Transcript California State Standards Parent Presentation (PowerPoint)

Parent Presentation
Common Core State Standards
INSERT NAME OF PRESENTER
INSERT DATE
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Outcomes – Today you will become familiar with:
 Why do we need the Common Core
Standards?
 What are the Common Core Standards?
 How different are the new standards from
the current California State Standards?
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http://vimeo.com/51933492
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What are the
Common Core State Standards?
• A national set of standards no longer
defined by each state.
• 46 states have adopted the standards
• They are written to prepare students for
success in college and/or in the work
place.
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The Goal of the Standards
 Build toward preparing students to be college and
career ready in literacy by no later than the end of
high school
 Provide a vision of what it means to be a literate person
in the twenty-first century (creativity, critical thinking
and problem solving, communication, collaboration)
 Develop the skills in reading, writing, speaking, and
listening that are foundational for any creative and
purposeful expression in language
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A New Set of Expectations
California has joined a national movement to adopt common standards and
assessments for English and mathematics.
• Currently, standards for what students should know and be able to do vary among
states, as does the difficulty of the assessments used to determine whether
students are meeting those standards.
• Common standards allow for collaboration among states on best practices and
professional development.
• Common learning goals provide a clear vision of what educators and parents in all
states should aim for. These learning goals help ensure that students meet college
and work expectations, and that students are provided rigorous, challenging
coursework.
• The standards are clear, consistent and research-based.
• Benchmarked against international standards and top-performing countries, the
Common Core Standards also will help students to succeed in a global economy and
society
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Portrait of a
Proficient/Expert Student
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They demonstrate independence.
They build strong content knowledge.
They value evidence.
They respond to the varying demands of audience,
task, purpose, and description.
 They use technology and digital media strategically
and capably.
 They come to understand other perspectives and
cultures.
CCSS Introduction pg. 2
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The Timeline for Implementation
 Implementation of the Common Core in California’s schools will occur in
stages beginning this year, with full implementation scheduled for the 201415 school year.
 For now, existing state standards still apply, and student progress will
continue to be monitored through the California Standards Tests, or CSTs. By
2014-15, however, the goal is to replace the CSTs with assessments that
measure student attainment of the Common Core.
 Districts in Shasta County have been progressive when it comes to preparing
for the new standards. In our districts educators have…..(insert your
information…i.e. received training, for instance, in how to write modules, or
lesson units that will help students attain the new standards. This school
year, teachers will begin to shift some of their instruction practices in
anticipation of full implementation by 2014.)
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What Makes the Common Core Different?
• More emphasis on use of knowledge
• Less worksheets and more doing
• All courses are impacted
• Greater emphasis on real--‐world application
• More open--‐ended questions
• Problem solving that requires student to
evaluate and determine best answers/solutions
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SHIFTS IN ELA
 Kelly to review and populate
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ELA Organization
 K-12 English Language Arts Standards
 Reading standards for literature (RL)
 Reading standards for informational text (RI)
 Reading standards: foundational skills K-5 ONLY (RF)
 Writing standards (W)
 Speaking and Listening (SL)
 Language standards (L)
 6-12 Literacy Standards
 Reading standards for History/Social Studies (RH)
 Reading standards for Science/Technical Subjects (RST)
 Writing standards for History/Social Studies, Science and Technical Subjects (WHST)
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Instructional Shifts for English and Literacy
 Building knowledge through non-fiction more than
through fiction, with particular emphasis on history
and science. Teachers will rely less upon literature
(though it will be taught), and more upon
“informational text.”
 Reading and writing grounded in evidence from text.
Students will learn to read like detectives and write
like reporters, citing evidence and factual information.
 Regular practice with complex text and its academic
vocabulary (such as the unique vocabulary used in the
sciences).
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Sample SBAC – Grade 7
Students are asked to read a “student’s
essay” and make revisions.
Which sentence could Jasmine add at
the end of paragraph 1 to help develop
the situation?
 A Our coach always insisted that we
arrive at soccer practice on time.
 B She told us, however, that being a
good sport wasn’t always about
playing sports.
Which sentence could Jasmine add at
the end of paragraph 5 to help
summarize her essay?
 A I also looked forward to the end of
September when I would help to
clean it up again.
 B There are many other beautiful
beaches in our county, too.
 C Last year I had played baseball, but
this year I had decided to play soccer.  C Many bags of garbage were filled at
Crescent Beach that day.
 D The beaches in Finvale County are
 D We usually play soccer on
well known for their fine swimming
Saturdays, but one time we did
water.
something else.
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Constructed response – grade 7
 Stimulus Text:
Even on sunny days, the house seemed to sag like a sad, lonely man with
drooped shoulders. Just a few flecks of yellow paint were left on it—reminders
of a happier time, when children used to play in its yard.
