GESD Governing Board Presentation September 13, 2012.
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Transcript of GESD Governing Board Presentation September 13, 2012.
The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) presented the final Kindergarten-12 Common Core State Standards documents that were produced on behalf of 48 states, two territories, and the District of Columbia in the summer of 2010.
Purpose of the Standards:These English/Language Arts and Mathematics
standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.
• Preparation: The standards are college- and career-ready
• Competition: The standards are internationally benchmarked
• Equity: Expectations are consistent for all – and not dependent on a student’s zip code
• Clarity: The standards are focused, coherent, and clear
• Collaboration: The standards create a foundation to work collaboratively across states and districts.
To develop a set of shared national standards ensuring that students in every state are held to the same level of expectations that students in the world’s highest-performing countries are, and that they gain the knowledge and skills that will prepare them for success in postsecondary education and in the global arena.
Goal of the Initiative
Before Standards-Based Education
During the Standards Movement
Under the Common Core
Appropriateness of expectations to instructional time available
Time available = time needed.
Varies by state; no explicit design criteria. Often, not enough instructional time available to address all standards.
Standards are designed to require 85 percent of instructional time available.
Curriculum support
Curriculum is defined by the textbook.
Standards drive the curriculum, but curriculum development lags behind standards development.
Standards publication is followed quickly by curriculum development.
Methods of describing student outcomes
Seat time; Carnegie units (emphasis on inputs over outcomes).
State standards; criterion-based.
Cross-state standards; consortia of states.
Source of expectations for students
The expectations in textbooks or those described in Carnegie units; historical, traditional influences.
Varies by state; over time, moved from traditional course descriptions to college- and career-ready criteria.
The knowledge and skills required to be college- and career-ready; international benchmarks; state standards.
Primary assessment purposes
Infrequent comparison of students against a national sample; minimum competency tests in the 1970s.
Accountability; to clarify student performance by subgroup (NCLB).
Accountability; to inform and improve teaching and learning.
Systemic nature of reform
Not systemic; reform is enacted through programs at the school or district level.
Reform varies by state and within states. Some are tightly aligned; "local control" states are much less systemic.
Standards, curriculum, and assessment are shared among participating states and territories.
In the end…
Our purpose is to ensure best first instruction of the Common Core using student achievement data to differentiate for each child.
Students are exposed to 50% literary and 50% informational text throughout an entire school day.
ELA Shift 1Balance of literary and informational text
Content area teachers integrate reading strategies into their planning and instruction.
Students learn by reading science and social studies text.
ELA Shift 2Reading in the Content Areas
Students read grade appropriate text.
Level of difficulty has been raised in each grade level.
The Common Core State Standards have identified a list of exemplar text at each grade level that matches the increased text complexity.
ELA Shift 3Text Complexity
Teachers ask questions that require students to revisit the text to answer and provide textual evidence.
Students engage in rich conversations about a common text.
Example: How is this story like other stories about wolves? Non-Example: What did Little Red Riding Hood bring her grandmother?
ELA Shift 4Text Dependent Questions
Students construct arguments based on the ideas, facts, and arguments presented in text.
ELA Shift 5Argument Writing
Students build vocabulary to access grade level complex text by focusing on vocabulary words that are used across disciplines.
Example: generation, theoryNon-Example: onomatopoeia
ELA Shift 6Academic Vocabulary
Select a text with increased complexity
Allow the students to read through on their own and make notes/comments
Read through together stopping at specific points to ask text dependent questions
Text you read multiple times
Close ReadingReading with a pencil….
What’s the difference? Increased Rigor!
OLD Performance Objective:R06.S3C3.PO1 Determine the author’s
purpose for writing the persuasive text
W06.S3C4.P01 Write persuasive text.
NEW STANDARD:6.RI.6 Determine an author’s
point of view or purpose in a text and explain how it is conveyed in the text
6.W.1 Write arguments to support
claims with clear reasons and relevant evidence.
