2. Common Core State Standards What Parents Need to Know Oswego CUSD 308 ~Music Credit: Vince Guaraldi Trio “Linus & Lucy”, 1964

3. TRAITS OF THE COMMON CORE

4. Engagement

5. Achievement

6. Brain Sweat

7. G r o w t h

8. Rich Discussions

9. Independent Learner

10. Challenge

11. Reach

12. Increased Rigor

13. High Expectations

14. What is Common Core?  National Gov. Assoc. and Council of Chief State School Officers (state-led and driven initiative)  An effort designed to improve educational outcomes for all students  A set of consistent, voluntary, rigorous, internationally-benchmarked standards in Math, English Language Arts, and Science  Emphasis that Standards “are not intended to be new names for old ways of doing business”  46 States have adopted these Standards

15. Why Common Core Standards?  Clear, consistent standards equip parents/educators to understand and support what children should learn and know  Common Core Standards are aligned to International Standards from the highest achieving countries (Students globally competitive)  These standards are designed to prepare students for success in whatever they choose to do after graduation (College and Career Readiness / Citizenship)  These standards will prepare our students for career success in the rapidly changing world of work (21 st Century skills for 21 st Century jobs!)  Common Core Standards ensure that all students regardless of income or geography, have the opportunity to engage in equally challenging work

16. Local/National Standards are No Longer the Yardstick…  In a global economy we compare our schools, our districts and our country to the best performers in the world.  Can our students apply knowledge the way that other students from high performing countries (Finland, etc) can?

17. Application of knowledge a key!  Our students learn concepts….but in what way?  The concern was --- are we teaching students to extrapolate from what they have learned and apply their knowledge in varied situations?  242 students need to be transported to the park for a field trip. How many busses are needed if the busses hold 65 students each?  A) 3.72  B) 4  C) 2

18. Implications for Students “Brain Sweat”  Rigorous content and application of knowledge through high order skills (Perseverance, Independence) (Perseverance, Independence)  Clear, understandable, and consistent standards  Alignment with college and work expectations for all students  Increased rigor will impact student performance and grades (report cards, MAP and ISAT) – i.e. you may see an initial dip!!

19. Math Common Core Standards  Eight Math Practices which will reflect what educators will seek to develop in their students  Students will be required to demonstrate increased levels of: Focus Focus Coherence (Conceptual Connections) Coherence (Conceptual Connections) Fluency Fluency Deep Understanding Deep Understanding Real Life Applications Real Life Applications Dual Intensity Dual Intensity

20. English Language Arts  Balance of informational and literary text (more nonfiction and digital literacy)  Integrated approach to instruction  Students will need to independently read and comprehend more complex texts earlier than current expectations demand (Staircase of Complexity)  From Kindergarten, students will be expected to explain their thinking in writing and speaking based on evidence (text-based support)  Writing will be integrated in all content areas at all grades!  Academic Vocabulary (ex. “discourse,” “theory,” “principled”) in addition to content specific vocabulary (“mitosis”)

21. District 308 Plan Our Common Core Executive Committee has established a Five-Year Plan for Common Core Implementation. This is an abbreviated version of the plan: Year 1: Awareness (11-12) Focus on Practices and Anchor Standards Year 2: Begin Lesson Design (authentic (12-13) performance tasks) Year 3: Continue Lesson Design (13-14) Begin Unit Design Year 4: Continue Unit Design (14-15) Assessments aligned with CCSS Year 5: Full Immersion in CC– all grade (15-16)levels

22. “SUSTAINED LEARNING”  To “Sustain” (according to Webster’s II)  …to keep up; maintain  …to supply with nourishment  …to support the spirits, courage or resolution of  …to withstand or endure  …to uphold as valid, true or legal  …to corroborate; confirm

23. Help Your Child at Home: SUSTAINED LEARNING  Learning does not end in the classroom-talk to your child about school  Build a partnership with your child’s teacher  Create a dedicated place for your child to study  Encourage real-world relevance of what is learned at school  Model love of reading, research and math and build a “Culture of Inquiry”  Allow your child to persevere!

24. “Learning should not be for 40 minutes or 40 days, rather for 40 years.” --Grant Wiggins