1. Conception, Shifts, and Criticisms Chris Martelli Principal May Whitney Elementary School 1.23.13

2.   Background  Key shifts for ELA & Mathematics  PARCC Assessment  Criticisms Overview

3.   Developed by an organizations called Achieve and the National Governors Association  46 states, three U.S. territories, and the District of Columbia have voluntarily agreed to use the CCSS  The CCSS are broken into two areas:  English Language Arts and Literacy Standards  Mathematics Standards  CCSS are built on the best of the state standards and learning expectations the preceded them  The Partnership for Assessment of Readiness for College and Career (PARCC) is aligned directly to the CCSS Background

4.   Building Knowledge Through Content-Rich Nonfiction  Reading and Writing Grounded in Evidence  Regular Practice with Complex Texts and Academic Language 3 Key Shifts for ELA and Literacy Standards Implementation

5.   Reading content-rich nonfiction in history, social studies, science and the arts  Students need to be grounded in information about the world around them to develop general knowledge and vocabulary  Students will need to read rich literature as well as content-rich nonfiction in elementary schools Building Knowledge Through Content-Rich Nonfiction

6.   Emphasize using evidence from texts to present careful analysis, well-defended claims, and clear information  Quality text-based questions, unlike low-level “search and find” questions, require close reading and deep understanding of the text  Narrative writing throughout the grades  Evidence-based writing and speaking to inform and persuade is a significant shift Reading and Writing Grounded in Evidence

7.   The ability to comprehend complex texts is the most significant factor differentiating college-ready from non- college-ready readers  This shift toward complex text requires practice, supported through deliberate close reading Regular Practice with Complex Texts and Academic Language

8.   The Trends in International Math and Science Study (TIMSS) have concluded that math education in the U.S. is “a mile wide and inch deep”  States that had prior standards most similar to the CCSS show significantly better results on the National Assessment of Educational Progress (NAEP) Mathematic Standards

9.   Greater Focus on Fewer Topics  Linking Topics and Thinking Across Grades  Rigorous Pursuit of Conceptual Understanding, Procedural Skill, and Application 3 Key Shifts in Mathematic Standards

10.   Educators must significantly narrow the scope of content in each grade and deepen the time and energy spent on the following major topics:  K-2, concepts, skills, and problem solving related to addition and subtraction  3-5, concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions Greater Focus on Fewer Topics

11.   For example, in 4 th 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 5 th 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.ND.4) Linking Topics and Thinking Across Grades

12.   Rigorous mathematics refers to a deep, authentic command of mathematical concepts – it’s not simply making math harder  Three aspects of rigor:  Conceptual understanding  Procedural skill and fluency  Application Rigorous Pursuit of Conceptual Understanding, Procedural Skill, and Application

13.   It is not sufficient for students to know they can find equivalent fractions by multiplying the numerator and denominator by the same number. Students need to know why this procedure works and what the different equivalent forms mean.  Conceptual understanding helps students build on prior knowledge and create new knowledge Conceptual Understanding

14.   The standards require speed and accuracy in calculation  Should not simply be memorizing without understanding  Fluency must be addressed in the classroom and in our materials Procedural Skill and Fluency

15.   This is the “why” we learn math. We learn it so we can use it in situations that require mathematical thinking Application

16.   Alliance of 24 states to develop a common set of K-12 assessments aligned to the CCSS  Administered twice a year PARCC

17.   Developed by an organization called Achieve and the National Governors Association – written primarily by David Coleman  Organizations were funded by the Gates Foundation  State adoptions was influenced by the federal Race to the Top program, a new competitive grant program that provided $4.35 billion to states that agreed to adopt the CCSS  CCSS were adopted in 46 states and the District of Columbia without any field test Criticisms