 Item Prompt:
These sentences begin the description of a setting. Write a paragraph that
develops this description and fits the mood and situation. Use vivid details
about sights, sounds, smells, tastes, and/or feelings in your paragraph.
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College & Career Readiness
Anchor Standards for Reading
Reading – 10 standards
• Key Ideas and Details
“What did the author say?”
• Craft and Structure
“How did the author say it?”
• Integration of Knowledge and Ideas
“How do I evaluate what the author says and how do I go
beyond it?”
• Range and Level of Text Complexity
“How challenging and varied is the text?”
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How You Can Support Your Child With Text
Complexity
• Build Background Knowledge
• Read Aloud to them
• Read Aloud with them
• Ask Questions
How do we help our children so they are ready for the
increasing complexity of texts?
Increase their academic vocabulary and build their
background knowledge!!
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What is Background Knowledge?
 Background Knowledge is what a
student already knows on a topic or
subject. The more he or she knows,
the better they will understand the
new learnings.
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Activity
Building Background Knowledge
 If the topic is Animals, how can you build
your child’s knowledge of the subject?
 Where can you take them?
 What can they read?
 Is the internet or technology a possibility?
 What type of media? TV? Videos?
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The Power of Read Aloud
“Research indicates that reading aloud to children :
• substantially improves their reading, written, oral,
and auditory skills
• Increases their positive attitude towards reading
Elizabeth Qunell
“Children listen at a higher reading level than they read;
thus, children can hear and understand stories that are
more complicated and more interesting than anything
they could read on their own” (p. 37).
Jim Trelease
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Types of Read Alouds
 Books
 Magazines
 Internet Articles
 Close Captioning (Mute your T.V.)
 Menus
 Directions
 Recipes
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Activity
Read Aloud to them
You read to them, they listen
 Ask questions
who, what, where, when, why, how
 Connect the reading to their life
Are there examples from the reading that are
similar to…?
 Explicit vs. inferred
What did the author say about…?
What clues did the author leave for the reader
to figure out?
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Activity
Read Aloud with them
Choral read. We read together
I read a sentence, you read the same
sentence
I read a sentence, you read the next
sentence
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Activity: Ask Questions
(Comprehension Questions)
Questions:
 Who are the characters in the story?
 Would you consider (character) to be ___ or __ ? Why?
 What would be another solution for this story?
Sentence Starters:
 The characters in the story are ….
 I consider (character) to be ______ because ….
 Another solution to this story is…
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Time permitting…
 Find your child’s grade level and read down the
10 reading standards to see what else students
will need to know.
 Pay particular attention to Reading Standard 7,
as this is the first standard where technology
begins to appear (4th grade).
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College and Career Readiness
Anchor Standards for Writing
Writing Standards-10
 Text Types and Purposes
 Write effective arguments, informative/explanatory text, and narratives.
 Production and Distribution of Writing
 Make their texts appropriate to varying task demands, purposes, and audiences Research to
Build Knowledge
 Conduct research, gathering relevant information from multiple sources (judging their
credibility and accuracy), and using the information in their writing.
 Range of Writing
 Produce quality writing under a range of circumstances and demands.

Timothy Shanahan
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Writing
 Opinions /Arguments
(K-5)
(6-12)
 Informative/Explanatory Texts (Research Reports)
 Narratives (Stories)
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How You Can Support Your Child With Writing
• Drawing
• Talking
• Reading
• Making lists
• Taking notes
• Keeping journals or diaries
• Modeling
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College and Career Readiness
Anchor Standards for Speaking and Listening
 Speaking and Listening – 6
 Comprehension and Collaboration
 Presentation of Knowledge and Ideas
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Speaking and Listening
• Students are asked to work more in
groups to:
• Solve a problem
• Discuss a topic
• Create a project
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How You Can Support Your Child With Speaking
and Listening
• Discuss the proper ways to work in a group:
• Listen attentively
• Comment on others
• Ask questions
• Share opinions and ideas
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College and Career Readiness Anchor Standards
for Language
 Language – 6
 Conventions of Standard English
 Knowledge of Language
 Vocabulary Acquisition and Use
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How You Can Support Your Child With Language
standards
• Read Aloud
• Break down sentences
• Using language for specific purposes
• Telling a story
• Texting a friend
• Writing a report
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Wrap Up Activity
What are the Common Core Standards?
Circle Map:
• Using the circle map, write down what
you have learned today
• In the center, write CCSS (Common
Core State Standards)
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How Parents Can Support CCSS
 Along with allowing children to select fiction and literature, encourage
reading of informational, non-fiction text.
 Engage in discussions about the text.
 Encourage children in the early grades to learn their basic math facts. This
basic foundation remains necessary before students can build their
problem-solving skills.
 Encourage your child to stick with it whenever a math problem seems
difficult. This will help your child see that everyone can learn math.
 Praise your child when he or she makes an effort, and share in the
excitement when he or she solves a problem or understands something for
the first time.
