OLG Common Core Presentation

Common Core at OLG

Our Lady of Grace Catholic School | Common Core | 2014


Our Session Today

1.) Provide an overview of CCSS and standards-based education.

2.) Answer your questions as they relate to the CCSS.


How are the standards organized?

There are two sets of standards:

- English Language Arts(which includes Literacy in History/Social Studies,

Science, and Technical Subjects for 6-8)- Mathematics

LA is divided into strands (K-5, 6-12)Math is divided according to grade-levels w/ options for HS organization

ELA has “Anchor Standards” also known as “College and Career Readiness Standards (CCR)” which are common throughout all grades. The broader CCR

standards complement the more specific standards for each grade-level.

Math has “Mathematical Practices” which are the same as “Anchor Standards.” These are eight characteristics of the math curriculum are common from one

grade-level to the next.

K-5 6-8 9-12Reading LiteratureKey Ideas and DetailsCraft and Structure

Integration of Knowledge and Ideas

Range of Reading

Reading LiteratureKey Ideas and DetailsCraft and Structure


Range of Reading

Reading LiteratureKey Ideas and DetailsCraft and Structure


Range of Reading

Reading for InformationKey Ideas and DetailsCraft and Structure


Range of Reading



Range of Reading



Range of Reading

Reading Foundational Skills (K-3)

Print ConceptsPhonological Awareness

Phonics and Word Recognition

Fluency

Science and SSKey Ideas and DetailsCraft and Structure


Range of Reading

Science and SSKey Ideas and DetailsCraft and Structure


Range of Reading


English Language Arts Domains for Reading


Anchor Standards for Reading (K-12)Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.


7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

*** These standards are the reading standards for social studies and science, in grades 6-12 too!

K-5 6-8 9-12Writing

Text Types and PurposesProd and Distribution of

WritingResearch to Build and

Present KnowledgeRange of Writing (Begins in

3rd)

Writing (SS/SCI)Text Types and PurposesProd and Distribution of


Present KnowledgeRange of Writing

Writing (SS/SCI)Text Types and PurposesProd and Distribution of


Present KnowledgeRange of Writing

Speaking and ListeningComprehension and Collaboration

Presentation of Knowledge and Ideas





Language Conventions of Standard

EnglishKnowledge of Language

Vocabulary Acquisition and Use








English Language Arts Domains

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision).

*** These standards are the Writing standards for Social Studies and Science in grades 6-12, too!


Anchor Standards for Writing (K-12)

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


Anchor Standards for Language (K-12)


Anchor Standards for Speaking and Listening (K-12)

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Major Shifts in LA/SS/SCI The Six Shifts

1.) K-5: Equal Balance Between Informational and Literary Text2.) 6-12: ELA Standards are a Major Part of SS/ SCI Standards3.) Level of Text Complexity in Junior High and High School

- recommended texts in the standards4.) Focus on Text-Based Answers5.) Writing to Sources (Less Narrative, More Evidence/Argument)6.) Academic Vocabulary (All Subjects)

“Read like a detective; write like an investigative reporter.”


Math Domains

K 1-2 3-5

Counting and Cardinality (CC)

Operations and Algebraic Thinking (OA)Number and Operations in

Base Ten (NBT)

Measurement and Data (MD)Geometry (G)


Base Ten (NBT)

Measurement and Data (MD)Geometry (G)


Base Ten (NBT)

Number and Operations -- Fractions (NF)Measurement and Data (MD)Geometry (G)

6-7 8High School Domains

(Their call in regard to organization)

Ratios and Proportional Relationships (RP)

The Number System (NS)Expressions

and Equations (EE)

Geometry (G)Statistics and

Probability (SP)

Functions (F)

The Number System (NS)Expressions

and Equations (EE)

Geometry (G)Statistics and

Probability (SP)

Number and Quantity (HSN)

Algebra (HSA)Functions

(HSF)Modeling

(HSM)Geometry

(HSG)Statistics and

Probability (HSS)

The Standards for

Mathematical Practice

(Which should be called “Anchor Standards.”)

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.

•Use appropriate tools strategically.

