Common Core Training
- 1. Mississippi Department of Education Common Core State Standards Mathematics and English/Language Arts Dr. Lynn J. House Mrs. Trecina Green Deputy State Superintendent Bureau Director Instructional Enhancement/Internal Operations Curriculum & Instruction MS Department of Education MS Department of Education
- 2. Goals/Outcomes Become familiar with Common Core Standards layout, design, concepts, terminology, etc. Discuss Assessment & Accountability Learn how common core standards will impact teaching practices
- 4. What is the CCSS Initiative? • An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) • A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language Arts 4
- 5. Why is this initiative important? • Provides consistency across states • Allows for equal access • Prepares students to compete globally • Allows for more focused professional development • Allows for the development of a common assessment • Provides the opportunity to compare and evaluate policies that affect student achievement across states 5
- 6. What are the Common Core State Standards (CCSS)? • Fewer, clearer, and higher • Aligned with college and work expectations • Rigorous content requiring higher-order thinking and application of knowledge • Internationally benchmarked • Evidence-and/or research-based 6
- 7. Shift from “What’s Taught” to “What Students Need to Be Able to Do” To succeed in 21st century college and careers, students need to be able to: 5. Reflect on /improve performance 1. Solve problems 2. Manage oneself 6. Communicate 3. Adapt to change 7. Work in teams 4. Analyze/conceptualize 8. Create / innovate / critique 9. Engage in learning throughout life 4
- 8. The Common Core State Standards Produced: College and Career Readiness The Standards define the Standards knowledge and skills students should have within CCR Anchor Standards their K-12 education careers so that they will graduate from high school able to K-12 Standards in succeed in entry-level, Mathematics & English credit-bearing academic Language Arts (Reading, college courses and in Writing, Speaking, & workforce training Listening) programs. Including: Standards for Literacy in History/Social Studies, Science and Technical Subjects, 6-12
- 10. Vision of the Common Core
- 11. CCSS Terminology
- 12. Unpacking the Standards • Review the format of the Common Core Standards document • “Deconstructing” objectives • “I Can” Statements
- 13. Unpacking the Standards • TSW analyze texts in order to identify, infer or synthesize information Then • I will analyze texts to identify, infer, or synthesize information Now • I Can ask and answer questions to demonstrate understanding of a text
- 14. Terminology – Then and Now MS Framework CCSS ELA CCSS Math Strands Strands Domains Competency Cluster Cluster Objectives Standards Standards Sub- Sub- Sub- Objectives Standards Standards
- 18. CCSS ELA
- 26. Sample of Spiraling across grade-levels: Key Ideas and Details - Literature • Kindergarten: With prompting and support, identify characters, settings, and major events in a story
- 27. Key Ideas and Details - Literature • First Grade: Describe characters, settings, and major events in a story, using key details
- 28. Key Ideas and Details - Literature • Second Grade: Describe how characters in a story respond to major events and challenges
- 29. Key Ideas and Details - Literature • Third Grade: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
- 30. Key Ideas and Details - Literature • Fourth Grade: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)
- 31. Key Ideas and Details - Literature • Fifth Grade: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in text (e.g. how characters interact)
- 32. Alignment of CCSS English Language Arts (ELA) and MS ELA • Initial alignment study done “in-house” Crosswalk (formerly known as correlations) • Overall alignment is good -Few specifics in the CCSS are not addressed in the MS ELA Framework or not addressed at the same grade level -Many of the MS ELA Framework objectives and sub-objectives are not mentioned in the Common Core • Rigor is comparable 32
- 33. Key Advances in the Common Core ELA/Literacy Standards Reading • Balance of literature and informational texts • Focus on text complexity and what students read Writing • Emphasis on argument and informative/explanatory writing • Writing about sources (evidence) Speaking and Listening • Inclusion of formal and informal talk Language • Stress on academic and domain-specific vocabulary Address reading and writing across the curriculum • Responsibility of teachers in those subjects • Complement rather than replace content standards in those subjects 6
- 34. Common Core in the Elementary School
- 35. CCSS Math
- 36. Format of K-8 Standards Grade Level Domain Standard Cluster
- 37. Structure of the Common Core Math Standards
- 38. Distribution of the Domains (K-8)
- 39. CCSS Mathematical Practices 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 reasoning
- 40. Alignment of CCSS for Math and MS Math Framework • Initial alignment study done “in-house” and additional study done by SEDL • Overall alignment is not good -Many specifics in the CCSS are addressed in the MS Math Framework but at a lower grade level(s) -Several of the MS Math Framework objectives are not mentioned in the Common Core • CCSS for Math are more rigorous than the MS Math Framework 40