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Domains 6 -8
Grade 6
Ratios and
Proportional
Relationships (RP)
The Number System
(NS)
Grade 7
Ratios and
Proportional
Relationships (RP)
The Number System
(NS)
Grade 8
Ratios and
Proportional
Relationships (RP)
The Number System
(NS)
Expressions &
Equations (EE)
Geometry (G)
Expressions &
Equations (EE)
Geometry (G)
Expressions &
Equations (EE)
Geometry (G)
Statistics &
Probability (SP)
Statistics &
Probability (SP)
Statistics &
Probability (SP)
Functions (F)
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Domains 9 - 12
Listed in Conceptual
Categories
(rather than grade levels
or courses)
Number and
Quantity
Algebra
Functions
Modeling
Geometry
Statistics and
Probability
Traditional Pathway
Integrated Pathway
GADOE has determined Georgia will implement a
Hybrid Pathway for CCGPS.
Algebra II
Mathematics III
Geometry
Mathematics II
High School Algebra I
Mathematics I
Pathway A: Consists of two
algebra courses and a
geometry course, with
some data, probability, and
statistics infused
throughout
Pathway B: Typically seen
internationally, consists of a
sequence of three courses,
each of which treats aspects
of algebra, geometry, and
data, probability, and
statistics
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Shifts in Math
 Sherry (and Chris) to Review
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 Written to assume mastery, in any given
year, of the preceding year’s standards
 Outlined in three distinct sections
 Standards of mathematical practice
 Standards for mathematical content for K-8
 Standards for mathematical content for 9-12
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Instructional Shifts in Math
 Focus: Instruction will focus more intently where the
standards focus.
 Coherence: Major topics will be linked across grade
levels, so skills are layered upon one another as the
student progresses through school.
 Rigor: Students will be taught to be fluent in math
concepts so that they can achieve deeper levels of
understanding, allowing them to apply their learning
to real-world scenarios.
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Domains K-5
Kdg
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Counting and
Cardinality
(CC)
Operations
Operations
Operations
Operations
Operations
Operations
and Algebraic and Algebraic and Algebraic and Algebraic and Algebraic and Algebraic
Thinking (OA) Thinking (OA) Thinking (OA) Thinking (OA) Thinking (OA) Thinking (OA)
Number and Number and Number and Number and Number and Number and
Operations in Operations in Operations in Operations in Operations in Operations in
Base Ten
Base Ten
Base Ten
Base Ten and Base Ten and Base Ten and
(NBT)
(NBT)
(NBT)
Fractions
Fractions
Fractions
(NF)
(NF)
(NF)
Measuremen
t and Data
(MD)
Measuremen
t and Data
(MD)
Measuremen
t and Data
(MD)
Measuremen
t and Data
(MD)
Measuremen
t and Data
(MD)
Measuremen
t and Data
(MD)
Geometry (G) Geometry (G) Geometry (G) Geometry (G) Geometry (G) Geometry (G)
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Standards of Math Practice
 Make sense of problems and persevere in solving them
 Reason abstractly and quantitatively
 Construct viable arguments and critique the reasoning of others
 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
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Sample SBAC – Grade 4
 There are 58 cases of soda in a warehouse. If there are 24 cans of soda in
each case, how many cans of soda are in the warehouse?
 A 1392
 B 1292
 C 1362
 D 1262
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Myths
 Local Decision-Making on Implementation,
 Catered to Students
 State-Supported Effort
 College, Career and Real-World Readiness
 Internationally Benchmarked
 Clear and Consistent Expectations and Goals
 Procedural and Conceptual Understanding
 Combination of Informational and Literary Text Required
 No Required Reading, Just Suggestions
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Our District Transition Plan (SAMPLE)
 For the current year, we plan to:
 Provide additional training to all teachers on instructional
practices that reinforce mastery of CCSS
 Review our instructional materials for alignment with
CCSS.
 Redesign our planning templates.
 Develop at least two model unit of instruction for both
math and English-Language Arts
 Develop new assessments for the model units.
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Our District Transition Plan (SAMPLE)
 Next year, we plan to:
 Provide additional training to all teachers on instructional
practices that reinforce mastery of CCSS
 Implement the two units of instructions and the
assessments previously developed.
 Purchase instructional materials aligned with CCSS.
 Develop two additional model unit of instruction for both
math and English-Language Arts
 Develop new assessments for the model units.
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Handouts
 The Common Core State Standards and Parents and
Guardians (CDE)
 CCSS Myths and Facts
 Parents Backpack Guide to the Common Core
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Website Suggestion
 CHRIS
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Want additional information?
 California Department of Education www.cde.ca.gov/ci/cc
 Pta.org (A Parents’ Guide to Student Success)
 corestandards.org
 cde.ca.gov (California Dept. of Education), search for K-8 California Common
Core Standards Parent Handbook
 cgcs.org (Council of the
 School District contact:
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