Common Core Community Presentation Mr. Larry Knapp Assistant Superintendent Dr. Angie Thompson Elementary Curriculum & Gifted Coordinator Mr. Matt Freeman Secondary Curriculum & District Test Coordinator
GOALS ★ The history of standards in education. ★ Major shifts of the Common Core State Standards in ELA and Mathematics. ★ What you can do to help your child be college/career ready.
A little history about standards in education… 1990’s 2002 1989 All states NCLB - Required NCTM - except Iowa that all students Curriculum and had developed reach “proficiency” Evaluation their own by 2014. Standards for standards in Up to each state to School core subjects. determine Mathematics. proficiency level.
NAEP NCLB Act of 2002 Testing every 2 years What was the fallout? Wide disparities in expectations from state to state - TN vs. MA One-third of students in higher education were required to take remedial courses.
Analogy
In Ohio… 2011- 2012 Reading OAA NAEP* Grade 4 83.8% 34% 49.8% Grade 8 83.0% 37% 46% *http://nces.ed.gov/nationsreportcard/states/
In Ohio… 2011- 2012 Mathematics OAA NAEP* Grade 4 78.4% 45% 33.4% Grade 8 79.6% 39% 40.6% *http://nces.ed.gov/nationsreportcard/states/
International Comparison U.S. students are consistently performing well below their peers from other countries, particularly in mathematics. Trends in International Mathematics and Science Study (TIMSS) % of 4th grade students reaching the TIMSS international benchmarks in math Advanced High Singapore 43 78 United States 13 47
So, what what was the result? STATE-WIDE Effort !! National Governors Association (NGA), Achieve, Council of Chief State School Officers (CCSSO) considered the development of: “a common core of internationally benchmarked standards in math and language arts for grades K – 12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive.” 2009 - NGA and CCSSO formally invited state leaders to participate in an effort to develop common standards in ELA and mathematics.
Final product - June 2, 2010 Common Core State Standards (CCSS) • ELA (English Language Arts) & Mathematics • Most states adopted the CCSS (Ohio adopted 2010) ➢ Nearly every state has set common expectations for what students should know and be able to do.
The Common Core State Standards ➢ Tied to college and career readiness. ➢ Internationally benchmarked. Match the expectations of the highest-performing nations. ➢ Call for significant shifts from traditional practice in both ELA and mathematics.
What does this look like in Ohio and more importantly in KINGS? Ohio’s New Learning Standards (ONLS) = Common Core State Standards (CCSS)
Ohio’s New Learning Standards Three Shifts for ELA 1. Building knowledge through content-rich non-fiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and academic language
Building knowledge through content-rich non-fiction
Reading, Writing, and Speaking Grounded in Evidence From Text Careful Analysis, well- defended claims, clear information… This shift requires students to answer questions that depend on their having read a text with care--not answering a question solely from prior knowledge or personal experience… Ohio’s New Learning Standards in ELA require students to focus on grasping information, arguments (claims/points of view), ideas and details based on evidence from text...
Text Dependent vs Non-Text Dependent Questions In “Casey at the Bat,” Casey strikes out. Describe a time in your life when you struck out... NON-TEXT DEPENDENT What makes Casey’s experience at bat humorous? TEXT DEPENDENT
Identify the Text Dependent Question... In Lincoln’s Gettysburg Address, the President referenced that our nation was “dedicated to the proposition that all men are created equal.” Is equality an important value to promote? Why or why not? The Gettysburg Address mentions the year 1776. According to Lincoln, why is this year significant to the events described in the speech?
READING (check), Writing and Speaking How evidence plays out... WRITING… SPEAKING & LISTENING... Past writing in schools was Sharing through presentation focused on student’s own knowledge and ideas around a personal experience and topic opinion ★ speech The new standards build on ★ multimedia presentation narrative writing and expect ★ conversation/discussion that in addition, students will be able to write a reasonable argumentative piece write quality informational pieces All grounded in evidence Which requires research...
Regular Practice with Complex Text and Academic Language • Gap between what students read in high school and college is huge • According to an ACT study, what students read in terms of complexity is the greatest predictor of success in college • Likewise, less than 50% of students graduate with the ability read complex texts • Standards include a staircase of text complexity from elementary to high school • Standards also focus on building strong academic vocabulary that help to build comprehension
What do we mean by text complexity? • Subtle and/or frequent transitions What does this look like • Multiple and/or subtle themes and in the classroom? purposes • Multiple readings of a piece • Density of information • Read Aloud • Unfamiliar settings, topics, or events • Chunking text (a little at a time) • Lack of repetition, overlap, similar • Providing support WHILE words reading... • Complex Sentences • Less common vocabulary • Fewer cues in the writing that review or pull things together for the reader • Longer paragraphs • Text structure which is less narrative or mixes structure
How many “can’t do math?”
Ohio’s New Learning Standards Three Shifts for Mathematics 1. Greater focus on fewer topics. 2. Coherence: Linking topics and thinking across grades. 3. Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity.
Focus ● In grades K – 2: Concepts, skills, and problem solving related to addition and subtraction ● In grades 3 – 5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions ● In grade 6: Ratios and proportional relationships, and early algebraic expressions and equations ● In grade 7: Ratios and proportional relationships, and arithmetic of rational numbers ● In grade 8: Linear algebra and linear functions
Source: Schmidt, Houang, and Cogan. A Coherent Curriculum: The Case of Mathematics. (Summer, 2002). American Educator.
Source: Schmidt, Houang, and Cogan. A Coherent Curriculum: The Case of Mathematics. (Summer, 2002). American Educator.
Number of Topics Covered GRADE LEVEL 1 2 3 4 5 6 7 8 A + 3 3 7 15 20 17 16 18 Countries United 14 15 18 18 20 25 23 22 States
Coherence Think and Link Across grade Major topics levels within grades
Coherence Example For example, in 4th grade, students must “ apply and extend previous understandings of multiplication to multiply a fraction by a whole number” (Standard 4.NF.4). This extends to 5th grade, when students are expected to build on that skill to “ apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction” (Standard 5.NF.4). Each standard is not a new event, but an extension of previous learning.
Math Progressions ★ Narrative documents describing the progression of a topic across a number of grade levels. ★ Informed by research on children’s cognitive development AND the logical structure of math. ★ Organized in grade bands
K – 5 Progression on Counting and Cardinality and Operations and Algebraic Thinking K – 5 Progression on Number and Operations in Base Ten K – 5 Progression on Measurement and Data (data part) K – 5 Progression on Measurement and Data (measurement part) K – 6 Progression on Geometry 3 – 5 Progression on Number and Operations — Fractions 6 – 7 Progression on Ratios and Proportional Relationships 6 – 8 Progression on Expressions and Equations 6 – 8 Progression on Statistics and Probability 6 – 8 Progression on The Number System and High School, Number High School Progression on Functions High School Progression on Algebra High School Progression on Statistics and Probability High School Progression on Modeling
Rigor
Rigor 3 Aspects of Rigor ● Procedural Skill and Fluency ● Applications ● Conceptual Understanding
Procedural Skill and Fluency • CCSS call for speed in accuracy in calculation. • Fluency standards in Grades K-8
Application CCSS call for students to use math flexibly for applications in problem-solving contexts. Correctly applying mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency.
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