Transitioning to the Common Core State Standards

Kay SammonsJohn SanGiovanni

(Primary)

A history…

• 48 states and DC committed to developing common core standards in 2009.

• The COMMON CORE STATE STANDARDS INITIATIVE is a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers

Design Intent

• Preparation: The standards are college and career ready.

• Competition: The standards are internationally benchmarked so that students are globally competitive.

• Equity: Expectations are consistent of all students.

• Clarity: The standards are focused, coherent, and clear.

• Collaboration: The standards are a foundation to work collaboratively across state lines to pool resources and expertise to create curricular tools and other materials.

Evidence was used to guide critical decisions in the following areas: Inclusion of particular content

Timing of when content should be introduced and the progression of that content

Ensuring focus and coherence

Organizing and formatting the standards

Determining emphasis on particular topics in standards

Evidence includes:Standards from high-performing countries, leading states, and nationally-regarded frameworks

Research on adolescent literacy, text complexity, mathematics instruction, quantitative literacy

Lists of works consulted and research base included in standards’ appendices

Design Consideration

International Common GroundStandards from individual high-performing countries were used to inform content, structure, and language.

Writing teams looked for examples of rigor, coherence, and progression.

• Belgium (Flemish)• Canada (Alberta)• China• Chinese Taipei• England• Finland• Hong Kong• India• Ireland• Japan• Korea• Singapore

Standards for Mathematical Practice• Describe mathematical “habits of mind”• Connect with content standards

Grade Level Standards• Organized by domains

Mathematical Practices

1. Circle the verbs in each practice.2. Summarize the practice.3. Think about when students might

do this in your math class.

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively

• Construct viable arguments and critique the reasoning of others

• Model with mathematics

• Use appropriate tools strategically

• Attend to precision

• Look for and make use of structure

• Look for and express regularity in repeated reasoning

Standards for Mathematical Practice

The Content

Kindergarten = 25 standards1st grade = 24 standards

2nd standards = 28 standards

• Number - Counting and Cardinality (K)

• Number - Operations and the Problems They Solve (K-5)

• Number - Base Ten (K-5)

• Measurement and Data (K-5)

• Geometry (K-5)

• Number – Fractions (3-5)

Domains of Mathematics (K-5)

Each grade level includes an overview of cross-cutting themes and critical areas of study

Structure of the Common Core…

A cluster from 2nd grade…

Learning and Rich Problem Solving

When Will We Reach ½?• How many numbers can be covered

that contain only the digit 1?• If we used the digits 1 and 2, how

many numbers could be covered that contain only 1 or 2 or both?

• By following this pattern, how many digits are needed before the hundreds chart is half-covered?

Where were the practices of mathematics in this problem?

What We’re Expecting from MSDE…

• Gap analysis of SC and CC √• Curriculum and toolkit workgroups √• State Board adoption in Spring 2011• State testing no later than 2014• Testing discussions include “quarterly”

formative and EOY summative assessments and computer implementation

What We’re Doing…

• Participating in Gap Analysis √• Working with MSDE other LEAs* to develop

interpretations and implementation materials• Developing HCPSS transition/implementation plan• PD for teachers, administrators, paraeducators, MSTs• Preliminary planning for:

• Content/pedagogy PD (timing and delivery)

• Reimagined K-5 eguides• Formative assessments

*(Baltimore, Carroll, Charles, Frederick, St Mary’s, Washington, Wicomico)

Probable HCPSS Timeline

Interpretation and Understanding…

What does this objective mean for our teachers and students?

Going deeper with instruction…

What We’re Wondering…• When will we have answers/direction from MSDE?• How will we transition (K-2, 3-5)?• How will we address gaps (money example)?• What will consortium assessments consider?• What will be considered A,O,B and how will we

determine it?• How will we meet the needs of Gifted and Talented

students? Will it be appropriate to simply use higher level standards?

• How will we meet the content needs of our teachers?

What are you wondering?