quail summit elementary school: transitioning to the common core state standards september 2013

Quail Summit Elementary School:Transitioning to the Common Core

State Standards September 2013

http://goo.gl/Dx8tIv

Historical Trends in the US

In 1973 ¼ of all jobs required postsecondary education

By 2018 ¾ of all jobs will require postsecondary education

By 2018, 70% of all middle class jobs will require postsecondary education

There will be no growth in jobs requiring a high school diploma or less

There will be 26% growth in jobs requiring a postsecondary degree

56% of students enrolled in four year universities receive a degree, whereas the rate of students completing two year degrees is only 29%

In 1985 the US had the most college graduates in the world, today it ranks 16th

PISA 2009

1 Shanghai-China 556

2 Korea 539

3 Finland 536

4 Hong Kong-China 533

5 Singapore 526

6 Canada 524

7 New Zealand 521

8 Japan 520

9 Australia 515

10 Netherlands 508

17 United States 500

20 Germany 497

21 Ireland 496

22 France 496

25 United Kingdom 494

33 Spain 481

43 Russian Federation 459

48 Mexico 425

53 Brazil 412

57 Indonesia 402

Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

PISA 2009

Overall Math Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 496)

Significantly below OECD Average

1 Shanghai-China 600

2 Singapore 562

3 Hong Kong-China 555

4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497

28 United Kingdom 492

31 United States 487

32 Ireland 487

34 Spain 483

38Russian Federation

468

51 Mexico 419

57 Brazil 386

61 Indonesia 371

PISA 2009

Overall Science

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 501)

Significantly below OECD Average

1 Shanghai-China 575

2 Finland 554

3 Hong Kong-China 549

4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520

16 United Kingdom 514

20 Ireland 508

23 United States 502

27 France 498

36 Spain 488

39 Russian Federation 478

50 Mexico 416

53 Brazil 405

60 Indonesia 383

Transition to the Common Core• http://www.youtube.com/watch/?v=5s0rRk9sER0&desktop_uri=%

2Fwatch%2F%3Fv%3D5s0rRk9sER0&nomobile=1

What are the Common Core State Standards?

• Common Core Standards are a coherent progression of learning expectations in English language arts and mathematics.

• Designed to prepare K–12 students for college and career success, by providing 10 Anchor Standards that apply to each grade level.

The Common Core State Standards

• Are aligned with college and work expectations;

• Are clear, understandable, and consistent;

• Are rigorous in both content and application of knowledge through high-order skills;

• Are built on strengths and lessons of current state standards;

• Are informed by other top-performing countries, so that all students are prepared to succeed in a global economy and society.

How were the standards developed?

• Partnership of the Council of Chief State School Officers and the National Governors Association

• Input from parents, teachers, school administrators, and experts from across the country

• Developed in the following areas:

▫ English language arts and literacy in history/social studies, science, and technical subjects

▫ Standards for mathematical practice and mathematical content

• Were adopted by California State Department of Education on August 2nd, 2010.

Transition

Implementation

Awareness

I. Understand the “Why”

II. Understand the “Shifts”

III. Understand the Assessment

Curriculum Development• Pacing Guides• Materials and

Support Docs• Sample Lessons

Assessments

Instructional Methodology

Practice

Refinement

Report Cards

QS CCSS Plan

2011-2012 2012-2013

2013-2014

How will the standards be assessed?

•SMARTER Balanced Assessment Consortium (SBAC) serves most of the Western U.S.

•Assessments will be in 3rd – 8th Grades & 11th Grade

Sample ELA Anchor Standard for Reading

1. Read closely to determine what the text says explicitly to

make logical inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text

Kindergarten:1. With prompting and support, the student will ask and answer questions about key details in a text.

11-12th Grade:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Literacy Shift 1: Building Knowledge through Content-Rich

Non-Fiction

Students must… Parents can…

• Read more non-fiction• Know the ways non-

fiction can be put together

• Discuss the details of non-fiction

• Supply more non-fiction texts

• Read non-fiction texts aloud or with your child

• Have fun with non-fiction in front of them

Literacy Shift 2:Literacy Instruction in All Content Areas

Students must… Parents can…

• Get smart in science and social studies through reading

• Handle “primary source” documents

• Get smarter through texts

• Supply series of texts on topics of interest

• Find books that explain

• Discuss non-fiction texts and the ideas within

The more we read the more we can read!• By age 3, children from affluent families have

heard 30 million more words than children from parents living in poverty (Hart and Risley, 1995).

• Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan, 1998).

• If children aren’t reading on grade level by third grade, are four times more likely to leave high school without a diploma (Hernandez, 2011).

Literacy Shift 3:Text Complexity

Students must… Parents can…

• Re-read• Read material at

comfort level and work with more challenging material

• Unpack texts• Handle frustration

and persist

• Provide more challenging texts

• Provide preferred texts (can and want to read)

• Know what is grade level appropriate

• Read challenging material with children

• Demonstrate that challenging material is worth reading

Support Reading at Home:Reading Challenging Texts at Homewww.engageny.org

Grades Non-Fiction Examples Fiction Examples

K-1 A Tree is a PlantRA: Fire, Fire!

