rolling-out the ccss in contra costa county april 2012
TRANSCRIPT
Rolling-Out the CCSS in Contra Costa County
April 2012
Implementation Timeline
2
Last Textbook Adoption
CCSS adopted
CCSS Assessments
New Textbook Adoption
Math 2007 August 2010
Fall 2014
2016
ELA 2008 2018
Reauthorization of Accountability Systems STAR new program in 2014 ESEA initially scheduled for 2007 but ????
What Can We Do … Now?
1. Examine the Shifts & Teach to Them What are the overarching changes created by the
new standards? Develop a Deep Understanding of the New
Standards
2. Examine and Articulate the Differences Between Current Instructional Practices and New Ones
Teaching Instructional Materials
Get Started, Embrace the Challenges, Unpack the Opportunities
What are they and Where did they come from?
the same for everyone fundamental
knowledge needed to be
college & career ready
adopted state by state;
participation is voluntary - not required
Set clear expectatio
ns for Students
What are they?
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The Standards DO…
The Standards DO NOT…
STANDARDS
define what all students are expected to know and be able to do
focus on what is most essential describe all that can or should be taught
establish a baseline for advanced learners
define the nature of advanced work
define how teachers should teach
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COMMON STANDARDS
1. Internationally benchmarked to ensure students will be globally competitive
2. Shared, rigorous academic content with clear expectations for students
3. Consistent across states (enables collaboration & the realization of economies of scale)
It has been argued that California’s standards are more rigorous than other states. The Common core could put us on a more level playing field.
CORE STANDARDS
1. Only the important material
2. Supported by research
3. Vetted by MANY in the educational community
4. Include higher order thinking skills
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Unions, parents, teachers, district staff, state officials, professional organizations … ELA and Math … K-12, pre, and IHEs
STATE STANDARDS
45 States, DC, & the
Virgin Islands
have adopted
the CCSS
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48 States voluntarily join effort to develop and consider statewide adoption
Council of Chief State School Officers
Where did they come from?
12
1st Round Race To the Top funding
awarded
National Release Common
Core State Standards
48 States voluntarily
join.2009 2010 2011
2012June August
CA State Board of Ed unanimously
adopts
Multiple drafts of the standards were developed, reviewed &
vetted.
California Academic Content Standards Commission (CACSC) met for 6 days to decide.
More than half of this group are teachers
45 States adopted CCSS
85% Rule (Addition)
Where did they come from?
Common Core State Standards Documents
Available at http://www.cde.ca.gov/ci/cc/ 13
California Common Core Standards Documents
Available at http://www.cde.ca.gov/ci/cc/
Include California’s additional 15%
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Common Core State Standards Documents
Available at http://www.cde.ca.gov/ci/cc/
Appendix A: Research Supporting Key ElementsAppendix B: Text Exemplars and Sample Performance TasksAppendix C: Samples of Student Writing
Appendix A: Designing High School Courses based on the
Common Core State Standards
College and Career Readiness Standards
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Grade Level Descriptive Overviews
CCCOE’s Training Modules
Based on Training Sequence by
Curriculum and Instruction Steering Committee, a
subdivision of CCSESA
CCCOE’s Training Modules
Module 2: Content and Curriculum
Module 1: Overview
Module 3: Instruction
Module 4: Instructional
Materials
ELA: K-6ELA: 6-12Math: K-6Math: 6-12
ELA: K-6ELA: 6-12
Math: K-6Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: 6-12
Math: K-6
ELA: K-6
Math: 6-12MATERIAL SPECIFIC CONVERSATION
BIG SHIFTS
MODELS/LEVELSOF THINKING
What Can We Do … Now?