•Attend to precision.

•Look for and make use of structure.

•Look for and express regularity in repeated reasoning.


Anchor Standards for Math (K-8)


Major Shifts in Math (K-12)

The Six Shifts

1.) Focus (Fewer Standards)2.) Coherence3.) Fluency (Automaticity)4.) Deep Understanding5.) Application6.) Dual Intensity (Fluency and Application)

Focus on the skills that most directly affect the ability to problem-solve in the future.


Curriculum V. Standards

Q1: We enrolled our child in a private school to get a superior education

compared to the public school system. Now, we are being told that OLG will be

matching the public school standards. So, what are we paying for?

The standards we teach are a small part of who we are. We taught with the CA standards previously.

Our Lady of Grace Catholic School students, parents, and staff are a community seeking to model the values of unity, truth, and love; to inspire life-long learning; and to maintain a balance between our spiritual, social, and academic growth.

We take the standards and baptize them… Catholic Identity and our teaching methodologies.




Value

You pay for…

- A faith-based environment anchored by our Core Values

- Safe/ sheltered environment

- Professional educators dedicated to the message of Jesus Christ

- Small-group instruction for ELA and Math

- Whole-child approach

- Like-minded, dedicated parents

- Standards-based education that exceeds what is offered by other schools (Free Market)

- Our school is built to remind students of their strengths and hone their interests, not to constantly remind them of their deficiencies.



What’s the difference?

Standards are expectations. For instance, we expect students to know that 2+2=4 (and why).

Curriculum is the program created by local school sites to teach students to learn that 2+2 =4 (and why).

Standards are statements.

Curriculum includes many resources: activities, lessons, units, assessments, and can include publisher textbooks.

Standards define what is to be learned by the end of a school year.

Curriculum is the detailed plan for day-to-day teaching.


Curriculum V. StandardsA Basic Example

If a standard is written that reads:

“Teach students to make pictures of faces using three straight lines, a crooked line, two circles, and a

triangle,” different curricula may look like:

Curriculum includes many resources: activities, lessons, units, assessments, and can include publisher textbooks.

Q: What will Catholic schools do when the Common Core textbooks present Harvey Milk as a hero of the Civil Rights movement, promote same-sex marriages, and/or teach that evolution is fundamental in

understanding the life sciences, etc?

Q: Common Core not only introduces a new “experimental” way to teach but also a high cost of replacing all existing curriculum resources, i.e., books, tests, etc.

Who will be paying for that expense?



8th Grade NPR/GE Rankings (Avg)

Reading74th Percentile

1.2 GE Growth/8 mos

Writing74th Percentile

N/A -- 13 GE

Conventions85th Percentile

N/A -- 13 GE

Vocabulary83rd Percentile

.9 GE Growth/ 8 mos

ELA Total86th Percentile

N/A -- 13 GE

Math Total 77th Percentile

3.2 GE Growth/8 mos

Our Lady of Grace Catholic School | Back to School Night | 2013-2014

ELA — No Major Changes; This is NOT new

Same Text(s); Appendix B Texts

Textbook Adoption

Done on a Cycle

2014/2015 : Math TK-5 | SS 6-8

2015/2016: Math 6-8 | SS TK-5 *

2016/2017: Science TK-8 *

2017/2018: ELA TK-4 *

Process:

Teachers review a variety of texts from various publishers

Teachers select a text (with guidance from the principal) based on what they feel will most benefit scholars at OLG (site-based decision)

Principal makes the final determination/ timeline

THE TEXT IS A TOOL, NOT A CURRICULUM



Q: We read a sampling of Common Core third grade level math problems, and we couldn’t understand them. We’re not unintelligent, so how will we be able to assist with our child’s education? Common Core does not simplify education but rather

complicates it with confusing language.

Parent Help

I-Can Statements

Guidance Documents

The Interwebs

Q: The planning and effort put into the implementation of the math standards seems to be paying off. I am pleased with XX’s grasp of the math concepts. Kudos to Mr. Von and Mrs. Burtch! I can't believe I am having math talks with my nine-year-old about "algorithms" and "area models." Ten Marks seems to be a good resource for math practice. Is something similar available for ELA?



