Common Core and Chapter 4

Common Core State Standards Political Winds Common Core PA Common Core PA Core Assessments in PA No National Assessments PSSA – Grades 3-8: school year Keystones – Currently Aligned

Keystones Currently Algebra I Biology I Literature If funding permits – already a year behind… English Composition Civics and Government Geometry – US History Algebra II – Chemistry – World History –

Chapter 4 Approved by the State Board Regulatory Process – 6 months? Current 9 th graders – new graduation requirements Keystones required for graduation PA Common Core now PA Core

NCLB PDE issued new waiver Only impacts Title I schools AYP vs. AMO’s AMO’s Attendance/Graduation All category of students closing the achievement gap AND Historically Underperforming students closing the achievement gap

Waiver - SPP School Performance Profile Achievement Outlined for Federal Accountability Growth measures SAT/ACT AP Courses

Questions? Update at the state or federal level that needs further clarification? Something you still wonder?

Common Core State Standards

It’s how they’re packaged! CCSS

Common Core State Standards (CCSS)

Common Core State Standards FEWER MORE RIGOROUS DEPTH

ELA Shifts ! The ArgumentLiteracy Increased Emphasis on Informational Text Text Complexity Text- Dependent Questions Vocabulary

Grade 3 CCSS.ELA- Literacy.W.3.1 CCSS.ELA- Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Grade 6 CCSS.ELA- Literacy.W.6.1 CCSS.ELA- Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Grade 9-10 CCSS.ELA- Literacy.W CCSS.ELA- Literacy.W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. The Argument

Grade 4 CCSS.ELA- Literacy.RI.4.1 CCSS.ELA- Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 7 CCSS.ELA- Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grades CCSS.ELA- Literacy.RI CCSS.ELA- Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Text-Dependent Questions

Pre-K CC.1.2.PK.J Use new vocabulary and phrases acquired in conversations and being read to. Kindergarten CC.1.2.K.J Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Grade 3 CC J Acquire and use accurately grade- appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Vocabulary

Math Shifts ! Fluency Deep Understanding Application Dual Intensity Focus: Clarity/Specificity Coherence

Standards For MATHMETICAL CONTENT (SMC) Standards For MATHEMATICAL PRACTICES (SMP) Two Emphases in Mathematics!

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments/Critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Standards for Mathematical Practice

ELA Anchor Standards: Reading, Writing, Speaking and Listening, Language Categories Grade-Specific Standards: Reading (Foundational Skills, Literature, Informational Text), Writing, Speaking and Listening, and Language STRUCTURE of ELA Standards

Math Domains Operations and Algebraic Thinking (OA) Measurement and Data (MD) Standards Clusters Structure of Math Standards

TWO Locations to Access the CCSS! Common Core State Standards Initiative PA Core Standards

CCSSO (Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession, 2012): In 2011, many states were still in the early stages of implementing college- and career-ready student standards. These standards reflect a growing consensus about what students should know and be able to do in a dynamic world where our students are persistently compared to and compete against students across the United States, and from other countries that have their own common standards and high levels of student achievement. As states progressed with their implementation, a growing concern arose among principals that they were not prepared to support teachers in achieving higher levels of effective practice. And there was also concern by teachers that they were not prepared for teaching to the rigor of higher standards and did not possess the strategies and approaches necessary for successful implementation of college- and career-ready standards. Implications for Higher Education

CCSSO (Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession, 2012): A learner-ready teacher is one who is ready on day one of his or her career to model and develop in students the knowledge and skills they need to succeed today including: the ability to think critically and creatively, to apply content to solving real world problems, to be literate across the curriculum, to collaborate and work in teams, and to take ownership of their own continuous learning. Implications for Higher Education

What can teacher preparation programs do to support the expectations of college and career readiness? Question for Higher Education