Introduction to the California Common Core State Standards, Next - - PowerPoint PPT Presentation
Introduction to the California Common Core State Standards, Next Generation Science Smarter Balanced Assessments Lang Ranch Elementary School Conejo Valley Unified School District Students need to shift toward sense - making rather than
“Students need to shift toward ‘sense-making’ rather than answer-getting. So what about the rest of us? This is not an event, but a journey.”
Deb Sigman, Deputy Superintendent, CA Department of Education
Lang Ranch Elementary School Conejo Valley Unified School District
Reading, Writing (Literacy) & Math Critical Thinking Communication Creative Thinking Collaboration/Problem Solving Demonstration of Depth of Knowledge and Ability to Apply to New Situations
In all content areas, first come the standards, then come the frameworks, followed by new instructional materials and assessments: Awareness Phase 2012-2014
community
Transition Phase 2013-2015 Implementation Phase 2015-2017 Continuous Improvement Phase 2016 - ongoing
Ensure that our students are: Meeting college and work expectations Provided with a vision of what it means to be a literate person in the 21st Century Prepared to succeed in our global economy and society, and Provided with rigorous content and applications of higher knowledge through higher order thinking skills.
* U.S. Virgin Islands, Puerto Rico, Guam, American Samoa Islands, Northern Mariana Islands are not shown above; ** Minnesota adopted the CCSS in ELA only having already implemented new math standards in prior year.
Critical Analysis/Use of Evidence Increased Student Collaboration Vocabulary Acquisition and Use Increased Use of Multimedia and Technology Work in reading and writing (as well as speaking and listening) centers on the text Developing students’ prowess at drawing knowledge from the text itself is the point of teaching
Driving Questions: Who’s doing the talking & who’s doing the thinking? Direct Instruction The Socratic Method & Paideia Seminars The Inquiry Model or Problem-based Learning (PBL) Universal Design for Learning (UDL) * For clear definitions of each method, please see appendix.
1. Building knowledge through content-rich nonfiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language
Shift to: In order to: Information/Literacy Balance Greater emphasis on informational text Knowledge in Disciplines Emphasis on language literacy outside of English classrooms Complexity Staircase Time for close and careful reading and scaffolding for those with reading levels below grade level Text-based Answers Students make evidentiary arguments in both conversation and writing Writing from Sources Writing that emphasizes the use of ideas, events, facts and arguments Academic Vocabulary Building vocabulary by focusing on pivotal and commonly found words
* Mimics current percentages for the school day across content areas Fiction Non-fiction Elementary*: 50% 50% Middle Grades*: 45% 55% High School*: 30% 70%
RL.CCR.3 CCR Anchor Standard Reading 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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RL.11-12.3 Grade 11-12 students: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story
introduced and developed).
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RL.9-10.3 Grade 9-10 students: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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RL.8.3 Grade 8 students: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
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RL.7.3 Grade 7 students: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters
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RL.6.3 Grade 6 students: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
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RL.5.3 Grade 5 students: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
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RL.4.3 Grade 4 students: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
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RL.3.3 Grade 3 students: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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RL.2.3 Grade 2 students: Describe how characters in a story respond to major events and challenges.
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RL.1.3 Grade 1 students: Describe characters, settings, and major events in a story, using key details.
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RL.K.3 Kindergarten students: With prompting and support, identify characters, settings, and major events in a story.