- 41. Mathematics Alignment Examples CCSS Math 4th grade MS Math 5th grade Page 31, 4.MD, #3 Competency 4 Objective c Apply the area Use formula to formula for estimate and rectangles in real calculate the area world and of a rectangle. mathematical problems. 41
- 42. Key Advances in the Common Core Math Standards Focus and coherence • Focus on key topics at each grade level • Coherent progressions across grade levels Depth over breadth • Allows more time for mastery Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency Mathematical practices • Foster reasoning and sense-making in mathematics 7
- 43. What does literacy look like in the mathematics classroom? • Learning to read mathematical text • Communicating using correct mathematical terminology • Reading, discussing and applying the mathematics found in literature • Researching mathematics topics or related problems • Reading appropriate text providing explanations for mathematical concepts, reasoning or procedures • Applying readings as citing for mathematical reasoning • Listening and critiquing peer explanations • Justifying orally and in writing mathematical reasoning • Representing and interpreting data
- 44. Assessments & Accountability
- 45. Formative vs. Summative Assessments • Formative assessment is an ongoing assessment used to inform instruction & provide data. Ch ec k-u Discussion s observation ps Ru bric • Summative assessment is given at pre- determined intervals to determine what a student has mastered and is used for accountability. Chapter Tests District Tests State Assessments
- 46. PARCC Supports: Formative Assessments • Formative early assessment is designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to EARLY ASSESSMENT MID-YEAR ASSESSMENT student needs. Early indicator of Mid-Year Performance- knowledge and skills to inform instruction, Based Assessment • Formative mid-year performance tasks are supports, PD (Potentially summative*) designed to prepare students for the Timing of formative components is flexible Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve * Over time, states may consider understanding of the CCSS expectations. using scores from these tasks in the • For voluntary use, the timing of the summative/accountability scores. administration is to be locally determined. 17
- 47. PARCC: Two Components of the Summative Assessment In mathematics and in English language arts (ELA): PERFORMANCE ASSESSMENT + END OF YEAR ASSESSMENT • Given primarily on computer or other •Given on computer, with multiple digital devices item types and technological tools • Composed primarily performance tasks with emphasis on hard-to-measure •Scored entirely by computer for standards fast results • Results returned within 2 weeks • Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores. 13
- 48. PARCC – Two Types of Summative Assessments FOCUSED END OF YEAR ASSESSMENTS COMPREHENSIVE ASSESSMENT • One to three tasks that assess a •Taken on computer, with mixed few “keystone” standards/topics item types • Given at three points during the •Scored entirely by computer for school year,fast results of quarters near the end • Results within 2 weeks to inform Scores from both focused & instruction and intervention end-of-yr. assessments will be combined for annual accountability score. 48 Center for K – 12 Assessment & Performance Management at ETS
- 49. PARCC: Focused Assessments 1 and 2 25% 50% Focused Focused ASSESSMENT 1 ASSESSMENT 2 • ELA • ELA • Math • Math In a single session/class period, students in grades 3 - 11 will: • ELA: Read texts, draw evidence to form conclusions, and prepare a written analysis • Math: For each of 1 or 2 essential topics (standards or clusters of standards), complete 1 to 3 constructed response tasks Center for K – 12 Assessment & Performance Management at ETS 49
- 50. PARCC: Focused Assessment 3 75% Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. Examples: Focused • ELA: Locate digital information, evaluate and ASSESSMENT 3 • ELA select sources, and compose an essay or • Math research paper • Math: Perform a multi-step performance task Focused that requires application of mathematical ASSESSMENT4 • Speaking skills and reasoning and may require • Listening technological tools • Speaking/Listening task: Conducted in classroom, not used for accountability, scored by teacher. 50
- 51. PARCC: End-of-Year Assessment 90% • Composed of 40 to 65 questions of a range of item types including innovative technology- enhanced items to sample the full year of END OF YEAR standards COMPREHENSIVE ASSESSMENT • Scored by computer • Will make major investment in enhanced item types Center for K – 12 Assessment & Performance Management at ETS 51
- 52. The PARCC System English Language Arts and Mathematics, Grades 3 - 11 25% 50% 75% 90% PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials Focused Focused Focused END OF YEAR ASSESSMENT ASSESSMENT ASSESSMENT COMPREHENSIVE 1 2 3 • ELA • ELA • ELA ASSESSMENT • Math • Math • Math Focused Summative ASSESSMENT Required, but 4 assessment for not used for • Speaking accountability • Listening accountability Center for K – 12 Assessment & Performance Management at ETS 52
- 53. What does this look like in a classroom?
