AVID and the Common Core

An introduction to the California Common Core State Standards and how AVID Strategies support them.

Mike Horton, RIMS AVID

AVID and the Common Core

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

What Does ELA CCSS Focus on?

Rigor. Application of learning to real world

situations. Technology and media sources. Justification and evidence. Communication/collaboration. Expository reading and writing Research.

“I Choose C” video

What Does Math CCSS Focus on?

Conceptual understanding. Number sense in elementary. Application to real world problems. Rigor. Success in algebra and higher level

mathematics.

Six Shifts in Common Core ELA Shift 1- Balancing Informational & Literary Text Shift 2- Knowledge in the Disciplines- is built

through text, not teachers or activities Shift 3- Staircase of Complexity- Increasingly

complex texts are read closely (close reading video) Shift 4- Text-based answers- Students engage in

rich conversations about text Shift 5- Writing from Sources- Emphasize use of

sources and textual evidence to defend an argument Shift 6- Academic Vocabulary- Students

constantly build vocabulary necessary to access complex text

Six Shifts in Common Core Math Shift 1- Focus, narrow and deep Shift 2- Coherence, content is connected within

and across grade levels and subjects Shift 3- Fluency, Students develop speed and

accuracy with simple calculations Shift 4- Deep Understanding, Students learn

concepts deeply and focus less on algorithms to solve individual problems (Dan Meyer video)

Shift 5- Application, Students can apply math in novel situations without being prompted

Shift 6- Dual Intensity, Practice and understanding are not only balanced, but simultaneous

WRITING• Cornell Note-Taking• Learning Logs• Quickwrites and

Reflections• Process Writing• Peer Evaluation• Authentic Writing

COLLABORATION• Socratic Seminars• Tutorials• Philosophical Chairs• Group Activities and Projects• Peer Editing Groups• Service Learning Projects

INQUIRY• Skilled Questioning

Techniques• Costa’s Levels of Thinking• Socratic Seminars• Tutorials• Investigations• Questions that Guide

Research

READING• Deep Reading

Strategies• Note-Taking• Graphic Organizers• Vocabulary Building• Summarizing • Reciprocal Teaching

ORGANIZATION• Binders and organizational

tools • Calendars, planners, and

agendas• Graphic organizers• A focused note-taking

system• Tutorials and study groups• Project planning and

SMART goals

Reading

Anchor Standards1. Key Ideas and Details2. Craft and Structure3. Integration of

Knowledge and Ideas4. Range of Reading and

Level of Text Complexity

• Pre-reading inside and outside of text (R)

• Quickwrites/Reflections (W) • Focused Cornell Notes (WOR)• Marking, charting, annotating text, critical reading (R)

• Graphic Organizers (R)• Summarizing (R)• Dialectic Journals (W)• Interactive Notebooks (W)• Reciprocal Teaching (R)• Socratic Seminars/Phil. Chairs (C)

• Deep Reading Strategies (R)

Writing

Anchor Standards5. Text Types and Purposes6. Production and

Distribution of Writing7. Research to Build and

Present Knowledge8. Range of Writing

Quickwrites and Reflections (W)

Focused Cornell Notes (WOR)

Process Writing (W) Authentic Writing –

Dialectic Journals/ Interactive Notebooks (W)

Research (I) Learning Logs (W)

Speaking and Listening

Anchor Standards9. Comprehension and

Collaboration10. Presentation of

Knowledge and Ideas

Socratic Seminars (IC)Philosophical Chairs

(C)Tutorials (C)Reciprocal Teaching

(R)Peer Evaluation (W)Questions that Guide

Research (I)Group Activities and

Projects (C)

Language

Anchor Standards11. Conventions of

Standard English12. Knowledge of

Language13. Vocabulary

Acquisition and Use

Deep Reading Activities (R)

Vocabulary Building (R)Process Writing (W)Peer Evaluation(W)Peer Editing Groups (C)

Math

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

5. Use appropriate tools strategically

6. Attend to precision7. Look for and make

use of structure8. Look for and express

regularity in repeated reasoning

Standards for Mathematical Practice

Dan Meyer Video

RIG

OR

RELEVANCEPractice Bk

CSTCCSS

Real World

Between The Lines

Off The Page

On The Page

COSTA’S LEVELS OF THINKING

What does Rigor Look Like? Which fraction is equivalent to 2/3?a) 1/3b) 2/4c) 8/12d) 16/20

CST questions have correct answer determined by an algorithm with no justification.

What does Rigor Look Like? Click all of the following fractions that are equivalent to 1/2?a) 2/4b) 116/222c) 8/16d) (4)2/(8)2

CCSS questions may have multiple answers, clickable areas, or drag and drop.

What does Rigor Look Like?

In front of you are a salt shaker and a pepper shaker. You take a spoonful of salt from the salt shaker and put it in the pepper shaker. You then take a spoonful of the salt/pepper mixture from the pepper shaker and put it in the salt shaker.

Is there more salt in the pepper shaker or pepper in the salt shaker? ExplainDoes the size of the shaker matter?Does the size of the spoon matter?Does it matter if you shake the pepper shaker before scooping?

Common Core questions will require deep thinking, writing, and justification.

What does Rigor Look Like? Types of Common Core Assessments

• Selected response • Short constructed response• Extended constructed response

(math)• Technology enhanced• Performance tasks

Assessment Claims: ELAEach assessment question written must address at least one of the following claims, one of the Common Core standards, and identify at Depth of Knowledge required to answer it.

ELA Assessment Claims:Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Assessment SampleGrade: 9

Assessment Claims: 2 and 4

Depth of Knowledge: 4

Time: 120 minutes

Assessment Claims: Math

Math Assessment Claims:Claim #1 – Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 – Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. Claim #3 – Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 – Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Assessment Sample

CST-like question Smarter Balance Question

Assessment Sample

Technology Enhanced Items

RIMS AVID Write Path Training: Preparing for the Common Core

Write Path English Language Arts I and II Write Path Math I and II Write Path History/Social Science I and II Write Path Science I and II Write Path English Language Learners Critical Reading: Deep Reading Strategies

for Expository Text I and II High School/Middle School Writing AVID Success Path Tutorology

Additional RIMS AVID Support

WICOR Walkthroughs Reading/Writing Peer Coaching Tool Regional Coach Support Coordinator Workshops

Socratic SeminarHow can AVID Strategies be used as a tool to implement CCSS schoolwide?

How might large scale training in AVID strategies occur for 20,000+ teachers in RIMS?

Remember:1) Paraphrase the comments of the speaker

before you.2) “3 Before Me” rule3) Refer to the text (presentation) when

possible

Resources

• CCSS website• http://www.corestandards.org/

• CCSS Math Appendix A• http://www.corestandards.org/assets/CCSSI_Mathem

atics_Appendix_A.pdf• SBAC website

• http://www.smarterbalanced.org/• CDE SBAC website

• http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp