Common Core Community Presentation Mr. Larry Knapp Assistant - - PowerPoint PPT Presentation

Common Core Community Presentation

• Mr. Larry Knapp

Assistant Superintendent

• Dr. Angie Thompson

Elementary Curriculum & Gifted Coordinator

• Mr. Matt Freeman

Secondary Curriculum & District Test Coordinator

★The history of standards in education. ★Major shifts of the Common Core State Standards in ELA and Mathematics. ★What you can do to help your child be college/career ready.

GOALS

A little history about standards in education…

NCTM - Curriculum and Evaluation Standards for School Mathematics.

1989 2002

NCLB - Required that all students reach “proficiency” by 2014. Up to each state to determine proficiency level. All states except Iowa had developed their own standards in core subjects.

1990’s

NCLB Act of 2002 NAEP Testing every 2 years What was the fallout?

Wide disparities in expectations from state to state - TN vs. MA One-third of students in higher education were required to take remedial courses.

Analogy

In Ohio…

2011- 2012 Reading OAA NAEP* Grade 4 83.8% 34% 49.8% Grade 8 83.0% 37% 46%

*http://nces.ed.gov/nationsreportcard/states/

In Ohio…

2011- 2012 Mathematics OAA NAEP* Grade 4 78.4% 45% 33.4% Grade 8 79.6% 39% 40.6%

*http://nces.ed.gov/nationsreportcard/states/

International Comparison

U.S. students are consistently performing well below their peers from other countries, particularly in mathematics.

% of 4th grade students reaching the TIMSS international benchmarks in math

Advanced High Singapore 43 78 United States 13 47

Trends in International Mathematics and Science Study (TIMSS)

So, what what was the result?

STATE-WIDE Effort !! National Governors Association (NGA), Achieve, Council of Chief State School Officers (CCSSO) considered the development of: “a common core of internationally benchmarked standards in math and language arts for grades K–12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive.”

2009 - NGA and CCSSO formally invited state leaders to participate in an effort to develop common standards in ELA and mathematics.

Final product - June 2, 2010 Common Core State Standards (CCSS)

• ELA (English Language Arts) & Mathematics
• Most states adopted the CCSS

(Ohio adopted 2010) ➢Nearly every state has set common expectations for what students should know and be able to do.

➢Call for significant shifts from traditional practice in both ELA and mathematics.

The Common Core State Standards

➢Tied to college and career readiness. ➢Internationally benchmarked. Match the expectations of the highest-performing nations.

Ohio’s New Learning Standards (ONLS) = Common Core State Standards (CCSS)

What does this look like in Ohio and more importantly in KINGS?

Ohio’s New Learning Standards Three Shifts for ELA

• 1. Building knowledge through content-rich

non-fiction

• 2. Reading, writing, and speaking grounded in

evidence from text, both literary and informational

• 3. Regular practice with complex text and

academic language

Building knowledge through content-rich non-fiction

Reading, Writing, and Speaking Grounded in Evidence From Text

Careful Analysis, well-defended claims, clear information… This shift requires students to answer questions that depend on their having read a text with care--not answering a question solely from prior knowledge or personal experience… Ohio’s New Learning Standards in ELA require students to focus on grasping information, arguments (claims/points of view), ideas and details based on evidence from text...

Text Dependent vs Non-Text Dependent Questions

In “Casey at the Bat,” Casey strikes out. Describe a time in your life when you struck

• ut...

NON-TEXT DEPENDENT

What makes Casey’s experience at bat humorous?

TEXT DEPENDENT

In Lincoln’s Gettysburg Address, the President referenced that our nation was “dedicated to the proposition that all men are created equal.” Is equality an important value to promote? Why or why not? The Gettysburg Address mentions the year 1776. According to Lincoln, why is this year significant to the events described in the speech?

Identify the Text Dependent Question...

READING (check), Writing and Speaking

How evidence plays out...

WRITING… Past writing in schools was focused on student’s own personal experience and

• pinion

The new standards build on narrative writing and expect that in addition, students will be able to write a reasonable argumentative piece write quality informational pieces All grounded in evidence Which requires research... SPEAKING & LISTENING... Sharing through presentation knowledge and ideas around a topic ★ speech ★ multimedia presentation ★ conversation/discussion

Regular Practice with Complex Text and Academic Language

• Gap between what students read in high school and college is

huge

• According to an ACT study, what students read in terms of

complexity is the greatest predictor of success in college

• Likewise, less than 50% of students graduate with the ability read

complex texts

• Standards include a staircase of text complexity from elementary to

high school

• Standards also focus on building strong academic vocabulary that

help to build comprehension

What do we mean by text complexity?

• Subtle and/or frequent transitions
• Multiple and/or subtle themes and

purposes

• Density of information
• Unfamiliar settings, topics, or events
• Lack of repetition, overlap, similar

words

• Complex Sentences
• Less common vocabulary
• Fewer cues in the writing that review
• r pull things together for the reader
• Longer paragraphs
• Text structure which is less narrative
• r mixes structure

What does this look like in the classroom?

• Multiple readings of a piece
• Read Aloud
• Chunking text (a little at a time)
• Providing support WHILE

reading...

How many “can’t do math?”

