Transcript Welcome to Implementing the Common Core State Standards

Welcome to Implementing the
Common Core State Standards
Making the Common Core
work for you
NORMS for Working Together
•Begin & End on Time
•Be Present in the Session(s)
•Be willing to participate
(i.e. be ready to laugh at our BAD JOKES)
•Share Floor Time
(i.e. be mindful of others wanting to share/express ideas/ask questions/concerns)
•Side-bar Conversations
•Cell Phone Use
•Personal Needs
PURPOSE for Working Together
•Schools/Districts send teams to learn
about & plan their own PD around
Common Core
•Day 1: Overview & Introduction to CCSS in
all areas
•Model Activities & Strategies
•Day 2: Team Planning Time
•Introduction to Toolkit & Discuss Team
Strategies
•Planning Time
Career & College Ready Standards
for
Mathematics and
English Language Arts & Literacy
In History/Social Studies, Science and
Technical Subjects
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Process
The Common Core State Standards Initiative is a
state-led effort, launched more than a year ago by
state leaders, including governors and state
commissioners of education from 48 states, 2
territories and the District of Columbia, through their
membership in the National Governors Association
Center for Best Practices (NGA Center) and Council of
Chief State School Officers (CCSSO).
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Think about it –
COME BACK
–What do you already know about
the CCSS?
–What do you want to know about
the CCSS?
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Intentional Design Limitations
What is not covered by the Standards
The Standards do…..
The Standards do not….
set grade level standards.
define the intervention
methods or materials
allow for the widest possible
range of students to participate
fully permitting appropriate
Accommodations.
define the full range of supports
appropriate for English learners
and students with special needs
define general, cross disciplinary
Literacy expectations
define the whole of college and
career readiness
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What is not covered by the Standards
The Standards do….
The Standards do not….
define what all students are
expected to know and be able to
do
define how teachers should
teach
focus on what is most essential
describe all that can or should
be taught
establish a baseline for
advanced learners
define the nature of advanced
work
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Common Core State Standards (CCSS)
Road to Implementation
Getting to Know the CCSS
2010-2011
Transition and Implementation
School Years 2011-2014
Full implementation Instruction and
assessment based on CCSS
2014-2015
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MEAP/MME Assessment
2011-12 – MEAP & MME will remain the
same, based on GLCEs & HSCEs
2012 and 2013 – Items that are common to
the GLCEs & HSCEs AND the CCSS will be
assessed. Piloted items for CCSS will start.
2014 -2015– spring 2015 – CCSS assessments
begin.
Let’s Get to know each other!
Mathematics
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CCSS Overview, from the Teaching Channel
Sit Back. Take Notes. Preview.
The mathematics standards have been
divided into two categories :
–The Standards for
Mathematical Practice
–The Standards for
Mathematical Content
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CCSS Domain Progression
K
1
2
3
4
5
6
7
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HS
Counting &
Cardinality
Number and Operations in Base Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
The Number System
Expressions and Equations
Number &
Quantity
Algebra
Operations and Algebraic Thinking
Functions
Geometry
Measurement and Data
Functions
Geometry
Statistics and Probability
Statistics &
Probability
Standards for Mathematical Practice
1. Make Sense of problems and persevere in
solving them.
6. Attend to precision.
Adapted from William McCallum Standards for Mathematical Practice
Tucson, April, 2011
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
Reasoning
and
explaining
4. Model with mathematics.
Modeling and
using tools
5. Use appropriate tools strategically.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning
Seeing
structure and
generalizing
English Language Arts
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CCSS Overview, from the Teaching Channel
Sit Back. Take Notes. Preview.
K-5 Literacy standards are organized by grade level
and strand and define literacy across content areas.
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Appendices
• Appendix A
– Research and supplementary material on reading,
writing, speaking, listening, and language as well as a
glossary of key terms
• Appendix B
– Text exemplars illustrating text complexity and quality
and range for reading and accompanying sample
performance tasks
• Appendix C
– Annotated samples of student writing at each grade
level
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Reading, Writing, Speaking & Listening,
Language
READING – students will establish a “staircase” of increasing
complexity , progressive development of reading
comprehension
WRITING – students will write based on text types –
ARGUMENT (MI) focus based on substantive claims, sound
reasoning, and relevant evidence
SPEAKING & LISTENING – students will gain, evaluate, and
present increasingly complex information, ideas, and
evidence
LANGUAGE – students will grow their vocabularies through a
mix of conversations, direct instruction, and reading.
Argument K-12 Progression – for content areas
K
1–2
3–5
6–8
9–12
Compose opinion pieces
State an opinion or preference
Write opinion pieces
Introduce topic, opinion, reason, closure
Write opinion pieces on topics
Support point of view with reasons and information
Write arguments to support claims
Clear reasons and relevant evidence
Write arguments to support claims in an analysis of
substantive topics or texts
Valid reasoning, relevant and sufficient evidence
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ACTIVITY: Compare & Contrast What We Have
Learned About Math & ELA
LET’S WORK ON A DOUBLE-BUBBLE
How are the
standards
different?
How are the
standards
different?
How are the
standards alike?
Math
ELA
USE DESCRIPTIVE
WORDS to explain
the similarities &
differences 25
Content Area Reading
& Writing
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STANDARDS for READING in Content Areas:
• Reading standards are intended to be taught in
concert with the content – not replace the content
– In Social Studies, students are expected to EVALUATE,
SYNTHESIZE, and follow detailed DESCRIPTIONS of
concepts in primary and secondary sources
– In Science, students are expected to ELABORATE diagrams
and DATA, CONVEY information and ILLUSTRATE concepts
– Tasks should model what students will be expected to
replicate and expand upon in college; they show
progression, or scaffold skills based on grade level - CCSS, p. 60
IMPLICATIONS FOR READING in Content Areas:
• We MUST SEE ourselves as Content
Reading Teachers
STANDARDS for WRITING in Content Areas:
• Writing must be a natural extension of what students
do as they ASSERT CLAIMS, SHOW what they know
about a subject, and CONVEY what they thought or
experienced.
– Must consider TASK, PURPOSE and AUDIENCE
– Must know how to CHOOSE WORDS, STRUCTURES and
FORMATS carefully
– Must have FLEXIBILITY, CONCENTRATION and FLUENCY to
produce high-quality FIRST DRAFTS under a DEADLINE
IMPLICATIONS FOR WRITING in Content Areas:
• We MUST SEE ourselves as Content
Writing Teachers
Benefits of the CCSS
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 Internationally benchmarked
 Expectations clear to students, parents,
teachers, and the general public
 Allow for collaboration with other states on best
practices, instructional materials, and
professional development
 Costs to the state reduced
 Consistent expectations for all—not dependent
on a zip code
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More information and updates can be found for
Common Core State Standards can be found on:
MDE website: www.michigan.gov/mde
Common Core State Standards: www.corestandards.org
Smarter Balanced Consortia: www.k12.wa.us/smarter/
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We Can Do This!
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