Today’s Curriculum and the Common Core State Standards

Cheryl KlinkerNovember 17, 2011Principal’s Professional Development, Warsaw, IN

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Goals for todayThe “scoop” on CCSS, the what?,

the when? and the how?.

What are the resources and where are they?

Possible frameworks for using the resources and prioritizing CCSS

What is the Common Core State Standards Initiative?

The Common Core State Standards Initiative is a significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in mathematics and English language arts including literacy standards for science, social studies, and technical subjects.

More than 40 states have already adopted the Common Core.

What’s Different?• Fewer, clearer, and higher.• Aligned with college and work expectations.• Include rigorous content and application of

knowledge through high-order skills.• Build upon strengths and lessons of current

state standards.• Internationally benchmarked so that all

students are prepared to succeed in our global economy and society.

• Evidence- and/or research-based.• Consistent across all states.

What about our “old” state standards?

The Common Core State Standards will have replaced all the Indiana Standards for English Language Arts 2006 and Mathematics 2000 by 2014-2015.

New CCSS Literacy Standards have been added for all subject areas.

All Indiana Academic Standards for other content areas remain in effect.

Indiana has a 6-yr. cycle to review and possibly revise each subject area’s standards. Updates can be found at www.doe.in.gov/standards.

WHEN?

Indiana’s Teaching and Testing of Standards Timeline 2011-12

MATH

Teachers in grades 1-12 will teach IAS 2000 and CCSS Mathematical Practices and Essential CCSS Math

K teaches only Math CCSFor ISTEP+ and ECA, Math 2000

standards will be tested (transition to online.)

For selected schools, Common Core test items will be piloted

WHEN?

Indiana’s Teaching and Testing of Standards Timeline 2011-12

ELATeachers in grades 1-10 will teach Indiana’s

English/language arts 2006 standardsTeachers in grades 1-10 will also teach Common

Core standards K teaches only ELA CCSSTeachers in grades 11-12 teach IAS or CCSSFor ISTEP+ and ECA, English/language arts 2006

standards will be tested (transition to online.)IREAD will be administeredFor selected schools, Common Core test items will

be piloted

WHEN?

Indiana’s Teaching and Testing of Standards Timeline 2011-12

Social Studies, Science, Technical Subjects

Social Studies, Science, Technical Subjects, Fine

Arts LITERACY STANDARDS will be

taught in grades 6-12.

WHEN?

Indiana’s Anticipated Teaching and Testing of Standards Timeline

2012-13 MATH

Teachers in grades 2-12 will teach Math 2000 and Common Core standards

K-1 teach only CCSSFor ISTEP+ and ECA, Math 2000 will be

testedCCSS items piloted

WHEN?

Indiana’s Anticipated Teaching and Testing of Standards Timeline

2012-13 ELA

Teachers in grades 2-10 will teach ELA 2006 and Common Core standards

K-1 teach only CCSSGrades 11-12 teach IAS or CCSSIREAD administered For ISTEP+ and ECA, ELA 2006 will be

testedCCSS items piloted

WHEN?

Indiana’s anticipated Teaching and Testing of Standards Timeline

2013-2014

MathTeachers in grades 3-12

will teach Math 2000 and Common Core standards

K-2 will teach CCSS only

For ISTEP+ and ECA, Math 2000 will be tested

CCSS items piloted

ELATeachers in grades 3-10

teach ELA 2006 and Common Core standards

K-2 will teach CCSS only Grades 11-12 teach IAS or

CCSSFor ISTEP and ECA,

English 2006 will be tested IREAD will be administeredCCSS items piloted

WHEN?

National Anticipated Testing of Common Core Standards 2014-15

MATH

CCSS only taught All Grades

Administer Common Core PARCC Through-Course and End-of-Year Assessment Online

ELA

CCSS only taught All Grades

Administer Common Core PARCC Through-Course and End-of-Year Assessment Online

Social studies, science, technical subjects literary

standards taught in 6-12 have been taught each year since

2011-2012 school year.

WHEN?

How do we help teachers understand the transition to CCSS?

Become familiar with the CCSS as compared to the IAS

http://www.doe.in.gov/commoncore/instructional.html

How?

How?

How?

But which are the most important CCSS to teach this year?

Two documents to help:◦ Transition/assessment guidance

http://www.doe.in.gov/commoncore/

◦Curriculum maps: Learning Connection Video

http://media.doe.in.gov/curriculum/2011-05-31-ElemELAMapRes.html

◦ Learning Connection https://learningconnection.doe.in.gov/Log

in.aspx?ret=%2fdefault.aspx

Looking at the standards: Deconstruction

We should be teaching all of the requisite content and skills necessary for students to hit the target independently.

The focus should be on fluency in student learning with an emphasis on improving our instructional practice.

How can we begin to see the depth and breadth of the new standards?

Locate the nouns and noun phrases to identify key concepts

CC.3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Locate the verbs to determine the learning targets: what do

students need to do?

CC.3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Learning Target Categories

Knowledge Reasoning Demonstration

Product

Explain Predict Observe Design

Describe Infer Perform Produce

Identify Classify Compose Make

Define Compare Conduct Write

Recall Summarize Speak Draw

Recognize Analyze Operate Represent

Select Evaluate Investigate Display

List Generalize Collect Model

How should we bridge Math for 2011-2012?

Math 2011-12 Maps include all of Indiana’s current standards.

