Common Core Training

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

Goals/OutcomesGoals/Outcomes

Become familiar with Common Core Become familiar with Common Core Standards layout, design, concepts, Standards layout, design, concepts, terminology, etc. terminology, etc.

Discuss Assessment & AccountabilityDiscuss Assessment & Accountability

Learn how common core standards will Learn how common core standards will impact teaching practicesimpact teaching practices

CCSSOverview

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

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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

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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

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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:

1. Solve problems

2. Manage oneself

3. Adapt to change

4. Analyze/conceptualize

5. Reflect on /improve performance

6. Communicate

7. Work in teams

8. Create / innovate / critique

9. Engage in learning throughout life

The Common Core State Standards

Produced: College and Career

Readiness Standards

CCR Anchor Standards

K-12 Standards in Mathematics & English Language Arts (Reading, Writing, Speaking, & Listening) Including: Standards for

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

The Standards define the knowledge and skills

students should have within their K-12

education careers so that they will graduate

from high school able to succeed in entry-level,

credit-bearing academic college courses and in

workforce training programs.

The Standards define the knowledge and skills

students should have within their K-12

education careers so that they will graduate

from high school able to succeed in entry-level,

credit-bearing academic college courses and in

workforce training programs.

Vision of the Common Core

CCSSTerminology

Unpacking the Standards• Review the format of the

Common Core Standards document

• “Deconstructing” objectives

• “I Can” Statements

Unpacking the Standards• TSW analyze texts in order to

identify, infer or synthesize information

• I will analyze texts to identify, infer, or synthesize information

• I Can ask and answer questions to demonstrate understanding of a text

Then

Now

Terminology – Then and Now

Strands Strands Domains

Competency Cluster

Objectives Standards Standards

MS Framework CCSS ELA CCSS Math

Cluster

Sub-Objectives

Sub-Standards

Sub-Standards

CCSSELA

Key Ideas and Details - Literature

• Kindergarten:

With prompting and support, identify

characters, settings, and major events in a

story

Sample of Spiraling across grade-levels:


• First Grade:

Describe characters, settings, and major events in a story, using key details


• Second Grade:

Describe how characters in a story

respond to major events and challenges


• 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


• 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)


• 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)

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 3232

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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

Key Advances in the Common Core ELA/Literacy Standards

Common Core in the Elementary School

CCSSMath

Format of K-8 StandardsFormat of K-8 StandardsGrade Grade LevelLevel

DomainDomain

StandardStandard

ClusterCluster

Structure of the Common Core Math Standards

Distribution of the Domains (K-8)

CCSS Mathematical PracticesCCSS 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

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 4040

Mathematics Alignment Examples

CCSS Math 4th grade

Page 31, 4.MD, #3

Apply the area formula for rectangles in real world and mathematical problems.

MS Math 5th grade

Competency 4 Objective c

Use formula to estimate and calculate the area of a rectangle.

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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

What does literacy look like in the What does literacy look like in the mathematics classroom?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

Assessments&

Accountability

Formative vs. SummativeAssessments

• Formative assessment is an ongoing assessment used to inform instruction & provide data.

• Summative assessment is given at pre-determined intervals to determine what a student has mastered and is used for accountability.

Rubrics observation

Check-upsDiscussion

Chapter Tests State AssessmentsDistrict Tests

PARCC Supports:

Formative Assessments

Timing of formative components is flexible

Early indicator of knowledge and skills to

inform instruction, supports, PD

EARLY ASSESSMENT

Mid-Year Performance-Based Assessment

(Potentially summative*)

MID-YEAR ASSESSMENT

• 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 student needs.

• Formative mid-year performance tasks are designed to prepare students for the Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve understanding of the CCSS expectations.• For voluntary use, the timing of the administration is to be locally determined.

* Over time, states may consider using scores from these tasks in the summative/accountability scores.

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PERFORMANCEASSESSMENT

END OF YEARASSESSMENT

• Given primarily on computer or other digital devices

• Composed primarily performance tasks with emphasis on hard-to-measure standards

• Results returned within 2 weeks

•Given on computer, with multiple item

types and technological tools

•Scored entirely by computer forfast results

PARCC: Two Components of the Summative Assessment

• Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores.

In mathematics and in English language arts (ELA):

+

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PARCC – Two Types of Summative Assessments

FOCUSEDASSESSMENTS

END OF YEARCOMPREHENSIVE

ASSESSMENT

• One to three tasks that assess a few “keystone” standards/topics

• Given at three points during the school year, near the end of quarters

• Results within 2 weeks to inform instruction and intervention

•Taken on computer, with mixed item types

•Scored entirely by computer for fast results

Scores from both focused & end-of-yr. assessments will be

combined for annual accountability score.

Center for K – 12 Assessment & Performance Management at ETS48

25%

FocusedASSESSMENT 1

• ELA• Math

50%

FocusedASSESSMENT 2• ELA• Math

PARCC: Focused Assessments 1 and 2

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

FocusedASSESSMENT4

• Speaking• Listening

75%

FocusedASSESSMENT 3• ELA• Math

PARCC: Focused Assessment 3

Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. Examples:

• ELA: Locate digital information, evaluate and select sources, and compose an essay or research paper

• Math: Perform a multi-step performance task that requires application of mathematical skills and reasoning and may require technological tools• Speaking/Listening task: Conducted in classroom, not used for accountability, scored by teacher.

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90%


ASSESSMENT

PARCC: End-of-Year Assessment

• Composed of 40 to 65 questions of a range of item types including innovative technology-enhanced items to sample the full year of standards

• Scored by computer• Will make major investment in enhanced item

types


FocusedASSESSMENT

4• Speaking• Listening

25%

FocusedASSESSMENT

1• ELA• Math

50%

FocusedASSESSMENT

2• ELA• Math

90%


ASSESSMENT

75%

FocusedASSESSMENT

3• ELA• Math

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

Summative assessment for accountability

Required, but not used for accountability

The PARCC SystemEnglish Language Arts and Mathematics, Grades 3 - 11


What does thislook like in aclassroom?

CCSS in the Middle Grades

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

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Whole Group Instruction-15 Minutes

Bailey Group Method

Transition-5 Minutes

Small Groups D.I.30 Minutes

Ba

sic

Pro

fici

en

t

Ad

van

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d

All students workingwith same skillbut on different

levels

Pedagogical Shifts

• Teacher is facilitator

• Move instructional infrastructure from “Hear & Respond” to “Think & Do”

• Train students to work cooperatively and collaboratively

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

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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.

To-Do ListTo-Do List

• Embrace the Embrace the ExpectationsExpectations

• Adapt our system of Adapt our system of DeliveryDelivery

• Create opportunities for Create opportunities for authentic authentic ResponseResponse

Questions....

Comments...

Discussion...

Your CCSS Binders...RBTvThinking MapsParents’ GuideCCSS ELA

(includes standards, Crosswalks, Text Exemplars, Writing Samples, etc.)

CCSS MathVocabulary Links and other resources

Please take a moment...Evaluation...Comments...Thoughts

What is the ONE idea still “muddy” in your mind?

Common Core Training

Education

Transcript of Common Core Training