Evidence/Argument)
6.) Academic Vocabulary (All Subjects)
“Read like a detective; write like an investigative reporter.”


Math Domains
K

1-2

3-5

Operations and
Operations and Operations and
Algebraic
Algebraic
Algebraic
Thinking (OA)
Thinking (OA)
Thinking (OA)
Number and
Number and
Number and
Operations in
Operations in
Operations in
Base Ten (NBT)
Base Ten (NBT) Base Ten (NBT)
Number and
Operations -Measurement and Measurement and Fractions (NF)
Data (MD)
Data (MD)
Measurement and
Geometry (G)
Geometry (G)
Data (MD)
Geometry (G)
Counting and Cardinality (CC)

Anchor Standards for Math (K-8)
The Standards for

Mathematical Practice
(Which should be called “Anchor Standards.”)

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.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.


Major Shifts in Math (K-12)

The Six Shifts
1.) Focus (Fewer Standards)
2.) Coherence
3.) Fluency (Automaticity)
4.) Deep Understanding
5.) Application
6.) Dual Intensity (Fluency and Application)
Focus on the skills that most directly affect the ability to problem-solve in the future.


Curriculum V. Standards

Q1: We enrolled our child in a private
school to get a superior education
compared to the public school system.
Now, we are being told that OLG will be
matching the public school standards. So,
what are we paying for?


The standards we teach are a
small part of who we are. We taught
with the CA standards previously.
Our Lady of Grace Catholic School
students, parents, and staff are a
community seeking to model the
values of unity, truth, and love; to
inspire life-long learning; and to
maintain a balance between our
spiritual, social, and academic
growth.
We take the standards and baptize
them… Catholic Identity and our
teaching methodologies.


Value

You pay for…

- A faith-based environment anchored by our Core Values
- Safe/ sheltered environment
- Professional educators dedicated to the message of Jesus Christ
- Small-group instruction for ELA and Math
- Whole-child approach
- Like-minded, dedicated parents
- Standards-based education that exceeds what is offered by other
schools (Free Market)

- Our school is built to remind students of their strengths and hone

their interests, not to constantly remind them of their deficiencies.



What’s the difference?
Standards are expectations. For instance, we expect students to know
that 2+2=4 (and why).
Curriculum is the program created by local school sites to teach
students to learn that 2+2 =4 (and why).
Standards are statements.
Curriculum includes many resources: activities, lessons, units,
assessments, and can include publisher textbooks.
Standards define what is to be learned by the end of a school year.
Curriculum is the detailed plan for day-to-day teaching.


A Basic Example
If a standard is written that reads:
“Teach students to make pictures of faces using three straight
lines, a crooked line, two circles, and a triangle,” different curricula
may look like:


Curriculum includes many resources: activities, lessons, units, assessments, and
can include publisher textbooks.
Q: What will Catholic schools do when the Common Core textbooks present
Harvey Milk as a hero of the Civil Rights movement, promote same-sex
marriages, and/or teach that evolution is fundamental in understanding the life
sciences, etc?
Q: Common Core not only introduces a new “experimental” way to teach but also a
high cost of replacing all existing curriculum resources, i.e., books, tests, etc. Who
will be paying for that expense?


8th Grade NPR/GE Rankings (Avg)
Reading
74th Percentile
1.2 GE Growth/8 mos

Writing
74th Percentile
N/A -- 13 GE

Vocabulary
83rd Percentile
.9 GE Growth/ 8 mos

Conventions
85th Percentile
N/A -- 13 GE

ELA Total
86th Percentile
N/A -- 13 GE

Math Total
77th Percentile
3.2 GE Growth/8 mos

ELA — No Major Changes; This is NOT new
Same Text(s); Appendix B Texts

Our Lady of Grace Catholic School | Back to School Night | 2013-2014

Textbook Adoption
Done on a Cycle
2014/2015 : Math TK-5 | SS 6-8
2015/2016: Math 6-8 | SS TK-5 *
2016/2017: Science TK-8 *
2017/2018: ELA TK-4 *
Process:
Teachers review a variety of texts from various publishers
Teachers select a text (with guidance from the principal) based on what they feel
will most benefit scholars at OLG (site-based decision)
Principal makes the final determination/ timeline
THE TEXT IS A TOOL, NOT A CURRICULUM


Q: We read a sampling of Common Core third grade level math problems, and we
couldn’t understand them. We’re not unintelligent, so how will we be able to assist
with our child’s education? Common Core does not simplify education but rather
complicates it with confusing language.
Parent Help
I-Can Statements
Guidance Documents
The Interwebs
Q: The planning and effort put into the implementation of the math standards
seems to be paying off. I am pleased with XX’s grasp of the math concepts. Kudos
to Mr. Von and Mrs. Burtch! I can't believe I am having math talks with my nineyear-old about "algorithms" and "area models." Ten Marks seems to be a good
resource for math practice. Is something similar available for ELA?


