Post on 03-Jan-2016
description
COMMON CORE TRANSITION PLANNING
Midwestern Intermediate Unit IVMarch 1, 2011
GoalsDevelop an understanding of Common
Core Standards and the PA commitment
English Language Arts
Mathematics
Explore online Common Core Standards and supporting materials
Preview Pennsylvania transition plans, timeline and resources
2
3
Common Core Overview
Prepares students with the knowledge and skills they need to succeed in college and career
Ensures consistent expectations regardless of a student’s zip code
Provides educators, parents, and students
with clear, focused guideposts
Offers economies of scale
4
Common Core Organization
English Language Arts Strands
◦ Reading
◦ Writing
◦ Speaking and Listening
◦ Language
5
English Language ArtsNew Emphasis
Reading◦ Balance of literature and informational
texts◦ Text complexity
Writing◦ Emphasis on argument and
informative/explanatory writing◦ Writing about sources
http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards/college-and-career-readiness-anchor-standards-for-language/
http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts
6
English Language ArtsNew Emphasis
Speaking and Listening◦ Comprehension and collaboration ◦ Inclusion of formal and informal talk
Language◦ Stress on general academic and domain-
specific vocabulary
Design and Organization
Three Main Sections
K-5 Cross disciplinary
6-12 English Language Arts
6-12 Literacy in History/Social Studies, Science/Technical Subjects
7
Design and Organization
Appendices
A Research Supporting Key Elements
B Text Exemplars/Sample Performance Tasks
C Samples of Student Writing
8
Anchor Standards
Four sets of College and Career Readiness Anchor Standards:
Reading (Page 10)
Writing (Page 18)
Speaking and Listening (Page 22)
Language (Page 25)
9
From Anchors to Grade Level Standards
Grade level standards derive from the Anchor Standards.
K-2
3-5
6-8
9-10 and 11-12
10
The standards devote as much attention on what students read, in terms of complexity, quality, and range, as they do on how students read. As students progress through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts.
The progression of the standards is based on evidence and anchored in the college and career readiness (CCR) standards. The CCR standards define broad competencies and reading, writing, speaking, listening, and language while the K-12 standards lend further specificity by defining a developmentally appropriate progression of skills and understandings.
11
ELA Standards Advances
More ELA Advances In order to prepare students for the challenges of college
and career texts, the standards require a rich reading of literature as well as extensive reading in science, history/social studies, and other disciplines.
Students are required to learn certain critical content, including classic myths and stories from around the world, America’s Founding Documents, and foundational American literature.
The standards also require that students systematically develop knowledge of literature as well as knowledge in other disciplines through reading, writing, speaking, and listening in history/social studies and science.
12
13
Reading A Standard
CC. 3. R. L. 1
CommonCore
Grade Level
Reading Literature Strand
First Standard
Crosswalk DocumentsPA – CC by grade levelCC – PA by grade levelCommon Core grade-level
transition guides that detail specific emphasis
Grade-level transition guides that detail content that continues to be emphasized along with what is added
14
15
SAS and the Common Core
SAS Resources: http://www.pdesas.org*
◦Clear Standards Tab
Common Core Tab
* Also located in PLC
16
Common Core Organization
Mathematics
Standards for Mathematical Practice
Standards for Mathematical Content
17
Common Core Organization
Standards for Mathematical Practice
◦ Carry across all grade levels
◦ Describe habits of mind of a mathematically expert student
18
Common Core Organization
Standards for Mathematical Content
◦ Presented by grade level, K-8
◦ Organized into domains progressing over several grades
◦ Introduced at each grade level by 2–4 focal points
◦ Presented by conceptual themes at high school
Standards for Mathematical Practice
Describe varieties of expertise that should be developed in students
Rely upon longstanding important processes and proficiencies
Articulate the behaviors of truly mathematically competent citizens
19
Standards for Mathematical Practice
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.
20
Standards for Mathematical Practice
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.