Ohio’s New Learning Standards Three Shifts for Mathematics

• 1. Greater focus on fewer topics.
• 2. Coherence: Linking topics and thinking across

grades.

• 3. Rigor: Pursue conceptual understanding,

procedural skills and fluency, and application with equal intensity.

Focus

• In grades K–2: Concepts, skills, and problem solving

related to addition and subtraction

• In grades 3–5: Concepts, skills, and problem solving

related to multiplication and division of whole numbers and fractions

• In grade 6: Ratios and proportional relationships, and

early algebraic expressions and equations

• In grade 7: Ratios and proportional relationships, and

arithmetic of rational numbers

• In grade 8: Linear algebra and linear functions

Source: Schmidt, Houang, and Cogan. A Coherent Curriculum: The Case of

• Mathematics. (Summer, 2002).

American Educator.

Source: Schmidt, Houang, and Cogan. A Coherent Curriculum: The Case of

• Mathematics. (Summer, 2002).

American Educator.

Number of Topics Covered

GRADE LEVEL 1 2 3 4 5 6 7 8

A + Countries

3 3 7 15 20 17 16 18

United States

14 15 18 18 20 25 23 22

Coherence

Think and Link

Across grade levels Major topics within grades

Coherence Example

For example, in 4th 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 5th 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.NF.4). Each standard is not a new event, but an extension of previous learning.

Math Progressions

★Narrative documents describing the progression

• f a topic across a number of grade levels.

★Informed by research on children’s cognitive development AND the logical structure of math. ★Organized in grade bands

K–5 Progression on Counting and Cardinality and Operations and Algebraic Thinking K–5 Progression on Number and Operations in Base Ten K–5 Progression on Measurement and Data (data part) K–5 Progression on Measurement and Data (measurement part) K–6 Progression on Geometry 3–5 Progression on Number and Operations—Fractions 6–7 Progression on Ratios and Proportional Relationships 6–8 Progression on Expressions and Equations 6–8 Progression on Statistics and Probability 6–8 Progression on The Number System and High School, Number High School Progression on Functions High School Progression on Algebra High School Progression on Statistics and Probability High School Progression on Modeling

Rigor

Rigor

3 Aspects of Rigor

• Procedural Skill and Fluency
• Applications
• Conceptual Understanding

Procedural Skill and Fluency

• CCSS call for speed in accuracy in calculation.
• Fluency standards in Grades K-8

Application

CCSS call for students to use math flexibly for applications in problem-solving contexts. Correctly applying mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency.

Conceptual Understanding

Students are not just simply memorizing simple tricks or rule. Students need time to struggle with challenging math and

• pportunities talk and write about their mathematical thinking.

When students are able to access concepts from different perspectives they develop a deeper understanding of core math concepts that can be applied to new situations

So, how do fluency, conceptual understanding, and application work together?

Martin Luther King was born in 1929 and was assassinated in

• 1968. How old would he be if he

were alive today?

Traditional Approach

Conceptualizing the problem:

• Difficult for students in a traditional math program
• Missing /extra information
• Students must figure out which information is

relevant and they need to make use of the current date to complete the problem

• Students steeped in a traditional approach

would be expected to conceptualize this problem as a subtraction problem

Traditional Approach

Representing the problem

• With a traditional approach, there is
• ne “right” way of representing this

problem.

2005 (or current year)

• 1929

Solving the problem

• With a traditional approach, this is

the straightforward part

2005

• 1929

9

15

9 1

6 7

Students with less sophisticated strategies for solving + and - problems might begin with:

Constructivist Approach

Some might represent this data on a horizontal number line showing jumps from year to year or decade to decade:

Solving the problem 2005 - 1929 +1 = 1930 + 70 = 2000 + 5 = 2005 76

Grade 3 Problem: Describe 2 different ways you can use a calculator with a broken “7” key to evaluate the following expression - 4 X 7 =

Myth - We do not teach the US Algorithm

264

• 167

5 14

7

1 15

9

Myth - We do not teach the US Algorithm

100 - 3 = 97

• 3

60 - 60 = 0 200 - 100 = 100 264

• 167

Analogy

Myth - We are teaching “New Math”

❖Post Sputnik era. ❖The instructional approach is to teach students to think mathematically. ❖Based on brain research in mathematics.

Myth - There is no math “gene” ALL students can learn math.

Myth - The standards are the curriculum

• Standards are expectations.
• How you get there is locally controlled.

– Materials – Pedagogy – Classroom Assessments

How will Ohio’s New Learning Standards be Assessed?

• OAA/OGT are out…
• PARCC

– (Partnership for Assessment of Readiness for College and Careers) – ELA and Math (3rd - 9th grade)

• Ohio’s Next Generation of Assessments

– Science (5th and 8th grade) – Social Studies (4th and 6th grade) – American History/American Government (grades 9-12)

• These assessments begin this school year...

NEW ASSESSMENTS HAVE 2 PARTS

PBA (Performance Based Assessment)

• 75% through the year (March)
• Writing Intensive
• Hand Scored

EOY (End of Year Assessment)

• 90% through the year (May)
• Mostly selected response
• Some short answer writing
• Machine Scored

ALL OF THESE ASSESSMENTS WILL BE ADMINISTERED ONLINE USING CHROMEBOOKS

Additional Resources & Questions