implementing the common core - amazon...

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IMPLEMENTING THE COMMON CORE

Provided by

Rich Smith, Associate and Retired Dep. Supt.

Where is Sanger?

Demographic View of Sanger

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Sanger Unified at a Glance

• 82% of students are minorities.

• 76% qualify for free or reduced lunch.

• 24% are English language learners.

• 49% of students’ parents do not speak English as primary language.

• 28% of parents did not graduate from high school.

Where We Were in 2004–2005• We were one of the first 98 California school districts

to enter PI status.

• Five elementary schools were PI status (one school at PI 4, two schools at PI 3, and two schools at PI 2), as well as intermediate school (PI 2).

• The district did not adhere to the state textbook adoption cycle or maintain a focused staff development program.

• Schools had little fidelity to state curricular standards. There was no effective districtwide assessment system to monitor student achievement.

Sanger Unified District API

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District Achievement Awards Since 2004 API 2012

District Golden Bell Award 822

Centerville State Distinguished, National Blue Ribbon, Title I Award 853

Del Rey State Distinguished, Title I Award 801

Fairmont State Distinguished, Title I Award 891

Jackson State Distinguished, Title I Award 850

Jefferson State Distinguished, Title I Award 843

John Wash State Distinguished, National Blue Ribbon, Title I Award 893

Lincoln Title I Award 784

Lone Star State Distinguished, Title I Award 849

Madison State Distinguished, Title I Award 809

Quail Lake State Distinguished 955

Reagan State Distinguished 870

SACS State Distinguished, National Blue Ribbon 907

Wilson State Distinguished, Title I Award 714

WAMS National Middle School to Watch 839

Sanger High State Distinguished, Title I Award 786

Common IntentAligned goals and objectives

Development of Professional Learning Communities

Instructional Norms + HOTS EL Emphasis

Common Core Curriculum Enhancement and Training

Quality Assessments with a Reliance on Data

Leadership

Increased instructional competency, focus,

and understanding by leadership at all levels

A Districtwide Approach to Common Core

District Initiatives

How will we know they have learned it?

Essential standard

Develop CFASet SMART goal

Understand Standard

Give common assessment

Plan based on common assessment results

How will we respond when learning has not occurred?

Analyze data

How will we respond when learning has already occurred?

What do we want all students to learn?

Deliver lesson

Re-teach - individualize, small group, deploy, etc. Enrichment and deepen

Re-Assess Learning Produce a Product based on Standard

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newmexicocommoncore.org

Major Goals of Common Core

• Ensure that students, no matter where they live, are prepared for “college and career”

• Guarantee that all students receive a high-quality education consistently from school to school and state to state

• Offer an accessible road map for leaders, teachers, parents and students

• Provide a greater opportunity at all levels to share experiences and best practices to best serve the needs of all students

A Change in Focus

Graduation RatesCollege and Career

Ready

Specific Definitions:•College: two- and four-year postsecondary schools

•Career: jobs that offer competitive, livable salaries and opportunities for advancement in a growing or sustainable industry

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The Common Core does not…..

• Tell teachers how to teach

• Include all that can or should be taught

• Determine the nature of advanced work

• Include interventions for below grade level students

• Determine the necessary range of supports for English Learners or Special Education students

• Include everything necessary to be college and career ready.

Key Points in English Language Arts (ELA)

Reading WritingSpeaking and

ListeningLanguage

• Build a “staircase” for increasing text complexity

• Provide opportunities to read a wide range of quality of text

• Progressively develop reading comprehension skills

• Teach some required texts (State Specified)

• Focus on argument writing and researchwith substantive claims, sound reasoning, and relevant evidence

•Write routinely and include both short and sustained research projects

•Use annotated student writing to establish expectations

•Gain, evaluate, and present increasingly complex information, ideas, and evidence

• Collaborate in discussions to answer questions, build understanding, and solve problems

• Integrate vocabulary and conventions across reading,writing, speaking and listening

