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Common Core State Standards
Math CCSS / ELA CCSS
Overview
Spring 2012
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Introduction: Activity
Scale of Common Core Knowledge
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Questions: Snowball Activity
1. Write one thing you know about Common Core State Standards (CCSS).
2. Write one question you have about CCSS.
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Which one are you?
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Emily Barton: Introduction
1.1 The Context In Tennessee_ Our Pu 1.m4v
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Implementation of Common Core State Standards complements other work underway
Student readiness for postsecondary education and
the workforce (WHY we teach)
Common Core State Standards provide a
vision of excellence for WHAT we teach
TEAM provides a vision of excellence for HOW we teach
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Our transition to Common Core Standards is central to strengthening Tennessee’s competitiveness
Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT
Tennessee’s Competitiveness
Only 21% of adults in TN have a college degree
TN ranks 46th in 4th grade math and 41st in 4th grade reading nationally
54% of new jobs will require post-secondary education
Only 15% of high school seniors in TN are college ready
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Emily Barton 1.2A Differences Between ELA & Math
1.2 The Common Core State Standards.m4v
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Common Core State Standards are narrower…
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# of TN Standards for 3rd Grade Math: # of Common Core Standards for 3rd Grade Math:
There are 1,119 Tennessee ELA standards not covered in the Common CoreCLE CU GLE SPI Grand Total
45 501 109 464 1119
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The Common Core State Standards represent six key instructional shifts
MATH:
1. Focus strongly where the Standards focus
2. Coherence: think across grades, and link to major topics within grades
3. Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity.
ELA:
4. Building knowledge through content-rich nonfiction and informational texts
5. Reading and writing grounded in evidence from text
6. Regular practice with complex text and its academic vocabulary
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…and deeper.
There were 28 cookies on a plate.Five children each ate 1 cookie.Two children each ate 3 cookies.
One child ate 5 cookies.The rest of the children each ate 2 cookies.
Then the plate was empty
How many children ate 2 cookies? Use multiplication equations and other operations, if needed, to show how you found your answer.
Jane thinks this question can be solved by dividing 28 by 2. She is wrong. Explain using equations and operations why this is not possible.
3rd Grade Math3OA.3 (Operations and Algebraic thinking): Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problems.
Source: University of Pittsburgh, Copyrighted
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Group Solve
• At your table, use the chart paper to solve the cookie problem.
• Be creative, How are some different ways your students might solve this problem?
• We will share out your work whole group
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HOW ? Standards of Mathematical Practice
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Mathematical Practices vs. Mathematical Standards
• At your table you will find copies of the Mathematical Practice Standards as well as the Mathematical Content Standards.
• Mathematics Practice Standards Share Out
• Mathematics Content Standards Share Out
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Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
5. Use appropriate tools strategically.
2. Reason abstractly and quantitatively.
6. Attend to precision.
3. Construct viable arguments and critique the reasoning of others.
7. Look for and make use of structure.
4. Model with mathematics. 8. Look for and express regularity in repeated reasoning.
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WHAT ? Standards of Mathematical Content
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Mathematical Practices vs. Mathematical Standards
• At your table you will find copies of the Mathematical Practice Standards as well as the Mathematical Content Standards.
• Mathematics Practice Standards Share Out
• 2nd - Mathematics Content Standards Share Out– What has changed?
– What has stayed the same?
– Discuss with your grade level groups.
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Practices, Standards, Focus Standards, Critical Areas, Clusters, Domains ……..OH MY !!!
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Math
Standards for Mathematical Content
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•Break – 10 min
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Emily Barton 1.2B PARCC
22Source: PARCC
PARCC timelineSY 2010-11• L
aunch and design phase
SY 2012-13• D
evelopment continues
SY 2013-14
Pilot/field testing and related research and data collection
SY 2014-15• F
ull administration of PARCC assessments
• Achievement and college-ready performance levels set in summer 2015
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English Language Arts and Literacy Standards “Roadmap”
READING WRITINGSPEAKING & LISTENING LANGUAGE
10 Anchor Standardsfor College and Career Readiness
10 Anchor Standardsfor College and Career
Readiness
6 Anchor Standards for CCR
6 Anchor Standards for CCR
ELA Standards K-
12
ELA Standards
K-12
ELA Standards K-
12
Literacy Standards
6-12
ELA Standards
K-12
Literacy Standards
6-12
Literary Text
Hist. / S.S.
Sci. / Tech Subj.
