PARENT MEETING

WHICH ARE MYTHS?

CCSS

Requires lock step instruction

Requires time, understanding and

support to implement

Does not allow for instruction on

literature

Does not account for differentiation required

Does not allow for creative activities

ESSENTIAL QUESTIONS

• Where did the CCSS come from and why are they important?

• What are the CCSS really about? How are they different from your child’s previous experiences?

• What can we expect from the Smarter Balanced Assessment?

• What are the myths that surround the CCSS?

NEWINGTON CURRICULA

Newington Grade Level Curriculum Expectations1990-2002

State Curriculum Framework Standards2002-2012

Common Core Standards2012-present

WHY IS NEWINGTON MAKING THE CHANGE TO CCSS?

WHY DO WE NEED COMMON STANDARDS? WHY NOW?

http://www.schoolimprovement.com/common-core-360/common-core-video/

Turn and Talk: What do you think? What questions do you have?

COMMON

GOALS

ELA/LITERACY: 6 SHIFTS

1. Balance of literature and informational text (K-5)

SHIFT IN READING

9

Literary Informational

Grade 4 50% 50%

Grade 8 45% 55%

Grade 11 30% 70%

ELA/LITERACY: 6 SHIFTS

1. Balance of literature and informational text (K-5)

2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

ELA COMMON CORE STANDARDS

Strands

Reading Standards for Literature

Reading Standard for Informational Text

Reading Standards: Foundational Skills

Reading Standards for Literacy in History/Social Studies

Reading Standards for Literacy in Science & Technical Subjects

ELA/LITERACY: 6 SHIFTS

1. Balance of literature and informational text (K-5)

2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

3. Appropriately complex text4. Questions regarding text are text-dependent5. Academic Vocabulary - precise language and

domain-specific vocabulary

DECLINING COMPLEXITY OF TEXT; TOO MANY SUPPORTS.

Why Text Complexity Matters

Text Lexile Score

CD‐DVD Instructions 1080USA Today 1100AV/Communications/Tech. Manual 1190College Textbooks 1215Baltimore Sun 1250W4 Forms 1260Applications for Student Loans 1270The Chicago Tribune 1310Wall Street Journal 1320Architecture/Construction Manuals 1340Washington Post 1350The New York Times 1380Agriculture/Natural Resources text 1510Law/Public Safety 1740

*Scores listed are averages (MetaMetrics,2001)

The Majority of High School SeniorsOnly reach levels within the 940-1200 range

EXAMPLE OF GRADE 2-3 CURRENT TEXT COMPLEXITY

Williams, Vera. A Chair for My MotherNew York: Greenwillow Books, 1982.

My mother works as a waitress in the Blue Tile Diner. After school sometimes I go to meet her there. Then her boss, Josephine, gives me a job too.

I wash the salts and peppers and fill the ketchups. One time I peeled all the onions for the onion soup. When I finish, Josephine says, “Good work, honey,” and pays me. And every time, I put half of my money into the jar.

EXAMPLE OF GRADE 3 COMMON CORE GRADE LEVEL COMPLEXITY

MacLachlan, Patricia. Sarah, Plain and TallNew York: HarperCollins, 1985

From Chapter I

I wiped my hands on my apron and went to the window. Outside, the prairie reached out and touched the places where the sky came down. Though the winter was nearly over, there were patches of snow everywhere. I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny. They had come for her in a wagon and taken her away to be buried. And then the cousins and aunts and uncles had come and tried to fill up the house. But they couldn’t.

Slowly, one by one, they left. And then the days seemed long and dark like winter days, even though it wasn’t winter. And Papa didn’t sing.

ELA/LITERACY: 6 SHIFTS

1. Balance of literature and informational text (K-5)

2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

3. Appropriately complex text4. Questions regarding text are text-dependent5. Academic Vocabulary - precise language and

domain-specific vocabulary 6. Writing to inform or argue using evidence

• Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts

• Focus on the use of reason and evidence to substantiate an argument or claim

• Emphasize ability to conduct research – short projects and sustained inquiry

• Require students to incorporate technology as they create, refine, and collaborate on writing

OVERVIEW OF WRITING STRAND

SHIFT IN WRITING

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Fall 2010, C.Felix 20

OVERVIEW OF SPEAKING AND LISTENING AND LANGUAGE STRANDS

Speaking and Listening • Focus on speaking and listening in a range of settings, both

formal and informal – academic, small-group, whole-class discussions

• Emphasize effective communication practices

• Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Language• Include conventions for writing and speaking

• Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

• To be addressed in context of reading, writing, speaking and listening

MATHEMATICS

oFocus strongly where the Standards focus

oCoherence: Think across grades, and link to major topics within grades

oRigor: Require fluency, application, and deep understanding

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

reasoning

Grade Priorities 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

Priorities in Mathematics

SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC) TIMELINE

25

SY 2011-12

Development begins

SY 2012-13

First year limited pilot testing and

related research and

data collection

SY 2013-14

Second year field testing and

related research and

data collection

SY 2014-15

Full administration

of SBAC assessments

SY 2010-11

Design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

MYTH BUSTERS

CCSS

Requires lock step instructi

onRequires

time, understandin

g and support to implement

Does not

allow for

instruction on

literature

Does not account

for differenti

ation required

Does not allow for creative

activities

QUESTIONS & COMMENTS