• Build academic and domain-specific vocabulary through conversations, direct instruction, and reading

•Guide the use of formal English in writing and speaking , and build knowledge of how to select meaningful language expression

Technology and Media must be blended throughout

Key Points in Mathematics

Gr. K-5 Gr. 6-8 Gr. 9-12

•Build foundational concepts and procedures with a solid foundation in:

•Whole numbers

•Addition

•Subtraction

•Multiplication

•Division

•Fractions

•Decimals

•Prepare students for high school math with or without algebra in Grade 8

•Guide students to apply mathematical ways of thinking to real-world issues and challenges, with an emphasis on mathematical modeling

Technology and Media must be blended throughout

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Architecture of the Common CoreEnglish Language Arts

StrandsReading , Writing, Speaking/Listening, Language

Anchor StandardsSpiraled Categories of Standards

Grade Level Specific StandardsReading , Writing, Speaking/Listening, Language


Strand Anchor Standard Grade Level Standards

Writing • Text Types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

Grades K – 12


Strand: Reading (Literature/Informational Text)

Anchor Standard: Key Idea and Details (Analyze how and why individuals, events, and ideas develop and interact over the course of a text.)

Kindergarten With prompting and support, identify characters, settings, and major events in a story.

Grade 4 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)

Grade 8 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.

Grades 11-12 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the author introduces characters)

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Build Knowledge from Text

Engage with Complex Text

Extract and Employ

Evidence

Students Must be Able:

Part A

Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.

A.reckless

B.lively

C.imaginative*

D.observant*

E.impatient

F.confident

Part B

Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Part C

Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Grade 6 Technology-Enhanced Selected-Response Item

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Standards for Mathematical Practices: Required up the grades and are inter-related with the grade level standards. • 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.

• Look for and make use of structure.

• Look and express regularity in repeated reasoning.

• Attend to precision.

Architecture of the Common CoreMathematics

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Standards for Mathematical Practice

Domains

Grade K-5 Domains Grades 6-8 Domains High School Themes

• Counting

• Operations and Algebraic Thinking

• Number and Operations in Base Ten

• Measurement and Data

• Geometry

• Ratios and Proportional Relationships

• The Number System

• Expressions and Equations

• Functions (Gr. 8 only)

• Geometry

• Statistics and Probability

• Number and Quantity

• Algebra

• Functions

• Modeling

• Geometry

• Statistics and Probability


K-5 Domain: Number and Operations in Base 10

GradeKindergarten

Generalize place value understanding for multi-digit whole numbers.

Recognize that in a multi-digit whole number, a digit in one place represents 10 times what it represents in the place to its right.

Grade 4

Understand the place value system.

Recognize that in a multi-digit number, a digit in one place represents 10as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.


Common Core Standards

Assessment

Instruction

Student Learning

Focused Instructional

Alignment

From Standards to Student Learning

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Common Core Student Proficiencies

• Critical Thinking

• Creative Thinking

• Complex Thinking

• Comprehensive Thinking

• Collaborative Thinking

• Communicative Thinking

• Cognitive Transfer

Re-Visiting Bloom’s Taxonomy

Memorizing information. Being able to remember,

but not necessarily understand the material

Restating in your own words; paraphrasing,

summarizing, translating

Using information to solve problems; transferring knowledge to practical

situations. Identify connections/relationships and

how they apply.

Identifying components; determining arrangement, logic,

and semantics.

Combining information to form a unique product; requires creativity and

originality.

Making decisions and supporting views; requires understanding of

values.