Too Hard or Too Easy?
Q: There are many articles on the Internet in regard to the Common Core. In
particular, you can find a perspective by state, for many states the Common
Core raises the standards for education. Unfortunately, for California this is not
the case. The Common Core has been exposed as having lower requirements
than previously required by California. In addition, the reason I send my child to
OLG is to receive a HIGHER education than the public schools. What does
OLG do to provide a better education and address learning gaps?
Q: The Common Core seems way more difficult than our previous set of
standards. I can barely help my 2nd grader with her math homework. Why is
this so difficult?
Q: I’ve read that the California State Standards were far more “rigorous” than
the Common Core. Why are we dumbing down education to be in line with
public schools?
Q: My child is frustrated by the CCSS. He used to love math, now he is
struggling. Why is this?


Too Hard or Too Easy?
So… are the standards too hard or too easy?
The answer is neither. Teachers and school sites dictate what is emphasized and what is deemphasized. We have full authority from the Superintendent of Schools to select what we will
adapt from the CCSS and what we won’t.
In ELA, it is very clear that what we have done is in line with best practices and, if anything, is a
testament to what the CCSS are trying to achieve. We’ve done this for years. We’re going to keep
doing it, and we are going to work to improve.
In math, it is no secret that we have worked very hard to ensure our kids our well-prepared for
high school. This year, our graduates AVERAGED the 80th percentile in math on the HSPT,
with five students scoring above the 95th percentile.

Every scholar is a unique child of God. What is too difficult for one,
may be easy for another.
We meet every scholar where he/she is, regardless of the
standards.
We are here to HELP.

A Few Technical Questions
Instruction:  What will instruction look like for students who meet/exceed one or
more of the standards prior to the end of the school year?

Assessment:  What will the assessments for student progress toward attaining the
CCSS look like; who is developing these assessments?  The word
“understanding” is used frequently – how will assessment of understanding take
place and what do these assessments look like?

Report Cards: How will the report card be changed to reflect the new standards,
and who is responsible for developing them?
Staff Development:  What will this be? How will teachers learn how to assess
progress toward attaining each CCS?  How is the principal going to support,
monitor, and assess teacher progress?


Marzano’s Proficiency Scales


Common Core

Math

ELA

1.) What are the CCSS?

1.) What are the CCSS?

2.) Proficiency Scales and
Assessment of CCSS

2.) Instructional
Practices that Support
CCSS

3.) Instructional
Practices that Support
CCSS

3.) Proficiency Scales and
Assessment of CCSS


Common Core

Instructional Practices that Support CCSS
ELA
- The Core Six (8 meetings)
- November Staff Day
- February Staff Day
- Lucy Calkins - Writing (April/May)
- Assessments and Scales (2014-2015)
Math
- Continued work on assessments / scales
- Root Training SVMI (August)
- SVMI Coaching and Meetings (2014-2015)

Common Core

Core Six
1.) Reading for Meaning
2.) Compare and Contrast
3.) Inductive Learning
4.) Circle of Knowledge
5.) Write to Learn
6.) Vocabulary’s CODE

Core Six | 2014

Kids and Social Media

Our Lady of Grace Catholic School | Kids and Social Media | 2014


What is out there?
How do I discuss this with my child?
What do I do?



ASLRP
BF/GF
BRB
CD9
GTG
IDK
LMIRL
MOS/DOS

NMU
P911
PAW/PR
W
PIR
POS
S2R
TDTM


General Guidelines
1. Start Early (Be the
first voice)
2. Create an honest,
open environment
3. Initiate Conversations
- don’t rush; use natural
lead-ins
4. Communicate Your
Values

If you choose to ignore the age restrictions provided by the
websites, please:
1.) Be a POS.


2.) Use a Web Tool like Mobicip to limit sites and access.


3.) Make a rule that tech use is only allowed in open areas. No
closed doors; no privacy screens.


4.) Have access to all of your child’s passwords.


5.) Anticipate what you will do when trust is broken.
Have a plan, and don't get caught off guard.


6.) Discuss sharing guidelines —
what can be shared and what cannot.


7.) Remind them: “You can’t take it
back.”


8.) Review his/her “friends” list, which should be made up of only
people they know in real life.


9.) Teach them to avoid predators, SPAM,
etc.


OLG Common Core Presentation

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