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KSD Leadership TeamAugust 9, 2012

Introduction to the Common Core and Kent’s Transition PlansAugust 2012

Today’s ObjectivesDevelop a shared orientation to the Common Core Stare Standards and our Transition work

•Recognize the structure of the Common Core State Standards (CCSS) in English Language Arts and Mathematics

•Understand the shifts represented in the CCSS

•Recognize assessment changes coming•Consider next steps and contribute needs

and questions for KSD transition planning

Today’s Agenda

•Background & Purpose•CCSS Exploration – Standards & Shifts•Assessment Update•Implementation Planning & Feedback

CCSS: An Introduction

Getting on the same page: CCSS Exploration

ELA all: Introduction, pp. 4 – 81. ELA K - 52. ELA 6 - 123. ELA History/SS, Science & Technical Subjects4. ELA Appendices

Math all: Introduction, Standards for Math Practices5. K - 56. 6-87. High School and Appendix A

Looking into the Standards

•How are the standards structured?•Why does it appear to be structured this

way?•What, if anything, do the standards

suggest as implications for instruction?

English Language Arts (ELA)K-5 ELA Strands

Reading

oFoundational

Skills

Writing

Speaking and

Listening

Language

6-12 ELA Strands

Reading

Writing

Speaking and

Listening

Language

Literacy in

History/Social

Studies, Science, and

Technical SubjectsAppendices A, B, C

Sub-headings For Each ELA Strand

Reading, K-5 and 6-12, andLiteracy in History/Social Studies, Science and Technical Subjects 6-12

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Reading Foundational Skills (K-5 only) Understanding concepts of print Phonological awareness Phonics and word recognition Fluency

Sub-headings Continued

Writing K-5 and 6-12, and Literacy in History/Social Studies, Science and Technical Subjects 6-12

Text types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge

Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas

Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

Anchor Standards for ELAOverarching standards for each of four ELA strands that are further defined by grade-specific standards.

Reading – 10 standards

Writing – 10 standards

Speaking and Listening – 6 standards

Language – 6 standards

Three ELA AppendicesAppendix A: Research and evidence; glossary of key terms, overview of each strand; text complexity; conventions grade-level chart

Appendix B: Reading text exemplars with sample performance tasks

Appendix C: Annotated student writing samples, K-12

ELA: 3 Major Shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Shift One: Building knowledge through content-rich nonfiction• Much of our knowledge base comes

from informational text

• Informational text makes up vast majority of required reading in college/workplace (80%)

• Students are asked to read very little of it in elementary (7 - 15%) and middle school

Balance of Reading Texts Types

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Balance of Writing Text TypesGrade Level To Persuade

(Argumentative) To Explain

(Informative) To Convey Experience

(Narrative) 4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

Shift Two: Reading, writing & speaking grounded in evidence• Most college and workplace writing is evidence-

based and expository in nature (not narrative)

• Ability to cite evidence differentiates student performance on NAEP

• Standards in writing ask students to respond to evidence-based writing prompts (inform/argue)

• Standards in speaking and listening require students to prepare for and refer to evidence on ideas under discussion

• Standards in reading require students to respond to

text-dependent questions with evidence-based claims

Shift Three: Regular Practice with Complex Text and its Academic Language• Gap between complexity of college and high

school texts is huge

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study)

• Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts)

• Standards include a staircase of increasing text complexity from elementary through high school

• Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas

Looking for evidence of the shifts…

Elementary English Language Arts

MathematicsStandards for Mathematical Practice Listed FIRST Carry across all grade levels Describe habits of mind of a mathematically

expert students

Standards for Mathematical Content K-8 standards represented by grade level,

organized into domains that progress over several grades

“Critical Areas of Focus” at each grade level High school standards represented by conceptual

themes (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Content Progressions and Major Shifts

Focus• Fewer big ideas ---

learn more • Learning of

concepts is emphasized

Major Shifts

Coherence• Articulated progressions of

topics and performances that are developmental and connected to other progressions

Rigor• Being able to apply

conceptual understanding and procedural skill to new situations

Standards for Mathematical Practice

Shift One: Focus strongly where the Standards focus

•Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom (although not as noticeable in WA since 2008 Standards revision)

•Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

GradePRIORITIES in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Critical Areas in Mathematics

Shift Two: Coherence. Think across grades, and link to major topics within grades

• Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

• Begin to count on solid conceptual understanding of core content and build on it. o Each standard is not a new event, but an

extension of previous learning.