Inform Text
1K
2
3
4
5
6
7
8
9-10
11-12
9-10
11-12
6-8
9-10
11-12
6-8
11-12
1K
2
3
4
5
6
7
8
9-10 9-10
11-12
6-8
1K
2
3
4
5
6
7
8
9-10
11-12
1K
2
3
4
5
6
7
8
9-10
11-12
K
1
2
3
4
5
9-10
11-12
6
7
8
Found-ational Skills
1
2
3
4
5
K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →
→ → → → → → → → → → →
→ → → → → → → → → → →→ → → → → → → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
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National Assessment of Educational Progress (NAEP) Reading Framework
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
Grade Literary Informational
4 50% 50%8 45% 55%12 30% 70%
(Common Core State Standards Initiative 2010a, 5)
# 10
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Text Complexity
Grade Band in the Standards
Old Lexile Ranges
Lexile Ranges Aligned to CCR Expectations
K–1 N/A N/A
2–3 450–725 450–790
4–5 645–845 770–980
6–8 860–1010 955–1155
9–10 960–1115 1080–1305
11–CCR 1070–1220 1215–1355
Lexile Ranges
(Common Core State Standards Initiative 2010b, 8)
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Progression of Informational/Explanatory Writing
Standard Grade: 2 Grade: 3 Grade: 4 Writing Standard 2
Students write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Students write informative/explanatory texts in which they introduce a topic and group related information together; develop the topic, transition in a way that makes sense to readers, and provide a concluding statement or section.
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Students write informative/explanatory texts in which they introduce a topic clearly; organize information into paragraphs; develop the topic with facts, definitions, concrete details, or quotations; transition in a way that makes sense to readers; use precise word choice; and provide a concluding statement or section.
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This opinion piece about a work of literature was produced in class. Annotation The writer of this piece• tells the reader the name of the book (in the title of the paper).o My fabit (favorite) Book is do you Want to be my FRIEND• states an opinion or preference about the book.o . . . my fait (favorite) pot (part) is the hos (horse)
CO M M O N
T h is o p in io n p iec e ab o u t a w ork o f lite ra tu re w as p ro d uce d in c lass .
A nn o ta tion
The w rite r o f th is p iece
• te lls the re ad e r the n am e o f the b oo k (in the title o f the pa pe r).
o M y fab it (favo rite) B ook is do you W ant to be m y FR IE N D
• s ta te s a n op in io n o r p re fe ren ce ab ou t the bo ok .
o . . . m y fa it (favorite) po t (pa rt) is the hos (ho rse)
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Writing in MATH
Grade 3 Math Sample
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Teacher Sample “Think Aloud”
• “I want students to be able to recognize a point of view, think about how the story is impacted by point of view, and be able to compare and contrast stories based on point of view.
• In 4th grade, students really enjoy the story Charlotte’s Web by E.B. White. This story is told in third person. I wonder how it would be different if it was written in first person. It would be interesting to have students compare and contrast how the story would change if Wilbur told the story instead of Fern.
• I think I will have students choose a section to write from the perspective of a character, to contrast with the original work, which is written in third person.”
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Sample PBA
•After reading Charlotte’s Web by E.B. White and identifying that the story is told in third person, choose one section of the book that you would like to rewrite in first person. You may choose any character of the book to be the narrator. Be sure to show how the story is different depending on who is telling the story.
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Emily Barton video
1.3 Overview To Tennessee's Approach.m4v
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We believe there are three legs to the stool in our implementation plan
Assessment alignment and transparency
Instructional materials and curriculum
Quality training & meaningful support
Effective communication about the standards, importance, and potential
Alignment of accountability structure for LEA’s, schools, teachers, and vendors
Studentachievement
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Curriculum and Instruction Division priorities for Common Core implementation
Assessment alignment, and transparency
Instructional materials and curriculum
Quality training & meaningful support
Effective communication about the standards, importance, and potential
Alignment of accountability structure for LEA’s, schools, teachers, and vendors
We will place significant focus on involvement of school and district leaders throughout Common Core implementation.
Without committed leadership, especially at the building level, we believe our preparation will be significantly compromised.