Key Advances-Mathematics Focus and Coherence
◦ Focus on key topics at each grade level Numeracy Geometry Fractions
◦ Coherent progressions across grade levels Balance of Concepts and Skills
◦ Content standards require both conceptual understanding and procedural fluency (i.e., mastery)
Mathematical Practices◦ Foster reasoning and sense-making in
mathematics College and career readiness
◦ Level is ambitious but achievable
Mathematics experience in early childhood should concentrate on
1. numbers (which includes whole number, operations, and relations) and
2. geometry, spatial relations, and measurement, with more mathematics learning time devoted to numbers than to other topics.
Mathematical process goals should be integrated in the content areas.
Taken from the “Introduction to the Math CCSS”
Standards for Mathematical Practice◦ Carry across all grade levels◦ Describe mathematical habits of mind that should
be taught explicitly to all students
Standards for Mathematical Content◦ K-8 standards are presented by grade level◦ Organized into areas of focus that progress over
several grades◦ Grade introductions give 2-4 focal points at each
grade level
Design and Organization of Math CCSS
Standards for Mathematical Practice
1.
Make
sense
of
pro
ble
ms
and
pers
evere
in s
olv
ing t
hem
6.
Att
end t
o p
reci
sion
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Reasoning and explaining
Modeling and using tools
Seeing structure and generalizing
How are expectations changing?
To…
2.NBT.8 Solve word problems involving dollar bills, quarters, dimes, and pennies, using $ and ¢ symbols appropriately. MP.2. Reason abstractly and quantitatively.MP4. Model with mathematics.MP6. Attend to precision.
Task Objective: Students will find the value of money in piggy banks using the coins, cents, and dollars. They will then arrange the value on a number line.
From NCSM Great Tasks for Mathematics
Piggy Banks2.NBT.8 Solve word problems involving dollar bills, quarters, dimes, and pennies, using $ and ¢ symbols appropriately. MP.2. Reason abstractly and quantitatively.MP4. Model with mathematics.MP6. Attend to precision.
Complements and Does NOT replace state standards
Increased responsibility of teachers to integrate literacy of their own content area
Science and Visual and Performing Arts Common Core Standards are currently being developed
Key Advances- Science/Social Studies/Technical Subjects (All other Core Academic Subjects)
CC standards DO NOT define: How teachers should teach All that can and should be taught Extensions for students beyond the core Interventions for students below grade
level Full range of support for SPED and ELD
students Everything needed to be ready for college
or career
Intentional Design Limitations
To ensure best first instruction of the Common Core using student achievement data to differentiate for each child.
Purpose: The Four Pillars
CENTRALIZED TRAINING C&I
Achievement
AdvisorsCLASSROOM
IMPLEMENTATION
Job Embedded
SITE IMPLEMENTATION Process Plan
PersonalizeCLASSROOM
IMPLEMENTATION
Job-Embedded
TEACHER PROFESSIONAL
LEARNING COMMUNITIES
Collaboration Collective
Inquiry
CLASSROOM IMPLEMENTATION
Differentiated Instruction to Meet the Needs of All
Learners
Professional Development Cycle
Non-use
Orientation
Preparation
Mechanical Use
Routine
Refinement
2012-2015 Preparing for Success
Implementation Change Process
Building District Capacity for the Four PillarsFour Pillars 2012-13 2013-14
Best First Instruction Teacher Evaluation Process Instrument
Refining Balanced Literacy/Math Blocks
Flexible Grouping Socratic Method
Common Core 8 Mathematical Practices Math textbook 6 shifts in ELA Depth of Knowledge/Task
Analysis Unit Plans Performance Tasks
Content-based Reading/Writing STEM (Science, Technology, Engineering, Math)Project-based LearningUnwrapping Standards
Use of Student Achievement Data
Structured use of Benchmark data to ID students needs at concept level
Framework for PLC
Design formative to match PARCC PLC Common Assessment to progress monitor
Differentiation Service Review for Gifted Students
Design Response to Intervention (RTI) model
Implement RTI
Implement Gifted model
Further defining the current reality
A baseline survey included the use of all of the districtwide initiatives or programs that have been implemented in the past few years
Baseline Data
NON-USE
ORIENTATION
PREPARATION
MECHANICAL USE
ROUTINE
REFINEMENT
INTEGRATION
RENEWAL
NOT APPLICABLE
Level o
f Use
Four Types:◦Community Visits◦Teacher Supervision◦State and Federal Compliance, and ◦Program Monitoring and Evaluation
Walk-Through Protocols