- 54. CCSS in the Middle Grades
- 55. Blooms to DOK to RBTv • Revised Blooms Taxonomy verbs • Post kid-friendly objectives • Takes focus off what teacher will do and turns it into what the STUDENTS will do. • “I can” statements
- 56. Original Terms New Terms • Evaluation •Creating • Synthesis •Evaluating • Analysis •Analyzing • Application •Applying • Comprehension •Understanding • Knowledge •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 57. Bailey Group Method Whole Group Instruction- 15 Minutes Transition- 5 Minutes Small Groups D.I. 30 Minutes All students working with same skill but on different levels Advanced Proficient Basic
- 58. Pedagogical Shifts • Teacher is facilitator • Move instructional infrastructure from “Hear & Respond” to “Think & Do” • Train students to work cooperatively and collaboratively
- 59. Pedagogical Shifts • Performance-based tasks which inspire creativity and lend to increasing rigor • Accountable Talk • Response to Literature-- design questions and tasks to go beyond the superficial
- 60. Instructional Delivery System At a minimum, to successfully implement Common Core State Standards and Assessments, TEACHERS must: 1.Know how to plan intentionally for rigorous and deep learning experiences. 2.Know how to design and utilize formative assessment that ensures retention and the ability to apply learning. 3.Be able to create a learning environment that fosters deep thinking, engagement of students, integration of subject areas, and problem-based learning experiences. 4.Must be able to analyze and use a variety of data to drive instructional practice. 5.Must embrace continuous professional learning. 8
- 61. To-Do List • Embrace the Expectations • Adapt our system of Deliver y • Create opportunities for authentic Response
- 62. Questions.... Comments... Discussion...
- 63. Your CCSS Binders... RBTv Thinking Maps Parents’ Guide CCSS ELA (includes standards, Crosswalks, Text Exemplars, Writing Samples, etc.) CCSS Math Vocabulary Links and other resources
- 64. Please take a moment... Evaluation...Comments...Thoughts What is the ONE idea still “muddy” in your mind?
Editor's Notes
- #2: Thank you for participating in this important conference and for playing such critical roles in raising the bar on student achievement in your communities and states. The following presentation is an overview of the of American Recovery and Reinvestment Act K-12 grants at the U.S. Department of Education in the context of our overall vision for strengthening our school systems throughout the nation.
- #37: (This slide is animated. Say) Each K-8 grade is made up of domains, clusters and standards. Domain names are in the shaded band; overarching ideas that continue across multiple grades; illustrates a progression of increasing complexity Clusters are underneath in bold with the standards numbered under each of the clusters; describes the big idea of a group of related standards Standards are numbered and describe what students should know and be able to do at each grade level
- #40: (Say) The Standards for Mathematical Practice are standards describing what students should be doing. Instruction should be organized and presented in such a manner that students are developing these practices. All Mathematical Practices are not of equal importance at all grades, nor valid for every standard. The ‘mathematical practices’ embrace the goals of 21 st Century skills and literacy. It is through orchestrated, intentional, experiences reading, writing, talking, listening and reasoning mathematically that students will develop the mathematical habits of mind allowing them to connect mathematics to daily life and career situations.
- #44: (Say) A few of the examples of what students should be seen doing that represent literacy skills being employed in the mathematics classroom are: Learning to read mathematical text including textbooks, articles, problems, problem explanations Communicating using correct mathematical terminology appropriate to the student’s mathematical development Reading, discussing and applying the mathematics found in literature, including looking at the author’s purpose Researching mathematics topics or related problems Reading appropriate text providing explanations for mathematical concepts, reasoning or procedures Applying readings as citing for mathematical reasoning – using information found in texts to support their reasoning; developing works cited documents for research done to solve a problem Listening and critiquing peer explanations of their reasoning Justifying orally and in writing reasoning Representing and interpreting data with and without technology Using the Literacy standards as an adjunct to the Standards for Mathematical Practice will further students’ mathematical proficiency.
- #47: Prepared by the Center for K-12 Assessment & Performance Management at ETS 10/24/12
- #48: Prepared by the Center for K-12 Assessment & Performance Management at ETS 10/24/12