Common Core 101 for College Staff

JFK Middle College High School - Norco, CADr. April Moore, Principal

Suena Chang, Teacher

NOVA Academy Early College High School - Santa Ana, CA Dr. Erin Craig, Director of Curriculum and Instruction/Principal

Sarah Calloway, TeacherKaty McGillivary, Teacher

Check In

Please share your name, your organization, and something you either know or don’t know about Common Core State Standards (CCSS).

At the end of this session….College staff will be able to:

Understand how the Common Core State Standards affect college faculty and administrators

Participate in an interactive session providing an overview of the

Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards

Listen and ask questions to a panel of teachers who share from their experience using these standards in their classrooms

Engage in a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools

Welcome to the Common Core Classroom

You are an 11th grade student at a Middle/Early College High School implementing CCSS.

Please examine the ELA or Math Performance Task you have been assigned.

7 minutes: Complete your performance task. Please show all of your work.

Linking CCSS to College and Career Readiness

In small groups discuss:

• Were you successful with the performance task? Why was it simple or challenging? Why? Describe your experience as a student.

• What do you notice about the performance task questions? How do they compare with CST questions?

REVI

SED

BLO

OM

’S

TAXO

NO

MY

WEBB’S DEPTH OF KNOWLEDGE

OLD TESTS

CCSSTESTS

English/Literacy CCSS

EXIT STANDARDS

EXIT STANDARDS

Mathematics CCSS

Standards of Mathematical

Practice

Conceptual Categories

Content Standards

Erin’s Section

High School Course Sequence Choice and Standards

Traditional Pathway Integrated Pathway

Algebra I Mathematics I

Geometry Mathematics II

Algebra II Mathematics III

Advanced Placement Probability and Statistics

Calculus

Six Conceptual Categories

Number and QuantityAlgebra

FunctionsModelingGeometry

Statistics and Probability

Conceptual categories portray a coherent view of higher mathematics and cross traditional course boundaries. There are no standards listed in the conceptual category of modeling. Instead, modeling appears throughout the other conceptual categories and is denoted by a

Disciplinary Core Ideas

Crosscutting

Concepts

Scie

nce

and

Engi

neer

ing

Prac

tices

Three Dimensions Intertwined

The NGSS are written as Performance Expectations

NGSS will require contextual application of the three dimensions by students.

Focus is on how and why as well as what

Science and Engineering Practices

1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations and designing solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Framework p.41

Crosscutting Concepts

1. Patterns2. Cause and effect3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter6. Structure and function 7. Stability and change

Framework 4-1

Disciplinary Core Ideas

A core idea for K-12 science instruction is a scientific idea that:

• Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline

• Provides a key tool for understanding or investigating more complex ideas and solving problems

• Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge

• Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

Common Core Teachers In Action

Katy McGillivary – EnglishSarah Calloway – MathSuena Chang - Science

ELA: CA v. CCSSCA Writing Standard• 2.2 Prepare a bibliography

of reference materials for a report using a variety of consumer, workplace, and public documents.

Common Core Writing Standard • 8. Gather relevant information

from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

CCSS no longer addresses consumer, workplace, or public documents

ELA: CA v. CCSSCA Reading Standard• 2.8 Evaluate the credibility

of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.

Common Core Reading Standard • 3. Analyze how the author unfolds an

analysis or series of ideas or events…• 5. Analyze in detail how an author’s

ideas or claims are developed and refined…

• 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

• 8. Delineate and evaluate the argument and specific claims in a text…

CCSS 3, 5, & 6 asks students to analyze while CA 2.8 asks to evaluate. CCSS 8 requires students to “delineate & evaluate” arguments & specific claims. CCSS no longer

addresses how author’s intent affects structure & tone.

Evolution of Teaching Practice

• Across grade levels, the CCSS requires English Language Arts teachers to provide learning experiences that: – Move towards using whole-texts – Include the use of informational texts– Facilitate longer Units/Modules (Quality over Quantity)– Implement project based learning & creativity– Deeper and more focused strategies – Emphasis on citing sources, evidence and defense of

claims

Evolution of Students

• The standards provide a structure for teachers to facilitate experiences that foster the skills to: – Take task, purpose, and audience into consideration when

responding to writing tasks – Assert and defend claims through writing to show what they

know about a subject – Grapple with works of literature with a wide range of genres,

cultures, and centuries including US documents– Express themselves displaying a firm control of the

conventions of standard English such as syntax & punctuation – Partake in structured conversations and contribute

appropriately, listening to others and building upon their ideas

Geometry: CA v. CCSSCA Geometry 3.0

Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement.

Mathematical Practice3 Construct viable arguments

and critique the reasoning of others.

CA 3.1 Students build proofs by induction and proofs by contradiction.

Geometry: CA v. CCSSCA Geometry 5.0

Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles.

8-Geometry Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software.

G-Congruence7. Use the definition of congruence in terms of

rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions

G-Similarity, Right Triangles and Trigonometry5. Use congruence and similarity criteria for

triangles to solve problems and to prove relationships in geometric figures.

Evolution of Teaching Practice• Across grade levels, the CCSS require mathematics

teachers to provide learning experiences that– Focus more deeply on a narrower range of concepts– Support student inquiry and discovery instead of

direct instruction– Facilitate oral and written communication of

understanding– Use projects and tasks that emphasize the

connectivity of concepts and real-world connection when applicable

– Support students to become successful with these expectations

Evolution of Students• The standards provide a structure for Teachers to

facilitate experiences that foster the skills to:– Use reasoning to evaluate the most appropriate

method for a problem– Communicate with peers to problem-solve together– Evaluate the work of others to demonstrate their own

understanding of a concept– Communicate their method or approach using a

variety of tools (from low- to high-tech)

NGSS vs. California State Science StandardsK-2 3-5 6-8 9-12

K

Structure of Matter

Properties of Matter Observed

and Measured

3 States of Matter

Matter Composed of Atoms

100+ Types of Atoms on

Periodic Table

Elements Consist of Like Atoms

Atoms Arranged

on Periodic Table by

PropertiesAtoms

React to Form

Products

Atoms React to

Form New ProductsMass is

Conserved

Standard Kindergarten Grade 1 2 Grade 3 4 Grade 5 6 7 Grade 8

Evolution of Teaching PracticeRewrite curriculum & assessment

Rethink what and how I teach- everything is online (~6 bil search on google/day)

Ambiguity-How will the state assessment look?-- What does the framing/pacing guide look like for my district?-How will this impact students in getting ready for college? (Less content, more depth)

Evolution of Students

NGSS Are:

• Performance Expectations focused on the connection between the three dimensions of science learning

• Performance Expectations that require students demonstrate proficiency

• Designed to lead to a coherent understanding of the Practices, CCC, and DCIs

CSTs were:

• Separate sets of isolated inquiry and content standards

• Curriculum or instructional tasks, experiences or materials.

• Designed to be separate or isolated experiences

Discussion with Q&A

• How does this inform your practice at the college level?

• How do the CCSS impact students entering your institution?

• What are your questions for our panelists?

Thank You!

Contact Info:April: ammoore@cnusd.k12.ca.usErin: erin-craig@nova-academy.org