1. Today’s Curriculum and the Common Core State Standards Cheryl Klinker November 17, 2011 Principal’s Professional Development, Warsaw, IN

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3. Goals for today The “scoop” on CCSS, the what?, the when? and the how?. What are the resources and where are they? Possible frameworks for using the resources and prioritizing CCSS

4. What is the Common Core State Standards Initiative? The Common Core State Standards Initiative is a significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in mathematics and English language arts including literacy standards for science, social studies, and technical subjects. More than 40 states have already adopted the Common Core.

5. What’s Different? Fewer, clearer, and higher. 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. Evidence- and/or research-based. Consistent across all states.

6. What about our “old” state standards? The Common Core State Standards will have replaced all the Indiana Standards for English Language Arts 2006 and Mathematics 2000 by 2014-2015. New CCSS Literacy Standards have been added for all subject areas. All Indiana Academic Standards for other content areas remain in effect. Indiana has a 6-yr. cycle to review and possibly revise each subject area’s standards. Updates can be found at www.doe.in.gov/standards. www.doe.in.gov/standards

7. WHEN?

8. Indiana’s Teaching and Testing of Standards Timeline 2011-12 MATH Teachers in grades 1-12 will teach IAS 2000 and CCSS Mathematical Practices and Essential CCSS Math K teaches only Math CCS For ISTEP+ and ECA, Math 2000 standards will be tested (transition to online.) For selected schools, Common Core test items will be piloted WHEN?

9. Indiana’s Teaching and Testing of Standards Timeline 2011-12 ELA Teachers in grades 1-10 will teach Indiana’s English/language arts 2006 standards Teachers in grades 1-10 will also teach Common Core standards K teaches only ELA CCSS Teachers in grades 11-12 teach IAS or CCSS For ISTEP+ and ECA, English/language arts 2006 standards will be tested (transition to online.) IREAD will be administered For selected schools, Common Core test items will be piloted WHEN?

10. Indiana’s Teaching and Testing of Standards Timeline 2011-12 Social Studies, Science, Technical Subjects Social Studies, Science, Technical Subjects, Fine Arts LITERACY STANDARDS will be taught in grades 6-12. WHEN?

11. Indiana’s Anticipated Teaching and Testing of Standards Timeline 2012-13 MATH Teachers in grades 2-12 will teach Math 2000 and Common Core standards K-1 teach only CCSS For ISTEP+ and ECA, Math 2000 will be tested CCSS items piloted WHEN?

12. Indiana’s Anticipated Teaching and Testing of Standards Timeline 2012-13 ELA Teachers in grades 2-10 will teach ELA 2006 and Common Core standards K-1 teach only CCSS Grades 11-12 teach IAS or CCSS IREAD administered For ISTEP+ and ECA, ELA 2006 will be tested CCSS items piloted WHEN?

13. Indiana’s anticipated Teaching and Testing of Standards Timeline 2013-2014 Math Teachers in grades 3-12 will teach Math 2000 and Common Core standards K-2 will teach CCSS only For ISTEP+ and ECA, Math 2000 will be tested CCSS items piloted ELA Teachers in grades 3-10 teach ELA 2006 and Common Core standards K-2 will teach CCSS only Grades 11-12 teach IAS or CCSS For ISTEP and ECA, English 2006 will be tested IREAD will be administered CCSS items piloted WHEN?

14. National Anticipated Testing of Common Core Standards 2014-15 MATH CCSS only taught All Grades Administer Common Core PARCC Through- Course and End-of-Year Assessment Online ELA CCSS only taught All Grades Administer Common Core PARCC Through-Course and End-of-Year Assessment Online Social studies, science, technical subjects literary standards taught in 6- 12 have been taught each year since 2011-2012 school year. WHEN?

15. How do we help teachers understand the transition to CCSS? Become familiar with the CCSS as compared to the IAS http://www.doe.in.gov/commoncore/ instructional.html http://www.doe.in.gov/commoncore/ instructional.html

16. How?

19. But which are the most important CCSS to teach this year? Two documents to help: ◦ Transition/assessment guidance  http://www.doe.in.gov/commoncore/ http://www.doe.in.gov/commoncore/ ◦ Curriculum maps: Learning Connection  Video http://media.doe.in.gov/curriculum/2011-05- 31-ElemELAMapRes.htmlhttp://media.doe.in.gov/curriculum/2011-05- 31-ElemELAMapRes.html ◦ Learning Connection  https://learningconnection.doe.in.gov/Login.aspx?ret =%2fdefault.aspx https://learningconnection.doe.in.gov/Login.aspx?ret =%2fdefault.aspx

20. Looking at the standards: Deconstruction We should be teaching all of the requisite content and skills necessary for students to hit the target independently. The focus should be on fluency in student learning with an emphasis on improving our instructional practice. How can we begin to see the depth and breadth of the new standards?

21. Locate the nouns and noun phrases to identify key concepts CC.3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

22. Locate the verbs to determine the learning targets: what do students need to do? CC.3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

23. Learning Target Categories KnowledgeReasoning Demonstration Product ExplainPredictObserveDesign DescribeInferPerformProduce IdentifyClassifyComposeMake DefineCompareConductWrite RecallSummarizeSpeakDraw RecognizeAnalyze OperateRepresent SelectEvaluateInvestigateDisplay ListGeneralizeCollectModel

24. How should we bridge Math for 2011- 2012? Math 2011-12 Maps include all of Indiana’s current standards. Common Core Mathematical Practice Standards have been added. Only content that is moving down 3 or more grade levels or is an Essential Building Block has been added to the curriculum maps for 2011-12. Resources at common core website and maps help determine which CCSS are essential.