Common Core High Frequency WordsELA - Secondary Math - Secondary

Analyze (73)Determine (50)Develop (41)ResearchClarifyWriteRelationshipsDemonstrateUnderstandingCreateReadEvaluateReflectionRead/ComprehendIntroduceProduce

OrganizePoint of ViewApplyCompare/ContrastExplainInferences for textSequenceIdentifySolveProjectsAnswerSequenceAccuratelyInterpretCollaborateReflect

Solve (66)Understand (54)Interpret (47)RelationshipsFindGraphRepresentApplyDescribeExplainProveWriteCompare/ContrastRecognizeEvaluateDetermineIndentifyComputeDevelop

ProduceInferencesAnalyzeSequenceDivideCalculateDecideCalculateDecideDefineAnswerCreateVerifySequenceJustifyReadUnderstandingReflection

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Unwrapping and Understanding

Expressions and Equations Domain: Grade Level Standard 6.1-6.8

Key Concepts to be Learned Key Skills to be Learned

•An equation is a statement that two expressions are equal.

• The solutions of an equation are the values of the variables that make the resulting numerical statement true.

• The steps in solving an equation are guided by understanding and justified by logical reasoning.

• Equations not solvable in one number system may have solutions in a larger system.

• Understand a problem and formulate an equation to solve it.

• Solve equations in one variable using manipulations guided by the rules of arithmetic and the properties of equality.

• Rearrange formulas to isolate a quantity of interest.

• Solve systems of equations.

• Solve linear inequalities in one variable and graph the solution set on a number line.

• Graph the solution set of linear inequality in two variables on the coordinate plane.

Solve the Following

• Two for the price of one

• Buy one and get 25% off the second

• Buy two and get 50% off the second one

• Three for the price of two

Which of these four offers gives the biggest reduction?

Which of these offers gives the smallest price reduction?

Explain your reasoning clearly to your partner.

Critical Thinking - Analyze

• Order of Operations - PART– Preview the whole situation

– Assess similarities and differences

– Reorganize by these similarities and differences

– Turn the analysis into a summary or synthesis

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• Asks students to participate in a think-pair-share to determine what strategies are most important when making a proof for an isosceles triangle.

• Discuss and narrow the three:

–Review theorems and postulates

–Review the properties of lines, angles and triangles

– Establish the logical progressions.


ELA – Science and Technical Subjects

Students cite specific textual evidence from Annie J. Cannon’s “Classifying the Stars” to support the analysis of the scientific importance of the discovery that light is composed of many colors. Students include in their analysis precise details from the text to buttress their explanation.

Critical Thinking - Evaluate

• CCSS Example: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

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• Order of Operations - JUDGE– Justify essential criteria

– Use evidence to weigh against the criteria

– Decide how well the criteria are met

– Gather the sum total

– Express final judgment


• Invite the class to brainstorm with a web how to evaluate the accuracy of data used by an author.

• Ask students in cooperative group of five to examine assigned chapters noting the author’s use of language and facts. Allow each group to a final assessment of the book’s accurate or inaccurate use of data.


ELA – History/Social Sciences

Students evaluate the premises of James M. McPherson’s argument regarding the Northern soldiers fought in the Civil War by corroborating the evidence provided from the letters and diaries of these soldiers with other primary and secondary sources.

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Critical Thinking – Problem Solve

• CCSS Example: Use the equation of a linear model to solve problems in the context of bi-variate measurement data, interpreting the slope and intercept.

Red Flag – Green Flag

Professional development is highly focused on key skills and tasks

• Facilitating collaboration among teachers to ensure that the alignment of curriculum, instruction, and assessment within and across grades

• Understanding standards-based instruction & assessment

• Developing an advanced understanding or literacy regarding next generation, evidence-based assessment design principles and the makings of rigorous performance tasks

• Developing curriculum documents and course content based on exemplars and teaching/learning models

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Professional development is highly focused on key skills and tasks

• Designing and delivering lessons that are consistent with NMCCSS

• Building cultural competence, equity, and rigor

• Strengthening district instructional leadership capacity and systems

• Collecting, analyzing and utilizing performance data to inform instruction

• Understanding of differentiated instruction for Students With Disabilities (SWD). English Language Learners (ELL) and Culturally and Linguistically Diverse (CLD) students, using tools such as "Response to Intervention (RTI)"

To schedule professional development, contact

Solution Tree at (800) 733-6786.

Thank you!

[email protected]

implementing the common core - amazon...

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