Common Core State Standards - Moore Public Schools

Common Core State Standards Moore Public Schools Fall 2011 What are the Common Core State Standards? Aligned with college and work expectations Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society State led coordinated by NGA Center and CCSSO Standards Development

Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public Final Common Core State Standards released on June 2, 2010

PARCC Partnership for the Assessment of Readiness for College and Careers Consortium of 25 states PARCC States Governing States Participating States

Why Common, Next-Generation Assessments? While the Common Core State Standards are a critical first step, they alone will not bring about the instructional changes necessary to improve student achievement and attainment Creating common assessments grounded in common standards is the logical next step Assessments aligned to the Common Core will help

ensure the new standards truly reach every classroom 6 PARCC Assessment will Include through-course assessments in each grade in addition to end-of-year tests to produce a more complete picture of student performance Provide a common measure of college and career readiness, including a college-ready cut score

Leverage new technologies in assessment and reporting to get timely and actionable student data to educators and parents PARCC Assessment will Include a range of item types that allow for the assessment of higher-order skills and measure the CCSS in full. Measure students mastery of CCSS and mitigate challenges associated with student mobility by ensuring students will have the same expectations wherever they live

PARCC Timeline for Implementation 2010-11 School Year: Launch and design phase 2011-12 School Year: Development begins 2012-13 School Year: First year pilot/field testing and related research and data collection 2013-14 School Year: Second year pilot/field testing and related

research and data collection 2014-15 School Year: Full operational administration of PARCC assessments Summer 2015: Set achievement levels, including college-ready performance levels STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

NAEP Framework for Explicit Reading Instruction Grade Literary Informational 4 50% 50% 8 45%

55% 12 30% 70% Design and Organization Strands Reading Literature

Reading: Informational Text Writing Speaking and Listening Language PASS Headings Reading / Literature Writing, Grammar, Usage, Mechanics Oral Language / Listening and Speaking Visual Literacy

An integrated model of literacy Technology requirements blended throughout Reading Comprehension (standards 19) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) Staircase of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres

NAEP Writing Framework Grade To Persuade To Explain To Convey 4 30% 35% 35% 8

35% 35% 30% 12 40% 40% 20% Writing Writing types/purposes (standards 13)

Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework Key Advances Reading

Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language

Stress on general academic and domain-specific vocabulary STANDARDS FOR MATHEMATICS JUNE 2010 Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content

K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 24 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades Design and Organization

Grade Level Overviews Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices

Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable. Intentional Design Limitations What the Standards do NOT define: How teachers should teach All that can or should be taught

The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready Sample Performance

Tasks Focused Literacy Analyze how Abraham Lincoln in his Second Inaugural Address examines the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn among them. Extended Research/Writing Compare what the latest science tells us about Genetically Modified food against the arguments offered for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, and conclusions of each side, including determining the extent to which each side in the debate over

Genetically Modified food relies on the available science, argues from an economic perspective or appeals to political and emotional concerns. Verify the data from each author and corroborate or challenge the conclusions with other sources of information. Focused Literacy Cite strong and thorough textual evidence from John Keatss Ode on a Grecian Urn to support an analysis of what the poem says explicitly about the urn as well as what can be inferred about the urn from evidence in the poem. Based on a close reading, draw inferences from the test regarding what meanings the figures decorating the urn convey as well as noting where the poem leaves matters about the urn and its

decoration uncertain. Informational Texts (Grades 2-3) Students describe the reasons behind Joyce Miltons statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8] Informational Texts (Grades 4-5) Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their

treatment found in books such as Kadir Nelsons We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6] Informational Texts (Grades 68) Students trace the line of argument in Winston Churchills Blood, Toil, Tears and Sweat address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.8] Sample Performance Tasks for Mathematics

Drag-and-Drop: How would you balance the scale pictured below? Drag the weights from below the scale onto the scale to make it balance. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb.

1 lb. 1 lb. 1 lb. Sample Performance Tasks for Mathematics Our school has to select a girl for the long jump at the regional championship. Three girls are in contention. We have a school jump-off. Their results, in meters, are given in the accompanying table. Elsa

Miki Aisha 3.25 3.55 3.67 3.95 3.88 3.78 4.28

3.61 3.92 2.95 3.97 3.62 3.66 3.75 3.85 3.81

3.59 3.73 Hans says, Aisha has the longest average. She should go to the championship. Do you think Hans is right? Explain your reasoning. Sample Performance Tasks for Mathematics A regular trapezoid is presented in the figure below. B A C H

D G F E Using the drawing tool found in the lower left hand corner of your screen, connect the two points that would connect the line of symmetry for this figure. Sample Performance Tasks for Mathematics Which statement is true about the relation shown on the graph? 1)

It is a function because there exists one x-coordinate for each y-coordinate. 2) It is a function because there exists one y-coordinate for each x-coordinate. 3) It is not a function because there are multiple y-values for a given x-value. 4) It is not a function because there are multiple x-values for a given y-value.

What changes Standards for K-12 English/Language Arts and Mathematics The number and frequency of tests The focus on reading and writing throughout the curriculum Test results that are comparable to other states What stays the same All other standards within PASS Testing through 2013-14 school year Work in curriculum committees throughout the district to establish calendars, benchmark tests Disaggregation of data to show strengths

and weaknesses by district, school, class, and subgroup What we dont know right now What happens to the other tests we currently give (5th grade Science, Social Studies, Writing; 7th grade Geography, 8th grade Science, Social Studies, Writing; the EOIs)? How will this affect the ACE graduation requirements? How long will assessments take? Will assessments be scored instantly? Resources Curriculum Pages on MPS Website

Common Core App by Mastery Connect for Smart Phones Questions and Comments Rick Cobb, Director of Curriculum Coordinators: Ginger Howe Jennifer Mankins Rebecca McLaughlin Pat Morgan Patrice Powdar

Shirley Starkey

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