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Common Core State Standards Overview for ELA/Literacy
Presented by Diana Nguyen With thanks to Laurie Stapleton, MFA, PhD and Santa Clara County
Office of Education
To understand the organization, rationale,
and intentions of the Common Core State
Standards (CCSS)
To recognize what teachers are already
doing in our classrooms that is CCSS-aligned
To discuss implications of the CCSS for
teaching and students’ learning
Outcomes
21st Century
Readers and Writers
will need to…
National Council of Teachers of English
…develop proficiency
with the
tools of technology
…manage, analyze and synthesize multiple
streams of simultaneous information
build relationships with others to
pose and solve problems collaboratively and cross-culturally
…design and share
information for global
communities to meet
a variety of purposes
create, critique, analyze, and
evaluate multi-media texts
create, critique, analyze, and
evaluate multi-media texts
E=MC 2
create, critique, analyze, and
evaluate multi-media texts
84/7 x 12.5 = 3y
H1 H20
21st Century Literacy
• New Literacies • Technology
• Multimedia
• Collaboration and Interdependence
• Communication
• Creative Thinking
• Critical Problem Solving
• Entrepreneurial Spirit
“The 4
Cs”
Common Core State
Standards (CCSS)
Outline the most
essential skills and
knowledge every
student needs to
master to succeed in
21st Century
college and careers.
Educational Competition
• USA ranked # 14 Reading
• USA ranked # 25 Math
• USA ranked # 17 Science
Programme for International Student Assessment Report:
Source: OECD Programme for International Student Assessment (PISA) 2009 Report, http://www.oecd.org/edu/pisa/2009
In 2010: 23,600 of 47,900 college freshman in the CSU system required remedial courses in English, math or BOTH.
Source: Proficiency Reports of Students Entering The CSU System, http://www.asd.calstate.edu/remediation/10/Rem_Sys_fall2010.htm
That’s 49%.
CCSS ensures that our students are:
Meeting college and career expectations
Provided a vision of what it means to be an
academically literate person in the 21st
Century
Prepared to succeed in our global
economy
CCSS is…
The most
significant,
exciting,
hopeful
educational
reform in the
last century
Common Core State Standards
ELA/Literacy Overview
States that have adopted the
Common Core State Standards
http://www.corestandards.org/in-the-states
English Language Arts 4 Strands (K-12)
Literacy in History, Social Studies,
Science, and Technical Subjects 2 Strands (K-12)
.
Reading Strand
• Emphasis on:
– Informational Text
– Text Complexity
NAEP Alignment in Reading
Grade Literature Information
4 50% 50%
8 45% 55%
12 30% 70%
CCSS requires:
• More complex texts
• More informational texts
• Interaction with multimedia
Student Books: Level of Difficulty
600
800
1000
1400
1600
1200
Text
Lexile M
easu
re (
L)
High
School
Literature
College
Literature
High
School
Textbooks
College
Textbooks
Military Personal
Use
Entry-Level
Occupations
SAT 1,
AT,
AP*
* Source of National Test Data: MetaMetrics
Writing Strand
• Emphasis is on 3 modes of writing:
1. Opinion (K-5) / Argument (6-12)
2. Informative/Explanatory
3. Narrative
NAEP Alignment in Writing
Grade Persuade Explain Convey
Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Speaking and Listening Strand
ELA only
Emphasis is on:
Collaboration and Communication
Presentation
Language Strand
ELA only
Emphasis is on:
Knowledge of Language
Vocabulary Acquisition and Use
Conventions of Standard English
ELA/Literacy Standards. together prepare students for
literacy demands of the 21st Century
.
Towards CCSS Implementation
All Teachers Scaffold comprehension of complex texts
Integrate technology/multimedia into instruction
ELA Teachers Teach more informational text
Emphasize 3 modes of writing
Teach communication/collaboration skills
Science, History, Art, Music, PE, W.L., etc. Teach reading & writing skills in content areas
K-5: Tools Dominate
Science
Social Studies
Math
Literature
Reading
Writing
Language
6-12: Disciplines Dominate
Science
Social Studies
Math
Literature
Reading
Writing
Language
Integrated Model of Literacy
Science
Social Studies
Math
Literature
Reading
Writing
Language
Outcomes
To understand the organization, rationale,
and intentions of the Common Core State
Standards (CCSS)
To recognize what teachers are already doing
in our classrooms that is CCSS-aligned
To discuss implications of the CCSS for
teaching and students’ learning
Closure
Thank you!
