Common Core Standards: A Collective Commitment to Excellence. Board Presentation March 19, 2013

Transcription

1 Common Core Standards: A Collective Commitment to Excellence Board Presentation March 19, 2013

2 "If you don't know where you are going, any road will get you there." -Lewis Carroll

3 Finding our Path The question that drove the development of the Common Core Standards was: What are those FEW powerful things that kids need to do very well to be successful in college and career?

4 Understanding the Rationale for the Common Core The CCSS seek to better prepare students across the nation for college and careers, raising both expectations and achievement in every state that chooses to adopt them. The CCSS align college and work expectations through rigorous content and the application of knowledge via the demonstration of higher order thinking skills.

5 Engendering Bi-Partisan Support While the development of the CCSS has been a national effort, it has NOT been a federal initiative. The standards were created by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with input from researchers, policymakers, teachers and the general public. 46 states have adopted the CCSS.

6 The Common Core is a call for accelerating students literacy development. The most important message is lifting the level of student achievement, not around course coverage and compliance. -Lucy Calkins

7 The most important reforms that a school system can make will be those that involve creating systems that support continuous improvement of instruction and increased personal and shared accountability for raising levels of student achievement. -Lucy Calkins

8 Harnessing the Power of the Professional Learning Community Learning Communities are our primary vehicle for improving teaching and learning in IUSD. A significant body or research suggests that they are also the most effective vehicle for implementing the Common Core.

9 Supporting Continuous Improvement in IUSD Prior to the adoption of the Common Core, our Curriculum Council revised our CIE document to outline the essential capacities we will develop in all students and the guiding principles and practices that will guide our work. The congruence between the anchor standards within the CCSS and our essential capacities reflects an emphasis on supporting deeper and further learning.

10 Scaffolding thinking Planning for thinking Defining Rigor Assessing thinking about content Recognizing the levels of thinking students demonstrate Managing the teaching/learning level for the desired thinking level

11 Rigor is not.... More or harder worksheets AP or honors courses only ; rigor must be found in every classroom More work More homework

12 Smarter Balanced Assessments Grades 3-8 and grade 11 English Language Arts and Math Summative Assessment: Two parts Computer adaptive test Performance Tasks Optional Interim Assessments

13 Assessment System Components Performance Tasks Extended projects demonstrate real world writing and analytical skills May include online research, group projects, presentations Require 1 2 class periods to complete Included in both interim and summative assessments Applicable in all grades being assessed Evaluated by teachers using consistent scoring rubrics The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching -Linda Darling-Hammond and Frank Adamson, Stanford University SMARTER Balance Assessment Consortium

14 Testing Implementation : Field Testing of Summative Assessments 2014: Preliminary Achievement Level Descriptors : Operational Summative Assessment Administered Following 2015 School Year: Final Achievement Level Descriptors Verified and Adopted

15 IUSD s Goal To use the CCSS as a lever to develop the essential capacities within our students and staff, and to evaluate, each day, the impact of our teaching on student learning.

16 Common Core State Standards English Language Arts & Literacy In History/Social Studies, Science, and Technical Subjects

17 Organization of the ELA Standards FOUR STRANDS: Reading, Writing, Speaking and Listening, Language THREE MAIN SECTIONS Gr. K-5 comprehensive section Gr content area specific sections: One for English Language Arts One for literacy in history/social studies, science, and technical subjects

18 ELA Instructional Shifts Building knowledge through content rich nonfiction and informational text Regular practice with complex text and academic vocabulary Reading, writing, and speaking grounded in evidence from text

19 Key Features of CCSS GREATER EMPHASIS ON: Close reading of text Text complexity and critical thinking Academic vocabulary (e.g. pattern, structure, infinite - vs. gastroenterology) Writing types: argument, informative/explanatory, narrative Collaborative conversations

20 Additional Focus: Capacities of a Literate Individual Students who meet the standards: Demonstrate independence Build a base of knowledge across a wide range of subject matter Adapt their communication to varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Actively seek to understand other perspectives and cultures

21 What will ELA instruction look like in the classroom? MORE Hands-on, active learning Emphasis on higher order thinking Collaborative student learning Reading of real texts: whole books, primary sources, nonfiction Media skills integrated into lessons LESS Less student passivity Fewer worksheets and bubble-in answers Less prizing of silence in the classroom Less reliance on sole use of a basal reader Media skills as a separate entity

22 What will ELA instruction look like in the classroom? MORE Writing for real purposes and audiences Writing across the curriculum as a tool for learning Assessment focused on higher order processes LESS Finished pieces of writing read only by the teacher Writing taught only during Language Arts period Evaluation focused mainly on individual sub-skills

23 Grade-Specific Standards and the Spiral Effect Writing Standard 7 Example W.CCR.7 CCR Writing Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W Grade Students: W Grade 9-10 Students: W.8.7 Grade 8 Students: W.7.7 Grade 7 Students: W.6.7 Grade 6 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Conduct short research projects to answer a question, draw on several sources and refocusing the inquiry when appropriate.

24 W.5.7 Grade 5 Students: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.4.7 Grade 4 Students: W.3.7 Grade 3 Students: W.2.7 Grade 2 Students: W.1.7 Grade 1 Students: W.K.7 Kindergarten Students: Conduct short research projects that build knowledge through investigation of different aspects of a topic. Conduct short research projects that build knowledge about of a topic. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations.) Participate in shared research and writing projects (e.g., explore a number of how to books on a given topic and use them to write a sequence of instructions). Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

25 Common Core: Math

26 Description Students need to learn how to learn Teach fewer concepts more deeply Slow instruction down to student learning speed Provide for acceleration when students demonstrate they are ready Focus more on the mathematics of problems, not just getting the right answer

27 Key Points in Mathematics These Standards define what students should understand and be able to do in their study of mathematics. The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.

28 Key Points in Mathematics There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y).

29 Math Instruction: Common Core

30 Standards for Mathematical Practice The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.

31 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.

32 Standards for Mathematical Practice 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.

33 Critical Areas in Mathematics Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Addition and subtraction, measurement using K 2 whole number quantities Multiplication and division of whole numbers and 3 5 fractions Ratios and proportional reasoning; early 6 expressions and equations Ratios and proportional reasoning; arithmetic of 7 rational numbers 8 Linear algebra

34 High School Pathways Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional) Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.

35 IUSD Mathematics Goals 1. Instruction in mathematics will incorporate the essential capacities and guiding practices articulated in our Continuous Improvement document. 2. Site administrators will act as instructional leaders who encourage and foster the study of mathematics on their campus and support teachers and parents so each student consistently learns and understands mathematics. 3. Teachers will improve their instructional pedagogy and personal content knowledge so they can provide world-class instruction daily in their math lessons.

36 IUSD Mathematics Goals 4. Teachers will be strategic and thoughtful about using class time to model and teach higher-level thinking in mathematics, and assignments will reflect a clear purpose well-aligned to the learning goal and CCSS-M standard under study. 5. Students will view math as relevant to their world, pursue advanced math in high school, and expect to tackle challenging problems in their math classes that they are motivated to solve. 6. We will identify fragile math students sooner. These students will be provided targeted, intensive support with the goal of remediating areas of insufficient knowledge and performance so the student can quickly progress to where he/she can learn with his/her classmates in a regular education setting.

37 IUSD Mathematics Goals 7. Students will graduate from IUSD high schools well-prepared to succeed in postsecondary college and career, and we will reduce the number of students who require review of high school mathematics prior to taking college level mathematics. 8. An increasing number of IUSD graduates will enter college prepared to continue their studies and receive a degree in a STEMrelated field.