25. The Math Transition… Two Phases IDOE recommends that local school corporations make this transition in two phases: a transition to the Standards for Mathematical Practice, followed by a transition to the Standards for Mathematical Content.

26. Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.”

27. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/co mmonCoreMath/CORE_MathStandardsPractice.pdf

28. Mathematical Practices in Four Sections

29. Not “Problem Solving Fridays” Not “enrichment” for advanced students Most lie in the process of arriving at an answer, not necessarily in the answer itself Every lesson should seek to build student expertise in Content and Practice standards Integration of SMPs

30. Making Sense of the Mathematical Practices 1Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches

31. Making Sense of the Mathematical Practices 1M1Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

32. Learning Target Categories KnowledgeReasoning Demonstration Product ExplainPredictObserveDesign DescribeInferPerformProduce IdentifyClassifyComposeMake DefineCompareConductWrite RecallSummarizeSpeakDraw RecognizeAnalyze OperateRepresent SelectEvaluateInvestigateDisplay ListGeneralizeCollectModel

33. Making Sense of the Mathematical Practices 1M1Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

35. Tools You Can Use Standards for Mathematical Practice ◦ http://www.doe.in.gov/commoncore Inside Mathematics ◦ http://www.insidemathematics.org/ Linking Content and Practices (Arizona) ◦ http://www.azed.gov/standards-practices/mathematics- standards/ http://www.azed.gov/standards-practices/mathematics- standards/

36. High School Math The high school mathematics standards: – Call on students to practice applying mathematical ways of thinking to real world issues and challenges – Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do – Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions – Identify the mathematics that all students should study in order to be college and career ready In high school, the content standards are organized not by year but rather by conceptual category (Functions, Algebra, Geometry, etc.). http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20Mathe matics_Fall%202011%20Release.pdf

37. What needs to change in Mathematics? Two beliefs that need to change: All students in a mathematics classroom work on the same problem at the same time. Each math question should have a single answer.

38. Required Fluency Elementary Grades K Add/subtract within 5 1st Add/subtract within 10 2nd Add/subtract within 20 ◦ Add/subtract within 100 (pencil and paper) 3rd Multiply/divide within 100 ◦ Add/subtract within 1,000 4th Add/subtract within 1,000,000 5th Multi-digit multiplication 6th Multi-digit division ◦ Multi-digit decimal operations 7th Solve px + q = r, p(x + q) = r

39. Phase Two IDOE recommends schools teach a combination of the two sets of standards, beginning 2012-2013

40. Math Transition Resources Mathematical Practices http://dc.doe.in.gov/Standards/AcademicStandards/PrintLi brary/commonCoreMath/CORE_MathStandardsPractice.p df http://dc.doe.in.gov/Standards/AcademicStandards/PrintLi brary/commonCoreMath/CORE_MathStandardsPractice.p df CCSS and IAS Standards Analysis Comparison and Guidance documents located on the Common Core main page http://www.doe.in.gov/commoncore/ http://www.doe.in.gov/commoncore/

41. ELA Transition Resources Transition crosswalk IAS and CCSS ◦ http://www.doe.in.gov/commoncore/inst ructional.html http://www.doe.in.gov/commoncore/inst ructional.html Assessment Guidance http://www.doe.in.gov/assessment/3- 8_gqe_resources.html#Assessment_Guidance http://www.doe.in.gov/assessment/3- 8_gqe_resources.html#Assessment_Guidance

42. Literacy Standards http://www.doe.in.gov/commoncore/

43. Points to consider Do you have a standards-based report card? If so, it will need to be adjusted. Think about how you can integrate informational text from your other content areas into the 90-Minute Reading Block Become familiar with your grade level CCSS and what is taught each quarter. Use the transition document to see what is new from the CCSS, what connects to old IAS, and what IAS will be taught no longer. Use the assessment guide to note which IAS students are still accountable for during the transition to the CCSS. As you teach your basal reading program, math series, etc., use the correlations guides to verify that lessons are teaching the CCSS as they are presented. If they are not, note on the correlations guide what you need to do for a gap lesson. As you teach, use the quarterly breakdown to see if your resources teach the lesson during the correct corresponding quarter. If not, note when that is taught and how it could be moved to the proper term. Participate in school and corporation meetings throughout the school year to monitor implementation progress

44. PD for your teachers NOW 5 Suggestions 1. Be sure your Kindergarten teachers are using CCSS this school year. 2. Be sure all content areas: Social Studies, History, Science, Fine Arts, Technology subjects are using CCSS this school year. http://www.doe.in.gov/commoncore/ Helpful resources: ◦ Kindergarten CCSS ◦ Literacy Standards

45. PD for Your Teachers Now 3. Provide a side by side CCSS and IAS, utilize transition/crosswalk documents to explore and become familiar with changes and new expectations. Helpful Documents: ◦ Condensed version of IAS and CCSS ◦ Transition/crosswalk/assessment documents ◦ Curriculum Maps

46. PD for your Teachers cont’d 4. Look at and collaborate on the mathematical practices. Understand the expectations. Brainstorm ideas to address the practices in the classroom. Helpful documents: ◦ Mathematical Practices Document ◦ videos

47. PD for your teachers cont’d 5. Be sure all teachers are online with the Learning Connection. ◦ Helpful Resources/LC Communities:  Learning connection  Literacy Liason

48. Final Thoughts Entire community needs to know about CCSS. Make the CCSS work with what you already do. Curriculum is not standards, curriculum is all we do during the day, the questions we ask, the things we ask students to do. CCSS: asking students to look at things through new lenses and more than one lens; our teachers need to be able to do this as well. Resource Binders