Parent Forum: Mathematics December 3, 2013
Presented by Cecilio Dimas STEAM Director, SCCOE
Agenda
• CCSS-Mathematics Overview
– Standards for Mathematical Practice
– Content Standards
• Articulation across schools and districts
• Course Pathways
• Assessments
States that have adopted the Common Core State Standards
http://www.corestandards.org/in-the-states
Rationale for CCSS
Ensure that our students are:
• Meeting college and career
expectations
• Provided a vision of what it means to be
an academically literate person in the
21st Century
• Prepared to succeed in our global
economy
Benefits of the CCSS
• Internationally benchmarked
• Evidence and research-based
• Expectations are focused, coherent, and
clear.
• Collaboration
• Costs to the state reduced
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.” (CCSS, 2010)
CCSS Mathematical Practices O
VE
RA
RC
HIN
G H
AB
ITS
OF
MIN
D
1. M
ake
sens
e of
pro
blem
s an
d pe
rsev
ere
in
solv
ing
them
6. A
ttend
to
prec
isio
n REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others
MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically
SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning
3. Construct viable arguments and critique the reasoning of others.
6. Attend to Precision
Imagine that you have just discovered
this ancient floor tiling pattern in Syria.
You telephone New York to tell them
about this exciting discovery.
Describe the pattern as accurately as you can, so that someone else can draw it
without seeing it.
Describe the shapes as completely as you can.
CCSS High School Mathematics The CCSS high school content standards are organized in 6 conceptual
categories:
– Number and Quantity
– Algebra
– Functions
– Modeling (*)
– Geometry
– Statistics and Probability
Modeling standards are indicated by a (*) symbol.
Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.
CCSS Domains and
Conceptual Categories K 1 2 3 4 5 6 7 8 HS
Counting &
Cardinality
Number and Operations in Base Ten Ratios and Proportional
Relationships Number &
Quantity Number and Operations –
Fractions The Number System
Operations and Algebraic Thinking
Expressions and Equations Algebra
Functions Functions
Geometry Geometry
Measurement and Data Statistics and Probability Statistics &
Probability
Findwell, Bradford & Foughty, Zachary. “”Preparing to Implement the Common Core State Standards for Mathematics. Indiana Department of Education and Ohio Department of Education. March 30, 2011
Two Regular Sequences: Traditional Pathway
2 Algebra courses,1 Geometry course, with Probability and Statistics interwoven
Integrated Pathway 3 courses that attend to Algebra, Geometry, and Probability and Statistics each year
Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study.
Algebra II
Geometry
High School Algebra I
Mathematics III
Mathematics I
Mathematics II
Traditional Pathway Integrated Pathway
Two Mathematics Pathways
Think in Terms of Units
Phil Daro has suggested that it is not the lesson or activity, but rather the unit that is the “optimal grain-size for the learning of mathematics”. Hence that was the starting point for our Scope and Sequence.
Developers of High School: Patrick Callahan, Dick Stanley, David Foster, Brad Findell, Phil Daro, and Marge Cappo
CCSS High School Units High School Algebra Units:
A0 Introductory Unit
A1 Modeling with Functions
A2 Linear Functions
A3 Linear Equations and Ineq in One Var
A4 Linear Equations and Ineq in Two Var
A5 Quadratic Functions
A6 Quadratic Equations
A7 Exponential Functions
A8 Trigonometric Functions
A9 Functions
A10 Rational and Polynomial Expressions
High School Geometry Units:
G0 Introduction and Construction
G1 Basic Definitions and Rigid Motions
G2 Geometric Relationships and Properties
G3 Similarity
G4 Coordinate Geometry
G5 Circle and Conics
G6 Trigonometric Ratios
G7 Geometric Measurement and Dimension
M4 Capstone Geometric Modeling Project
High School Prob & Stat Units:
P1 Probability
S1 Statistics
S2 Statistics (Random Process)
TRADI T IONAL
56
INTERNAT IONAL
57
Articulation In partnership with community
organizations, the feeder and high school
districts have been meeting to discuss:
• Units and resources
• Course offerings
• Course pathways
• Assessments
New Assessment System: 2014-2015
TOM TORLAKSON State Superintendent of Public Instruction
Common Core Big Ideas Depth of Knowledge (DOKs)
Mathematics ELA/Literacy
DOK3 DOK4 DOK3 DOK4
Current
Assessments
<2%
0%
20%
2%
New SBAC
Assessments
49%
21%
43%
25%
Yuan & Le (2012); Herman & Linn (2013) from Linda Darling-Hammond, Assembly Hearing, 3.6.13
SBAC Assessment • Assessments will begin in 2014-15.
