1. California Common Core State Standards Mike Horton Annette Kitagawa Thursday, May 31, 2012

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8. 8 Today’s Outcomes Understand why we are changing to new standards. Understand the organization and design of CCSS. Understand the main similarities and differences between the 1997 standards and CCSS. Identify first steps in transitioning to CCSS. 8

9. 9 Why CCSS? 9

11. 11 Partner Dialogue What skills will our students need to be successful in the 21 st century work force? 11

12. 21 st Century Teaching and Learning http://www.youtube.com/watch?v= 2DTUDczwtyc

13. 13 Page 2

14. 14 College and Career Readiness 14 Page 2

15. 15 Redefining College Readiness "Students entering college and career-technical fields are more likely to succeed if they can formulate, investigate, and propose solutions to non-routine problems; understand and analyze conflicting explanations of phenomena or events; evaluate the credibility and utility of source material and then integrate sources into a paper or project appropriately; think analytically and logically, comparing and contrasting differing philosophies, methods, and positions to understand an issue or concept; and exercise precision and accuracy as they apply their methods and develop their products. They should assemble work samples regularly, self-assess their performance using a common scoring guide and set goals to improve performance.” David Conley 15

16. La Sierra HS Data Class of 2010 a-g completion rate for LSHS:33.3% Class of 2010 a-g completion rate for AUSD: Class of 2010 a-g completion rate for Riv. Co.: Class of 2010 a-g completion rate for CA: Class of 2010 a-g completion rate for LSHS AVID: 28.7% 28.0% 31.9% 100%

17. EAP Results LSHS 2011 College Ready Conditionally Ready Not College Ready ELA18%n/a82% Algebra 28%20%73% Summative Math 13%78%9%

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20. 20 What Does ELA CCSS Focus on? Rigor. Application of learning to real world situations. Technology and media sources. Justification and evidence. Communication/collaboration. Expository reading and writing. Research.

21. 21 What Does Math CCSS Focus on? Conceptual understanding. Number sense in elementary. Application to real world problems. Rigor. Success in algebra and higher level mathematics.

22. 22 Assessment Summative –Selected response. –Extended constructed response. –Technology enhanced. –Performance tasks. –Writing prompts. –Oral response. –Mathematical application. 22

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24. 24 An Introduction to California Common Core Standards 24

25. 25 The Common Core Standards (CCS) were developed by the Council of Chief State School Officers and the National Governor’s Association Center for Best Practices, and were formally released on June 2, 2010. The focus of the CCS is to guarantee that all students are college and career ready as they exit from high school.

26. 26 What Are the Benefits of the CCSS? Internationally benchmarked. Student expectations are clear to parents, teachers, and the general public. Allows for collaboration with other states on best practices, instructional materials, and professional development. Reduces costs to the state. 26

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28. 28 English Language Arts 28

31. English Language Arts Strands Reading Standards for Literature(RL) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Complexity Reading Standards for Informational Text (RI) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Complexity Foundational Skills (FS) (K-5) Concepts of Print (K-1) Phoneme Awareness (K-1) Phonics Fluency Writing (W) Text Type and Structure Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Speaking and Listening (SL) Comprehension and Collaboration Presentation of Knowledge and Ideas Language (L) Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Page 3

32. Pages 4-6

34. 34 College and Career Readiness (CCR) and grade-specific standards. Grade levels for K-8; grade bands for 9-10 and 11-12. A focus on results rather than means. An integrated model of literacy. Research and media skills integrated into the Standards as a whole. Shared responsibility for students’ literacy development. Focus and coherence in instruction and assessment. 34 Key Design Considerations

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36. 36 College and Career Readiness - Anchor Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details. Standard 2 - Note the progression across grade levels: Kindergarten: With prompting and support, identify the main topic and retell key details of a text. Grade 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Grade 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 36 Reading: Informational Text

37. 37 Note the progression across grade levels: Grade 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 37 Reading Informational Text Standard 2

38. 38 Discussion Read through Reading Standard #1. Review the standard vertically. Highlight the changes as you move through grade levels. Share your findings with your table. 38 Page 7

41. 41 What Does ELA CCSS Focus on? Rigor. Application of learning to real world situations. Technology and media sources. Justification and evidence. Communication/collaboration. Expository reading and writing. Research.

