1. COMMON CORE TRANSITION PLANNING Midwestern Intermediate Unit IV March 1, 2011

2. Goals Develop an understanding of Common Core Standards and the PA commitment  English Language Arts  Mathematics Explore online Common Core Standards and supporting materials Preview Pennsylvania transition plans, timeline and resources 2

3. 3 Common Core Overview Prepares students with the knowledge and skills they need to succeed in college and career Ensures consistent expectations regardless of a student’s zip code Provides educators, parents, and students with clear, focused guideposts Offers economies of scale

4. 4 Common Core Organization English Language Arts Strands ◦ Reading ◦ Writing ◦ Speaking and Listening ◦ Language

5. 5 English Language Arts New Emphasis Reading ◦ Balance of literature and informational texts ◦ Text complexity Writing ◦ Emphasis on argument and informative/explanatory writing ◦ Writing about sources http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards/college-and-career-readiness-anchor-standards-for- language/ http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts

6. 6 English Language Arts New Emphasis Speaking and Listening ◦ Comprehension and collaboration ◦ Inclusion of formal and informal talk Language ◦ Stress on general academic and domain- specific vocabulary

7. Design and Organization Three Main Sections K-5 Cross disciplinary 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science/Technical Subjects 7

8. Design and Organization Appendices AResearch Supporting Key Elements BText Exemplars/Sample Performance Tasks CSamples of Student Writing 8

9. Anchor Standards Four sets of College and Career Readiness Anchor Standards: Reading (Page 10) Writing (Page 18) Speaking and Listening (Page 22) Language (Page 25) 9

10. From Anchors to Grade Level Standards Grade level standards derive from the Anchor Standards. K-2 3-5 6-8 9-10 and 11-12 10

11. The standards devote as much attention on what students read, in terms of complexity, quality, and range, as they do on how students read. As students progress through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The progression of the standards is based on evidence and anchored in the college and career readiness (CCR) standards. The CCR standards define broad competencies and reading, writing, speaking, listening, and language while the K-12 standards lend further specificity by defining a developmentally appropriate progression of skills and understandings. 11 ELA Standards Advances

12. More ELA Advances In order to prepare students for the challenges of college and career texts, the standards require a rich reading of literature as well as extensive reading in science, history/social studies, and other disciplines. Students are required to learn certain critical content, including classic myths and stories from around the world, America’s Founding Documents, and foundational American literature. The standards also require that students systematically develop knowledge of literature as well as knowledge in other disciplines through reading, writing, speaking, and listening in history/social studies and science. 12

13. 13 Reading A Standard CC. 3. R. L. 1 Common Core Grade Level Reading Literature Strand First Standard

14. Crosswalk Documents PA – CC by grade level CC – PA by grade level Common Core grade-level transition guides that detail specific emphasis Grade-level transition guides that detail content that continues to be emphasized along with what is added 14

15. 15 SAS and the Common Core SAS Resources: http://www.pdesas.org*http://www.pdesas.org ◦ Clear Standards Tab  Common Core Tab * Also located in PLC

16. 16 Common Core Organization Mathematics Standards for Mathematical Practice Standards for Mathematical Content

17. 17 Common Core Organization Standards for Mathematical Practice ◦ Carry across all grade levels ◦ Describe habits of mind of a mathematically expert student

18. 18 Common Core Organization Standards for Mathematical Content ◦ Presented by grade level, K-8 ◦ Organized into domains progressing over several grades ◦ Introduced at each grade level by 2–4 focal points ◦ Presented by conceptual themes at high school

19. Standards for Mathematical Practice Describe varieties of expertise that should be developed in students Rely upon longstanding important processes and proficiencies Articulate the behaviors of truly mathematically competent citizens 19