• California is a governing state in the Smarter
Balanced Assessment Consortium (SBAC)
• Assessments will include:
• Selected Response (computer adaptive)
rubric scored
• Constructed Response rubric scored
• Extended Response rubric scored
• Performance Task rubric scored
• Technology Enhanced
SBAC’s Mathematics Assessment
Claims
• Claim 1: Concepts and Procedures – Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and fluency
• Claim 2: Problem Solving – Students can solve a range of complex well-posed problems in
pure and applied mathematics, making productive use of knowledge and problem solving strategies
• Claim 3: Communicating Reasoning – Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others
• Claim 4: Modeling and Data Analysis – Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve problems
SBAC Claims and Tasks
Claim Task
1 Selected Response (SR) 40%
2 Constructed Response or Extended Response (CR or ER) 20%
3 Extended Response (ER) 20%
4 Performance Task (PT) 20%
Formats and Components of Selected Response Items
• Traditional Selected Response Item
• Key and Distractor Analysis
Which number is both a factor
of 100 and a multiple of 5?
A. 4
B. 40
C. 50
D. 500
A. 4
B. 40
C. 50
D. 500
OPTIONS: Possible answers the students must select from
Which number is both a factor of 100 and a multiple of 5?
STEM Statement of the question
A. Did not consider criteria of “multiple of 5”
B. Did not consider criteria of “factor of 100”
C. Correct
D. Multiplied 100 and 5
KEY
RATIONALE
DISTRACTOR
Non-Traditional Selected Response
Non-traditional Selected Response
A teacher asked her students to use estimation to decide if the
sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =
One student replied that she thinks the sum is closer to 4,000. She used
the estimation shown below to support her reasoning.
Is the student’s reasoning correct? In the space below, use numbers
and words to explain why or why not. If the student’s reasoning is
not correct, explain how she should have estimated.
Components of a Constructed Response Item
STEM
STIMULI
Constructed Response
Performance Task
Extended Response
Focus
Shift 1: Focus
Coherence
Shift 2: Coherence
Rigor
Shift 3: Fluency
Shift 4: Deep Understanding
Shift 5: Application
Shift 6: Dual Intensity
Instructional Shifts &
Changes in the Classroom
Adapted from Student Achievement Partners and EngageNY
CUHSD: CCSS Mathematics Articulation Update
Articulated Draft Pathway Plan Current Grade 8 Course Offerings 2013-14
CC8 Math8
Alg 1/ INT1
(Adv. Alg 1)
Geometry
Articulated Draft Pathway Plan Beginning 2014-15 School Year
Current 8th 9th 10th 11th 12th
CC8 Math8
INT1 INT2 INT3 Trig Stat
INT3+ AP Calculus
AP Stat
Alg 1/ INT1
(Adv. Alg 1)
Geometry
Articulated Draft Pathway Plan Beginning 2014-15 School Year
Current 8th 9th 10th 11th 12th
CC8 Math8
INT1 INT2 INT3 Trig Stat
INT3+ AP Calculus
AP Stat
Alg 1/ INT1
(Adv. Alg 1) INT2 INT3
Trig Stat
AP Calculus AP Stat
INT3+
AP Calculus AP Stat
AP Calculus AP Stat
Geometry
Articulated Draft Pathway Plan Beginning 2014-15 School Year
Current 8th 9th 10th 11th 12th
CC8 Math8
INT1 INT2 INT3 Trig Stat
INT3+ AP Calculus
AP Stat
Alg 1/ INT1
(Adv. Alg 1) INT2 INT3
Trig Stat
AP Calculus AP Stat
INT3+
AP Calculus AP Stat
AP Calculus AP Stat
Geometry Alg 2 Trig Stat
AP Calculus AP Stat
AP Calculus AP Stat
A-G Requirements
Curriculum
• 2013-14
– Design and Pilot Transition Units for Integrated Math 1
– Determine Standards in Each Course Based on New CA Math Framework
– Design Transition Units for Integrated Math 2
• 2014-15
– Pilot Transition Units for Integrated Math 2
– Refine Units for Integrated Math 1
– Review and Pilot New Math Program Materials
Do You Have…