42. Reading Anchor Standards 1.Key Ideas and Details 2.Craft and Structure 3.Integration of Knowledge and Ideas 4.Range of Reading and Level of Text Complexity Pre-reading inside and outside of text (R) Quickwrites/Reflections (W) Focused Cornell Notes (WOR) Marking, charting, annotating text, critical reading (R) Graphic Organizers (R) Summarizing (R) Dialectic Journals (W) Interactive Notebooks (W) Reciprocal Teaching (R) Socratic Seminars/Phil. Chairs (C) AVID Strategy

43. Writing Anchor Standards 5.Text Types and Purposes 6.Production and Distribution of Writing 7.Research to Build and Present Knowledge 8.Range of Writing Quickwrites and Reflections (W) Focused Cornell Notes (WOR) Process Writing (W) Authentic Writing – Dialectic Journals/ Interactive Notebooks (W) Research (I) Learning Logs (W) AVID Strategy

44. Speaking and Listening Anchor Standards 9.Comprehension and Collaboration 10.Presentation of Knowledge and Ideas Socratic Seminars (IC) Philosophical Chairs (C) Tutorials (C) Reciprocal Teaching (R) Peer Evaluation (W) Questions that Guide Research (I) Group Activities and Projects (C) AVID Strategy

45. Language Anchor Standards 11.Conventions of Standard English 12.Knowledge of Language 13.Vocabulary Acquisition and Use Deep Reading Activities (R) Vocabulary Building (R) Process Writing (W) Peer Evaluation (W) Peer Editing Groups (C) AVID Strategy

49. 49 Review the standards for ELA, Science, Social Studies, and Technical Subjects. Discuss how these skills can be incorporated in your content area. Share your findings with your table. Jigsaw 49 Pages 8-14

50. Common Core State Standards Mathematics

51. Focus and Coherence

52. Rigor

53. Two Sets of Mathematics Standards

55. K-12 Domains

56. What are the characteristics of a mathematically proficient student?

57. 57 Problem Solving Computational & Procedural Skills DOING MATH Conceptual Understanding “WHERE” THE MATHEMATICS WORK “HOW” THE MATHEMATICS WORK “WHY” THE MATHEMATICS WORK 57

59. Round Table Sharing Gather into groups of 4. At your table, divide the 8 Standards of Mathematical Practice. Take turns sharing the key components of each standard. Record key components. Pages 16-18

60. Partner Dialogue The key components in ______________ Mathematical practice are _____________________________.

61. 1. Make sense of problems and persevere in solving them

64. 2. Reason abstractly and quantitatively labels

65. 2. Reason abstractly and quantitatively

66. 3. Construct viable arguments and critique the reasoning of others.

68. 4. Model with mathematics

70. 5. Use appropriate tools strategically

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73. 6. Attend to Precision =

74. 7. Look for and make use of structure

75. 8. Look for and express regularity in repeated reasoning (1,2) m = 3

76. 76 Standards for Mathematical Practice #1: Explain and make conjectures… #2: Make sense of… #3: Analyze and justify… #4: Apply and interpret… #5: Consider and detect… #6: Communicate precisely to others… #7: Discern and recognize… #8: Notice and pay attention to…

77. Verizon Scenario 1.What do the Verizon employees understand? 2.What is faulty about their reasoning? 3.If these employees were your students, what questions would you ask to bridge the gap in their understanding?

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80. Think Pair Share As you reflect on the 8 Standards of Mathematical Practice, what role can these standards play in your classroom? How will incorporating these standards provide opportunities to further students’ understanding and 21 st century skills?

82. California Common Core State Standards Mathematics Content

83. 01

84. K-12 Domains

85. Common Core State Standards for CA DOMAINS California Standards Grades K-7 STRANDS K-5 Counting and Cardinality (K only) Operations and Algebraic Thinking Number and Operations in Base 10 Number and Operations-Fractions Measurement and Data 6-8 Ratio and Proportional Relationships (grade 6-7) The Number System Expressions and Equations Functions (Grade 8) Geometry Statistics and probability Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis and Probability Mathematical Reasoning California Comparison 85© 2011 California County Superintendents Educational Services Association

87. 6-7 Ratio and Proportional Relationships

88. 6-8 The Number System

89. 6-8 Expressions and Equations

91. 8 Functions

92. 6-8 Statistics and Probability

93. 6-8 Geometry

94. Number and Quantity

95. Algebra

96. Functions

97. Geometry

98. Statistics and Probability

100. Arranged by conceptual cluster (NOT by course): Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Same K-8 structure of domain, cluster and standard 100 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

101. Specify the math that all students should study to be college and career ready Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+). Specific modeling standards appear throughout the high school standards and are indicated by a star symbol ( ★ ) Include the addition of two courses from California: –Calculus –Advanced Placement Statistics and Probability 2 pathways –Traditional vs. Integrated 101 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

102. 15% Bolded and underlined Copied and pasted in another grade level

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104. High School Mathematics Courses in higher level mathematics: Pre-Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study. Algebra II Geometry High School Algebra I Traditional Pathway Typical in U.S. Mathematics III Mathematics II Mathematics I Integrated Pathway Typical outside of U.S. Source: Appendix A of the CCSS for Mathematics at http://www.corestandards.org

109. 109 Assessment 109

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115. The purpose for the Common Core State Standards is to successfully prepare ALL students for college and the workforce.

116. Next Steps….. and Commitment