21
Mathematical Content: Domains
22
Grades K-8Counting and CardinalityOperations and AlgebraicThinkingRatios and ProportionalRelationshipsThe Number SystemNumber and Operationsin Base TenNumber and Operations—FractionsMeasurement and DataStatistics and ProbabilityExpressions and EquationsFunctionsGeometry
High SchoolNumber and QuantityAlgebraFunctionsGeometryStatistics and ProbabilityModeling
23
Design and Organization
Content standards define what students should understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
http://www.corestandards.org/about-the-standards/key-points-in-mathematics
24
Reading A Standard
http://www.corestandards.org/about-the-standards/key-points-in-mathematics
25
Grade Level Overview
Focus: Instructional Time
Provides in depth explanation for the grade level
26
Key Advances Focus and coherence
Focus on key topics at each grade level. Coherent progressions across grade levels.
Balance of concepts and skills Content standards require both conceptual
understanding and procedural fluency.Mathematical practices
Foster reasoning and sense-making in mathematics.
College and career readiness Level is ambitious but achievable.
http://www.corestandards.org/about-the-standards/key-points-in-mathematics
Math Standards Advances
This enables teachers to take the time needed to teach core concepts and procedures well and give students the opportunity to master them.
In grades K-5 students gain a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. For example, students in Kindergarten focus on the number core (learning how numbers correspond to quantities and learning how to put together and take apart numbers) in order to prepare them for addition and subtraction.
In the middle grades, students build upon the strong foundation in grades K-5 through hands on learning in geometry, algebra, probability, and statistics.
The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges and emphasize mathematical modeling.
28
Key Changes Focuses in early grades on number
(arithmetic and operations) to build a solid foundation in math
Evens out pace across the grades
Focuses on using math and solving complex problems in high school math - the real world emphasis
Stresses problem-solving and communication
http://www.corestandards.org/about-the-standards/key-points-in-mathematics
CrosswalksGoal was to cover a narrower range of
math content areas at a deeper level.Grade placements for specific topics
made by state and international comparisons and opinions of educators, researchers and mathematicians.◦Large percent of PA Math Standards
that are either not aligned to the K-8 CC standards at grade level or aligned at minimal level.
29
The majority of those CC Standards aligned to PA Math standards at a different grade level, were aligned with a PA standard at a higher grade level: ◦Grade 3 CC: 2/3 aligned to PA grade
4; 1/3 aligned to PA grade 5◦Grade 5 CC: most aligned to PA
grade 6◦Grade 8 CC: many aligned to PA
grade 1130
PA Math Standards Aligned to Common Core at Different Grade Levels:◦Grade 3: approximately 1/3 aligned to an
upper grade level CC standard and remaining to either grade 1 or 2 CC Standard.
◦Grade 5: Most aligned to an upper grade level standard
◦Grade 8: typically aligned to grade 6 CC Standard.
◦Grades 3 and 5: aligned to an upper grade level CC because the CC Standards do not cover particular content domains until the upper grades.
31
All Crosswalk Documents can be accessed on the MIU 4 Curriculum Department wiki:
http://miu4curriculumdepartment.wikispaces.com/
32
Common Standards: The First StepStandards are essential, but inadequate.
Along with standards,
• Educators must be given resources, tools, and time to adjust classroom practice.
• Instructional materials needed that align to the standards.
• Assessments must be developed to measure student progress.
• Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement.
33
34
2010 - 2011 2011 -2012 2012 - 2013
Curriculum and instruction based on the current PA Academic Standards
Curriculum and instruction based on current PA Academic Standards
Continue with curriculum rewrites, with July 1, 2013, target date for full implementation of PA CC
PSSA based on current eligible content aligned to PA Standards(through 2013 administration)
Create instructional redesign cycle and begin modification of district-approved curricula in ELA and Mathematics using CC Standards alignment documentationprovided by PDE
Attendance at PDE/IU staff development sessions to begin transition planning
35
For Planning Purposes…
Pink = PSSA Yellow = CC Implementation Blue = Potential Reassessment
36
Common Core Concerns
Have we answered your questions ?
?