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We will begin state-wide implementation of 3-8 math standards this coming school year
2011-12 2012-13 2013-14
Grades K-2 Math and ELA
Grades 3-8 Math (partial) Math and ELA
Grades 9-12 Math and ELA
Grades 6-12
Literacy for social studies, math, and
science
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Emily Barton
• 1.4 Math Transition in Grades 3-8.m4v
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We will identify TNCore Focus Standards for each grade level for mathematics in grades 3-8
Grade TNCore Focus Standards3rd Grade Represent and solve problems involving multiplication and division
Understand properties of multiplication and the relationship between multiplication and division
4th Grade Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending previous understanding of
operations on whole numbers5th Grade Use equivalent fractions as a strategy to add and subtract fractions
Apply and extend previous understanding of multiplication and division to multiply and divide fractions
6th Grade Understand ratio concepts and use ratio reasoning to solve problems Apply and extend previous understanding of arithmetic to algebraic expressions
7th Grade Analyze proportional relationships and use them to solve real-world and mathematical problems
Solve real-life and mathematical problems using numerical and algebraic expressions and equations
8th Grade Define, evaluate, and compare functions Understand the connections between proportional relationships, lines, and linear equations
The 3-8 Math TNCore Focus Standards for the 2012-2013 school-year are:
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Dropped Tennessee Math SPI’s
3rd Grade – dropped 8 Standards 6th Grade – dropped 8 Standards
4th Grade – dropped 9 Standards 7th Grade – dropped 8 Standards
5th Grade – dropped 5 Standards 8th Grade – dropped 5 Standards
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SPI - Checks…not necessarily
• One word of Caution
• Just because an SPI will be cut from the TCAP, this DOES NOT necessarily mean that all the s and GLEs that go with that SPI are gone as well.
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We will narrow the focus of the TCAP and expand use of Constructed Response Assessments
NAEP
PA
RC
C
NAEP
2011-2012 2012-2013 2013-2014 2014-2015
TCAP
We will remove 15-25% of SPIs that are not reflected in Common Core State Standards from the TCAP NEXT
year. The specific list of SPI’s will be shared on May 1.
Constructed Response
We will expand the constructed response assessment for all grades 3-8, focused on the TNCore focus standards for math.
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2012-2013 assessment plan, math 3-8
• Official Constructed Response Assessment
• (paper-based only, scored by state, results reported in July)
May
• CRA 2 • (paper and online
option, scored by teachers in Field Service Center region, reported by school team)
February
• CRA 1• (paper and online
option, scored by teachers in Field Service Center region, reported by school team)
October
Small Field Test,
May 2012
Student performance on the Constructed Response Assessments will not affect teacher, school, or district accountability for the next two years.
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PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
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End-of-Year Assessment
• Innovative, computer-based items
Performance-BasedAssessment (PBA)
• Extended tasks• Applications of concepts
and skills
Summative,Required assessment
Interim, optional assessment
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
ELA - Speaking And ListeningAssessment
• Locally scored• Non-summative, required
Optional Assessments/Flexible Administration
Mid-Year Assessment• Performance-based• Emphasis on hard-to-
measure standards• Potentially summative
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Grades 3-8 math: training and support
• Selection and training of Core Coaches• Orientation for district leaders and supervisors• Optional units for post-TCAP preparation• Videos explicating TNCore Focus Standards released May
Spring
Our training and support plan will focus on preparing educators with instructional strategies to support student success on the focus standards.
* The full building administrative team will be needed at all three days of training.
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Emily Barton
My Movie 1.5z.wmv
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K-2 focus areas
We want to support districts implementing Common Core State standards in K-2 and encourage all districts to move towards full implementation in the 2012-2013 school year.
We will:
• Support K-2 assessments in math and reading across all districts (more information to come after a review of pilots underway for teacher evaluation)
• Release TNCore Focus Standards for reading and math for each grade and provide online courses for educators to support instruction on the focus standards
• Conduct a survey of districts to better understand current implementation through First to the Top partnership meetings. Convene focus groups of districts with promising practices and share best practices with districts.
• Encourage districts to focus on direct instruction* in reading, especially for students at risk of reaching third grade behind grade level
* The TDOE is not endorsing a specific curriculum but the approach of explicit instruction grounded in the science of reading
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Literacy in 6-12 History/Social Studies, Science, and Technical Subjects pilots
We believe the implementation of Common Core State Standards is a full-school endeavor, not just a project of math and ELA teachers. To support the integration of all standards and, in particular, the literacy standards, this year we will:
• Select and convene Core Coaches in social studies, science, CTE, fine arts, and physical education to embed literacy (and, where appropriate, math) standards into instruction. We will select a group of Core Coaches focused in middle school and a group of Core Coaches for high school.
• Explore writing assessments based on informational texts in the relevant content area
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Emily Barton
•My Movie 1.6.wmv
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Communications from the TDOE
Throughout implementation, we will place a premium on consistent and high-quality communications with districts.
• The TNCore website (www.tncore.org) will launch April 15th and serve as the site for all state materials on implementation
• Questions can be directed to: [email protected]
• Districts will appoint a team of 2-5 people to serve as the Common Core leadership team. All appointed members will receive monthly TNCore email updates beginning in March.
• We will not lose sight of the importance and power of strong student and parent communications and we will provide resources to support this across implementation
• Expect More, Achieve More website will be updated with information about Common Core implementation
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Table Talk
In your groups discuss:
1. Something new you have learned about CCSS.
2. What will your role be in implementing this change?
Help Me Help You
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In closing…
Help Me Help You
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