20. 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. 20

21. Standards for Mathematical Practice 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. 21

22. Mathematical Content: Domains 22 Grades K-8 Counting and Cardinality Operations and Algebraic Thinking Ratios and Proportional Relationships The Number System Number and Operations in Base Ten Number and Operations—Fractions Measurement and Data Statistics and Probability Expressions and Equations Functions Geometry High School Number and Quantity Algebra Functions Geometry Statistics and Probability Modeling

23. 23 Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades http://www.corestandards.org/about-the-standards/key-points-in-mathematics

24. 24 Reading A Standard http://www.corestandards.org/about-the-standards/key-points-in-mathematics

25. 25 Grade Level Overview Focus: Instructional Time Provides in depth explanation for the grade level

26. 26 Key Advances Focus and coherence  Focus on key topics at each grade level.  Coherent progressions across grade levels. Balance of concepts and skills  Content standards require both conceptual understanding and procedural fluency. Mathematical practices  Foster reasoning and sense-making in mathematics. College and career readiness  Level is ambitious but achievable. http://www.corestandards.org/about-the-standards/key-points-in-mathematics

27. Math Standards Advances This enables teachers to take the time needed to teach core concepts and procedures well and give students the opportunity to master them. In grades K-5 students gain a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. For example, students in Kindergarten focus on the number core (learning how numbers correspond to quantities and learning how to put together and take apart numbers) in order to prepare them for addition and subtraction. In the middle grades, students build upon the strong foundation in grades K-5 through hands on learning in geometry, algebra, probability, and statistics. The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges and emphasize mathematical modeling.

28. 28 Key Changes Focuses in early grades on number (arithmetic and operations) to build a solid foundation in math Evens out pace across the grades Focuses on using math and solving complex problems in high school math - the real world emphasis Stresses problem-solving and communication http://www.corestandards.org/about-the-standards/key-points-in-mathematics

29. Crosswalks Goal was to cover a narrower range of math content areas at a deeper level. Grade placements for specific topics made by state and international comparisons and opinions of educators, researchers and mathematicians. ◦ Large percent of PA Math Standards that are either not aligned to the K-8 CC standards at grade level or aligned at minimal level. 29

30. The majority of those CC Standards aligned to PA Math standards at a different grade level, were aligned with a PA standard at a higher grade level: ◦ Grade 3 CC: 2/3 aligned to PA grade 4; 1/3 aligned to PA grade 5 ◦ Grade 5 CC: most aligned to PA grade 6 ◦ Grade 8 CC: many aligned to PA grade 11 30

31. PA Math Standards Aligned to Common Core at Different Grade Levels: ◦ Grade 3: approximately 1/3 aligned to an upper grade level CC standard and remaining to either grade 1 or 2 CC Standard. ◦ Grade 5: Most aligned to an upper grade level standard ◦ Grade 8: typically aligned to grade 6 CC Standard. ◦ Grades 3 and 5: aligned to an upper grade level CC because the CC Standards do not cover particular content domains until the upper grades. 31

32. All Crosswalk Documents can be accessed on the MIU 4 Curriculum Department wiki: http://miu4curriculumdepartment.wikispaces.com/ 32

33. Common Standards: The First Step Standards are essential, but inadequate. Along with standards, Educators must be given resources, tools, and time to adjust classroom practice. Instructional materials needed that align to the standards. Assessments must be developed to measure student progress. Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement. 33

34. 34 2010 - 20112011 -20122012 - 2013 Curriculum and instruction based on the current PA Academic Standards Curriculum and instruction based on current PA Academic Standards Continue with curriculum rewrites, with July 1, 2013, target date for full implementation of PA CC PSSA based on current eligible content aligned to PA Standards (through 2013 administration) Create instructional redesign cycle and begin modification of district-approved curricula in ELA and Mathematics using CC Standards alignment documentation provided by PDE Attendance at PDE/IU staff development sessions to begin transition planning

35. For Planning Purposes… Pink = PSSA Yellow = CC Implementation Blue = Potential Reassessment 35

36. 36 Common Core Concerns Have we answered your questions ?