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Shift to: In order to: Focus Focus on strong foundational knowledge and deep conceptual understanding Coherence Each standard is connected to previous learning Fluency Expectation of speed and accuracy with simple calculations Deep Understanding Access concepts by being able to apply them to new situations Application Opportunities to apply math in “real world” situations at all grade levels Dual Intensity Both practice and understanding are emphasized
1. Make sense of complex 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. 5. Use appropriate tools strategically. 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning. College and Career Readiness Standards for Mathematics
Science and Social Science: Thinking Like a Historian… Investigating Like a Scientist… Supporting Literacy in the Common Core:
Using visual images for students to comprehend science/social science concepts—require students to find evidence in the image using primary and secondary sources Allow students to demonstrate their knowledge using visual representations Inspiring new levels of inquiry and investigations
Measure complex assessment targets Demonstrate ability to think and reason Higher-order skills Produce fully developed writing or speeches Provide evidence of college and career readiness
DULCE ET DECORUM EST(1) Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares(2) we turned our backs And towards our distant rest(3) began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots(4) Of tired, outstripped(5) Five-Nines(6) that dropped behind. Gas!(7) Gas! Quick, boys! – An ecstasy of fumbling, Fitting the clumsy helmets(8) just in time; But someone still was yelling out and stumbling, And flound'ring like a man in fire or lime(9) . . . Dim, through the misty panes(10) and thick green light, As under a green sea, I saw him drowning. In all my dreams, before my helpless sight, He plunges at me, guttering,(11) choking, drowning. If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud(12) Of vile, incurable sores on innocent tongues, My friend, you would not tell with such high zest(13) To children ardent(14) for some desperate glory, The old Lie; Dulce et Decorum est Pro patria mori.(15) Wilfred Owen 1917
Sample for grades 10-12
Sample for 3rd Grade
The NGSS are based on the idea that K-12 science education should reflect real-world interconnections in science. STEM teacher preparation programs are already training teacher-candidates using NGSS standards and methods. Implementation likely to occur in 2016-2017 in California
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models, providing evidence-based argumentation, using computational thinking, and communicating thinking.
Engineering* (technology and the application of science) Seven (7) Crosscutting Concepts
function
* Key shifts
25 member states educating over 19 million public K– 12 students
From paper and pencil Technology Integration with expedited results
The College Entrance SAT and Advanced Placement exams are already shifting to the CCSS formats and SBAC assessment models. Rigor and Depth of Knowledge * Similar to K-8 SuccessMaker, ACT, and numerous post baccalaureate & professional
exams including: GRE, LSAT, MCAT, GMAT, CAST (CPA), ASVAB, NCLEX, & USMSLE
Depth of Knowledge Level Approximate % of CST
Standardized Testing, K-12 Approximate % of SMARTER Balanced Assessment Level 1 55-60% 15-20% Level 2 25% 40% Level 3 15-20% 30% Level 4 0% 10-15%
From multiple choice and essay* primarily focusing on recall level questions to: Selective Response
and true/false questions.
skills.
Performance Tasks
real-world problems. (*grades 4, 7, and 11)
Visit smarterbalanced.org for examples of each by grade level and content areas
Each participating student (95%) will take both the ELA and math field test. The remaining 5% will take one or the other (ELA or Math) and constitute a strategic scientific sample. All CVUSD participants in grades 3-8 and 11 will take on performance task in ELA or Math Total test time will be approximately 3.5 hours long. No paper-and-pencil version will be available. No student, school, or district score reports will be produced. Results will not be factored into any state or federal accountability calculations.
CC Instructional Best Practices Defined Performance Tasks Defined Recommended Websites
Direct Instruction is an essential skills-oriented approach, and the instructional practices it implies are teacher-directed. The Socratic style is probably the oldest method of teaching, and it aims at fostering critical thinking among students. Students are trained to inquire, probe, and seek more questions in the answers they receive. Paideia seminars – a refinement of the Socratic seminar – requires students to focus on evidence, speaking and listening as core skills, and the need for students to engage texts actively and independently. The Inquiry Model, or Problem-based Learning (PBL), starts with a big idea or overarching
questions generated by the students themselves of the teacher and each other, engaging students by investigating real world questions that they choose within a broad thematic framework. Universal Design for Learning (UDL) makes instruction and assessment accessible for all learners utilizing multiple means of presentation and allows the learner to work and respond in a format that meets their needs for learning and expression.
Performance tasks challenge students to apply their knowledge and skills to respond to real-world problems. They can best be described as collections
depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items. Performance tasks in reading, writing, and mathematics will be part of the Smarter Balanced summative, year-end assessment. Performance tasks can also be administered as part of the optional interim assessments throughout the year. The performance tasks will be delivered by computer (but will not be computer adaptive) and will take one to two class periods to complete.
http://www.cde.ca.gov/re/cc/ http://www.smarterbalanced.org/ http://www.nextgenscience.org/ http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp http://www.conejousd.org/instruction/CurriculumAssessment/ CommonCoreStateStandards.aspx