Common Core Mathematical Practice Standards have been added.

Only content that is moving down 3 or more grade levels or is an Essential Building Block has been added to the curriculum maps for 2011-12.

Resources at common core website and maps help determine which CCSS are essential.

The Math Transition…Two Phases

IDOE recommends that local school corporations make this transition in two phases:

a transition to the Standards for Mathematical Practice, followed by

a transition to the Standards for Mathematical Content.

Standards for Mathematical Practice“The Standards for Mathematical

Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.”

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

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 reasoninghttp://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreMath/CORE_MathStandardsPractice.pdf

Mathematical Practices in Four Sections

• Not “Problem Solving Fridays”• Not “enrichment” for advanced

students• Most lie in the process of arriving

at an answer, not necessarily in the answer itself

• Every lesson should seek to build student expertise in Content and Practice standards

Integration of SMPs

Making Sense of the Mathematical Practices

1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches

Making Sense of the Mathematical Practices

1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Learning Target Categories

Knowledge Reasoning Demonstration

Product

Explain Predict Observe Design

Describe Infer Perform Produce

Identify Classify Compose Make

Define Compare Conduct Write

Recall Summarize Speak Draw

Recognize Analyze Operate Represent

Select Evaluate Investigate Display

List Generalize Collect Model

Making Sense of the Mathematical Practices

1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Tools You Can UseStandards for Mathematical Practice

◦ http://www.doe.in.gov/commoncore

Inside Mathematics◦ http://www.insidemathematics.org/

Linking Content and Practices (Arizona)◦ http://www.azed.gov/standards-practices/mathem

atics-standards/

High School MathThe high school mathematics standards:

– Call on students to practice applying mathematical ways of thinking to real world issues and challenges

– Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

– Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

– Identify the mathematics that all students should study in order to be college and career ready

• In high school, the content standards are organized not by year but rather by conceptual category (Functions, Algebra, Geometry, etc.).

• http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20Mathematics_Fall%202011%20Release.pdf

What needs to change in Mathematics?Two beliefs that need to change:

All students in a mathematics classroom work on the same problem at the same time.

Each math question should have a single answer.

Required Fluency Elementary Grades

K Add/subtract within 5

1st Add/subtract within 10

2nd Add/subtract within 20 ◦ Add/subtract within

100 (pencil and paper)

3rd Multiply/divide within 100 ◦ Add/subtract within

1,000

4th Add/subtract within 1,000,000

5th Multi-digit multiplication

6th Multi-digit division

◦ Multi-digit decimal operations

7th Solve px + q = r, p(x + q) = r

Phase Two• IDOE recommends schools teach

a combination of the two sets of standards, beginning 2012-2013

Math Transition ResourcesMathematical Practices

http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreMath/CORE_MathStandardsPractice.pdf

CCSS and IAS Standards Analysis Comparison and Guidance documents located on the Common Core main page http://www.doe.in.gov/commoncore/

ELA Transition ResourcesTransition crosswalk IAS and

CCSS◦http://www.doe.in.gov/commoncore/instructional.html

Assessment Guidancehttp://www.doe.in.gov/assessment/3-8

_gqe_resources.html#Assessment_Guidance

Literacy Standards

http://www.doe.in.gov/commoncore/

Points to consider

Do you have a standards-based report card? If so, it will need to be adjusted. Think about how you can integrate informational text from your other content

areas into the 90-Minute Reading Block Become familiar with your grade level CCSS and what is taught each quarter. Use the transition document to see what is new from the CCSS, what connects

to old IAS, and what IAS will be taught no longer. Use the assessment guide to note which IAS students are still accountable for

during the transition to the CCSS. As you teach your basal reading program, math series, etc., use the

correlations guides to verify that lessons are teaching the CCSS as they are presented. If they are not, note on the correlations guide what you need to do for a gap lesson.

As you teach, use the quarterly breakdown to see if your resources teach the lesson during the correct corresponding quarter. If not, note when that is taught and how it could be moved to the proper term.

Participate in school and corporation meetings throughout the school year to monitor implementation progress

PD for your teachers NOW 5 Suggestions

1. Be sure your Kindergarten teachers are using CCSS this school year.

2. Be sure all content areas: Social Studies, History, Science, Fine Arts, Technology subjects are using CCSS this school year.http://www.doe.in.gov/commoncore/

Helpful resources:◦Kindergarten CCSS◦Literacy Standards

PD for Your Teachers Now

3. Provide a side by side CCSS and IAS, utilize transition/crosswalk documents to explore and become familiar with changes and new expectations.

Helpful Documents:◦Condensed version of IAS and CCSS◦Transition/crosswalk/assessment

documents◦Curriculum Maps

PD for your Teachers cont’d4. Look at and collaborate on the

mathematical practices. Understand the expectations. Brainstorm ideas to address the practices in the classroom.

Helpful documents:◦Mathematical Practices Document◦videos

PD for your teachers cont’d

5. Be sure all teachers are online with the Learning Connection.

◦Helpful Resources/LC Communities: Learning connection Literacy Liason

Final Thoughts• Entire community needs to know about CCSS.

• Make the CCSS work with what you already do.

• Curriculum is not standards, curriculum is all we do during the day, the questions we ask, the things we ask students to do.

• CCSS: asking students to look at things through new lenses and more than one lens; our teachers need to be able to do this as well.

• Resource Binders