Are You My MotherRA: The Owl and the Pussycat

2-3 Martin Luther kind and the March on WashingtonRA: What the World Eats

Fire CatRA: Charlotte’s Web

4-5 Hurricanes: Earth’s Mighty StormsThe Kids’ Guide to Money

Bud Not BuddyThe Secret Garden

6-8 Narrative of the Life of Frederick DouglassA Night to Remember

Little WomenThe People Could Fly

9-10 Hope, Despair, MemoryLetter from Birmingham Jail

Things Fall ApartIn the Time of Butterflies

11-12 Take the Tortillas Out of Your PoetryMother TongueBlack Boy

The Canterbury TalesDreaming in CubanCrime & Punishment

Literacy Shift 4:Text-Based Answers

Students must… Parents can…

• Find evidence to support their arguments

• Form judgments• Become scholars• Discuss what the

author is “up to”

• Talk about text• Demand evidence in

daily discussions/disagreements

• Read aloud or read the same book and discuss with evidence

Literacy Shift 5:Writing from Sources

Students must… Parents can…

• Make arguments in writing using evidence

• Compare multiple texts in writing

• Write well

• Encourage writing at home

• Write “books” together and use evidence and details

• Look at Appendix C: www.corestandards.org/assets/Appendix_C.pdf

Literacy Shift 6:Academic Vocabulary

Students must… Parents can…

• Learn the words that they can use in college and career

• Get smarter at using the language of power

• Read often and constantly with babies, toddlers, preschoolers, and children

• Read multiple books about the same topics

• Let your kids see you reading

• Listen to your children, sing with your children, make up silly rhymes and games with your children

ELA in the ClassroomStudents will….

Read more non-fiction texts, with a balance of 50/50 in the elementary grades and 70/30 at the secondary level.

Mathematics Shift 1:Focus

Students must… Parents can…

• Spend more time on fewer concepts

• Know what the priority work is for your child for their grade level

• Spend time with your children on priority work

• Ask you child’s teacher about their progress on priority work

Mathematics Shift 2:Coherence

Students must… Parents can…

• Keep building on learning year after year

• Be aware of what your child struggled with last year, and how that will affect learning this year

• Advocate for your child and ensure that support is given for “gap” skills, especially positive and negative integers, fractions

Final Report of the National Mathematics Advisory Panel (2008)

Adding/Subtracting/Multiplying/Dividing Positive and Negative

Numbers

Fractions

Algebra

Success in College

Mathematics Shift 3:Fluency

Students must… Parents can…

• Spend time practicing lots of problems on the same idea

• Insist children master basic math facts to memory

• Know all of the fluencies your child should have and prioritize learning of the ones that they don’t

Key FluenciesGrade Required Fluency

K Add/Subtract within 10

1 Add/Subtract within 20

2 Add/Subtract within 100

3 Multiply/Divide within 12; Add/Subtract within 1000

4 Add/Subtract within 1,000,000

5 Multi-digit Multiplication and Division

6 Multi-digit decimal Operations

7 Solve px + q = r, p(x + q) = r

8 Solve simple 2x2 systems by inspection

Mathematics Shift 4:Deep Understanding

Students must… Parents can…

• Understand why the math works, and make it work

• Articulate why the math works

• Prove that they know why and how the math works

• Notice whether your child really knows why the answer is what it is

• Advocate for the time your child needs to learn key math

• Provide time for your child to work hard with math at home

Mathematics Shift 5:Applications

Students must… Parents can…

• Apply math in real world situations

• Know which math to use for which situation

• Ask your child to DO the math that comes up in daily life

Mathematics Shift 6:Dual Intensity

Students must… Parents can…

• Be able to use core math facts…fast!

• Be able to apply math in the real world

• Notice which skill set is your child’s strength, and which one should be worked on to get smarter

• Make sure your child is practicing the math facts she/he struggles with

• Make sure your child is thinking about the MATH in real life

Depth of Knowledge (DOK) Levels• DOK 1: Recall & Reproduction - Recall of a fact, term,

principle, concept, or perform a routine procedure.

• DOK 2: Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs.

• DOK 3: Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer.

• DOK 4: Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources.

“Habits of Mind”

Developing skills for a lifetime

▫The ELA Capacities and the Standards for Mathematical Practice are the guiding principles for all of the Common Core Standards.

▫The “Habits of Mind” help develop students into 21st Century Learners.

English Language Arts Capacities

Standards for Mathematical Practice

WVUSD and CCSS•Kindergarten and First Grade

implemented during 2012-13 school year•Second-Fifth Grade implementing now!•Transitional Kindergarten has

developed a report card that mirrors the CCSS.

•Ninth and Tenth Grade English Language Arts teachers have new textbooks written to the CCSS.

•Staff Development has taken place for teachers at all levels.

Quail Summit Moves Forward. . .

•Common Core teaching strategies in teacher’s professional growth plans

•Staff Development days in August and January

•Staff Meeting time is allotted to CCSS•Grade level CCSS days•District provided professional development

(creating grade level experts)

Quail Summit Elementary School:Transitioning to the Common Core

State Standards September 2013