Shift Three: Rigor. In major topics, pursue conceptual understanding, procedural skill and fluency, and application

• The CCSSM require a balance of:▫Solid conceptual understanding▫Procedural skill and fluency▫Application of skills in problem solving

situations

• This requires equal intensity in time, activities, and resources in pursuit of all three

Looking for evidence of the shifts…

Elementary Math

Personal Reflection

•What themes/big ideas are emerging across the ELA and Mathematics CCSS standards?

•What are the implications for adult practices so that students master the CCSS?

New Assessment System

Next Generation Assessments• Provide more rigorous tests measuring student progress

toward college and career readiness• Have common, comparable scores across member

states and across consortia• Provide achievement and growth information for

instructional decision-making and professional development planning

• Assess all students, except those with significant cognitive disabilities

• Administer online, with timely results• Leverage technology-enhanced items (drag-and-drop,

interactive items, video clips, limited web interface)• Use multiple measures

Sample Grade 5 ELA Performance Task

Student Directions: You will watch two videos and read one article, taking notes on these sources and answering three questions about the sources. You will then prepare and deliver an oral presentation about the issue of digital books replacing paper textbooks.

Sample Questions• Based on the sources presented, what is the most

convincing evidence to change from paper textbooks to digital textbooks? Support your response with information from the videos and article.

• Article 1 and Video 2 discuss the use of digital textbooks by the U.S. Department of Education, South Korea’s education system, Florida’s high schools, Worldreader’s initiative in Africa, and a middle school. Which school system do you think uses the digital textbook most effectively? Support your opinion with information from the sources.

Presentation PromptYour principal has done some research about the use of digital textbooks in the classroom and is considering replacing the paper textbooks with digital textbooks next school year. Your principal has not made a final decision and would like to know students’ opinions. Plan, write, and deliver a speech in which you express your view for or against replacing your school’s paper textbooks with digital textbooks. You will write a draft of a speech and create any supplementary materials you may need for your presentation. Support your opinion with details from the sources you have read and viewed.

Personal Reflection

•What themes/big ideas are emerging as you consider the standards and potential assessment?

•What are the implications for adult practices so that students master the CCSS?

Considering Implementation

District Implementation 2011-12

•Adopted and implemented secondary math resources that are CCSS-aligned

• Introduced Leadership Team to CCSS•Began to integrate CCSS awareness into

Curriculum Leader and Cadre work•Selected for OSPI Implementation Network

Participation• Initiated CCSS Steering Team as transition

advisory group•Attended initial CCSS Training (District

staff)

District Implementation Summer 2012

• Created, with teacher input, Curriculum/Pacing Guides for initial implementation grades/courses

• Created Curriculum/Pacing Guide for K-2 Reading Foundations

• Created, with teacher input, Unit Assessments for initial implementation grades/courses

• Updated Pathways document with CCSS alignment• Prepared for use of OSPI Benchmark Assessments for

use in 2012-13• Updated Elementary Report Card• Updated Instruction page on Website with CCSS Info

for Parents/Community• Delivered initial professional development for

transitioning grade levels/courses and K-2 Foundations

District Implementation 2012-13• Delivery of yearlong professional development for

transitioning grade levels/courses • Continued development, with teacher input, of

Curriculum/Pacing Guides for 2012-13 and 2013-14 Implementation

• Continued development, with teacher participation, of Unit Assessments for 2012-13 and 2013-14 Implementation

• Implementation of OSPI Benchmark Assessments• Solicitation of Feedback on Elementary Report Card• Initiation of CCSS web page and

information/communication site for staff• Continuation of CCSS Steering Team• Development of HS Plans with Curriculum Leaders

Over three years…

•Curriculum/Pacing Guides for initial implementation grades/courses

•Supporting assessment resources•Professional development in initial year of

implementation•Ongoing PD/communication using Cadres

and Curriculum Leader groups•Ongoing communication and feedback

loops…

Learning…

Possibilities: What can I/we do now?...

•Commit to learning about or beginning to develop a shift within the standards

•Strive to see students are balancing fiction and nonfiction text per the CCSS goals

•Model and teach students to use evidence, evidence, evidence… in speaking, reading, and writing!

• • •

Possibilities:

What will we do now?...

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