Q: There are many articles on the Internet in regard to the Common Core. In particular, you can find a perspective by state, for many states the Common Core raises the standards for education. Unfortunately, for California this is not the case. The Common Core has been exposed as having lower requirements than previously required by California. In addition, the reason I send my child to OLG is to receive a HIGHER education than the public schools. What does OLG do to provide a better education and address learning gaps?

Q: The Common Core seems way more difficult than our previous set of standards. I can barely help my 2nd grader with her math homework. Why is this so difficult?

Q: I’ve read that the California State Standards were far more “rigorous” than the Common Core. Why are we dumbing down education to be in line with public schools?

Q: My child is frustrated by the CCSS. He used to love math, now he is struggling. Why is this?


Too Hard or Too Easy?

So… are the standards too hard or too easy?

The answer is neither. Teachers and school sites dictate what is emphasized and what is de-emphasized. We have full authority from the Superintendent of Schools to select what we will adapt from the CCSS and what we won’t.

In ELA, it is very clear that what we have done is in line with best practices and, if anything, is a testament to what the CCSS are trying to achieve. We’ve done this for years. We’re going to keep doing it, and we are going to work to improve.

In math, it is no secret that we have worked very hard to ensure our kids our well-prepared for high school. This year, our graduates AVERAGED the 80th percentile in math on the HSPT, with five students scoring above the 95th percentile.

Every scholar is a unique child of God. What is too difficult for one, may be easy for another.

We meet every scholar where he/she is, regardless of the standards.

We are here to HELP.


Too Hard or Too Easy?


A Few Technical Questions

Instruction: What will instruction look like for students who meet/exceed one or more of the standards prior to the end of the school year?

Assessment: What will the assessments for student progress toward attaining the CCSS look like; who is developing these assessments? The word “understanding” is used frequently – how will assessment of understanding take place and what do these assessments look like?

Report Cards: How will the report card be changed to reflect the new standards, and who is responsible for developing them?

Staff Development: What will this be? How will teachers learn how to assess progress toward attaining each CCS? How is the principal going to support, monitor, and assess teacher progress?


Marzano’s Proficiency Scales


Marzano’s Proficiency Scales

Common Core


Math

1.) What are the CCSS?

2.) Proficiency Scales and

Assessment of CCSS

3.) Instructional Practices that Support CCSS

ELA

1.) What are the CCSS?

2.) Instructional Practices that Support CCSS

3.) Proficiency Scales and

Assessment of CCSS

Instructional Practices that Support CCSSELA

- The Core Six (8 meetings)- November Staff Day- February Staff Day

- Lucy Calkins - Writing (April/May)- Assessments and Scales (2014-2015)

Math- Continued work on assessments /

scales- Root Training SVMI (August)

- SVMI Coaching and Meetings (2014-2015)

Common Core


Common Core

Core Six

1.) Reading for Meaning2.) Compare and Contrast

3.) Inductive Learning4.) Circle of Knowledge

5.) Write to Learn6.) Vocabulary’s CODE

Core Six | 2014

Kids and Social Media

Our Lady of Grace Catholic School | Kids and Social Media | 2014



What is out there?

How do I discuss this with my child?What do I do?













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General Guidelines

1. Start Early (Be the first voice)

2. Create an honest, open environment

3. Initiate Conversations- don’t rush; use natural

lead-ins

4. Communicate Your Values





If you choose to ignore the age restrictions provided by the websites, please:

1.) Be a POS.



2.) Use a Web Tool like Mobicip to limit sites and access.

3.) Make a rule that tech use is only allowed in open areas. No closed doors; no privacy screens.



4.) Have access to all of your child’s passwords.





5.) Anticipate what you will do when trust is broken. Have a plan, and don't get caught off guard.

6.) Discuss sharing guidelines — what can be shared and what cannot.





7.) Remind them: “You can’t take it back.”



8.) Review his/her “friends” list, which should be made up of only people they know in real life.



9.) Teach them to avoid predators, SPAM, etc.

Education

OLG Common Core Presentation