1. Examine the Shifts & Teach to Them What are the overarching changes created by the
new standards? Develop a Deep Understanding of the New
Standards
2. Examine and Articulate the Differences Between Current Instructional Practices and New Ones
Teaching Instructional Materials
Module 1: Overview
Intent: To provide an overview of California’s Common Core Standards for English Language Arts & Math Key Learning: To
cover the basic design, benefits, and major shifts in the new common core state standards
Module 2: Content & Curriculum
Intent: To consider how to begin transitioning to California’s Common Core Standards, focusing on the major shifts/key advances Key Learning: To
explore the overarching orientation and structure of the Standards
MATERIAL SPECIFIC CONVERSATION
CCCOE’s Training Modules
BIG SHIFTS
MODELS/LEVELSOF THINKING
Module 2: Content and Curriculum
Module 1: Overview
Module 3: Instruction
Module 4: Instructional
Materials
ELA: K-6ELA: 6-12Math: K-6Math: 6-12
ELA: K-6ELA: 6-12
Math: K-6Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: 6-12
Math: K-6
ELA: K-6
Math: 6-12
KEY ADVANCES/SHIFTS
-Literacy Standards-Informational Text-Text Complexity-Argument-Collaborative Conversations-Integration of Media
KEY ADVANCES/SHIFTS
-Math As Meaning Making -Math Connected to Everyday World-Mathematical Abstraction & Structure-Mathematics Thinking with Procedural Fluency
Shifts in Mathematical Practice
Shift 1: Math as Meaning Making P1: Make sense of problems and persevere in solving them. P3: Construct viable arguments and critique the reasoning of
others. P5: Use appropriate tools strategically.
Shift 2: Math as Connected to the Everyday World P4: Model & represent with mathematics.
Shift 3: Mathematical Abstraction and Structure P2: Reason abstractly and quantitatively. P7: Look for and make use of structure. P8: Look for and make use of regularity in repeated reasoning.
Shift 4: Mathematical Thinking with Procedural Fluency P6: Attend to precision.
Shifts in Math Content Standards
Shift 1: Focus Focus strongly where the standards focus. Narrow the
scope of content and deepen how time and energy is spent.
Shift 2: Coherence Careful connection of learning within and across grades
so that students can build new understanding onto foundations built in previous years. Each standard is not a new event.
Shift 3: Rigor A solid balance of conceptual understanding, procedural
fluency, and application of skills in problem solving situations. Equal intensity of effort in pursuit of all three.
Domains Grades K - 12
K
1
2
3
4
5
6
7
8
HS
Counting
& Cardinality
Ratios & Proportional
Relationships
Functions
Operations and Algebraic Thinking
Expressions and Equations
Algebra
&
Functions
Number and Operations in Base Ten
Number and Operations
Fractions
The
Number System
Number
&
Quantity
Measurement & Data
Statistics & Probability
Statistics
& Probability
Geometry
Geometry
California Additions
Minor changes in words & phrases (grades K-5)
Adds a Mega-Algebra I Course (> 50 standards) & Some shifting of content in grades 6 and 7
Adds two courses currently offered in California (but not in CCSS)
Calculus Advanced Statistics and Probability
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Module 3: Instruction
Intent: To examine California’s Common Core Standards with a focus on instruction
Key Learning: Digging Deeper into effective instructional models
MATERIAL SPECIFIC CONVERSATION
CCCOE’s Training Modules
BIG SHIFTS
MODELS/LEVELSOF THINKING
Module 2: Content and Curriculum
Module 1: Overview
Module 3: Instruction
Module 4: Instructional
Materials
ELA: K-6ELA: 6-12Math: K-6Math: 6-12
ELA: K-6ELA: 6-12
Math: K-6Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: 6-12
Math: K-6
ELA: K-6
Math: 6-12
LESSON DESIGN & BEST PRACTICES
-Rigor/Relevancy Model-Pyramid of Learning -Gradual Release
Cognitive Rigor Matrix (Hess)
The CCSS require high-level cognitive demand such as asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks.
Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions Bloom: What type of thinking is needed to complete a
task? Webb: How deeply do you have to understand the
content to successfully interact with it? How complex or abstract is the content?
Bloom’s Taxonomy (1956) vs. Cognitive Process Dimensions (2005)
Knowledge: Remember:
Comprehension: Understand:
Application: Apply:
Analysis: Analyze:
Synthesis: Evaluate:
Evaluation: Create:
Bloom’s Taxonomy (1956)Cognitive Process Dimensions (2005)
Knowledge: Define, duplicate, label, list, name, order, recognize, recall
Remember: Retrieve from long-term memory, recognize, locate, identify
Comprehension: Classify, describe, explain, identify, indicate, locate, recognize, review, select, translate
Understand: Construct meaning, paraphrase, translate, illustrate, give examples, classify, categorize, predict
Application: Choose, demonstrate, illustrate, interpret, practice, write
Apply: Carry out/use a procedure in a given situation (e.g., unfamiliar task)
Analysis: Analyze, explain, calculate, categorize, compare, discriminate
Analyze: Break into constituent parts, determine how parts relate
Synthesis: Rearrange, assemble, compose, design, write, formulate
Evaluate: Make judgments based on criteria, detect inconsistencies, critique
Evaluation: Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, support
Create: Put elements together to form a coherent whole, reorganize into new patterns/structures
Webb’s Depth of Knowledge (DOK) Levels
DOK 1: Recall & Reproduction Recall of a fact, term, principle, concept; perform a routine
procedure, locate details DOK 2: Basic Application of Skills/Concepts
Use of information, two or more steps with decision points along the way, explain relationships
DOK 3: Strategic Thinking Requires reasoning or developing a plan or sequence of
steps, requires decision-making or justification DOK 4: Extended Thinking
An investigation or application to real world; requires time to research, problem solve, and process multiple conditions; could require synthesis of information across multiple sources and/or disciplines
Hess’ Cognitive Rigor Matrix
DOK Level 1
Recall & Reproduction
DOK Level 2
Basic Skills & Concepts
DOK Level 3
Strategic Thinking & Reasoning
DOK Level 4
Extended Thinking
Remember
Understand
Apply
Analyze
Evaluate
Create
Gradual Release of Responsibility
“Sudden” Release
The “Good Enough” Release
Gradual Release of Responsibility
CCCOE’s Training Modules
Module 2: Content and Curriculum
Module 1: Overview
Module 3: Instruction
Module 4: Instructional
Materials
ELA: K-6ELA: 6-12Math: K-6Math: 6-12
ELA: K-6ELA: 6-12
Math: K-6Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: 6-12
Math: K-6
ELA: K-6
Math: 6-12
BIG SHIFTS
MODELS/LEVELSOF THINKING
Shifts:Math Content
Standards
Shifts:Standards of Mathematical
Practice
How Do the Common Core Standards Outline
Mathematics?
Cognitive Rigor Matrix (SMARTER)Measuring Variety of Rigor
Gradual Release of Responsibility
TEXT MATERIAL ALIGNMENT
Determine Extent CCSSM is Aligned
With Specific Adoptions
Determine Extent Curriculum Materials
Reflect & EngageStudents with Math
PracticesSummarize Thoughts
Module 4: Instructional Materials
Intent: To explore effective utilization of current instructional materials to support learning of the Common Core Standards.
Key Learnings: Alignment of standards to
the current ELA instructional materials
Start with standards that are completely new to a grade or significantly different in complexity
Decide on comprehensive approach – review one standard from each strand OR review a whole strand at a time
CCSSM Curriculum Analysis Tool
Group across 3 gradesRate texts coverage of CCSSM with one
of the followingN = Not FoundL = Low; major gaps were foundM = Marginal; gaps found may not be easily
filledA = Acceptable; few gaps found H = High; content was fully formed
Module 4: Instructional Materials
Intent: To explore effective utilization of current instructional materials to support learning of the Common Core Standards.
Key Learnings: Alignment of standards to the
current ELA instructional materials
Start with standards that are completely new to a grade or significantly different in complexity
Decide on comprehensive approach – review one standard from each strand OR review a whole strand at a time
Additional Layers
English Language Development Standards
Assessment LiteracyMedia/technology standards
Questions or Surprises?
Pam Tyson, PhDDirector, Educational Services
Contra Costa County Office of [email protected]