Rolling-Out the CCSS in Contra Costa County April 2012

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?

6

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?

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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


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


BIG SHIFTS



Module 1: Overview



Materials


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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Intent: To examine California’s Common Core Standards with a focus on instruction

Key Learning: Digging Deeper into effective instructional models

MATERIAL SPECIFIC CONVERSATION


BIG SHIFTS



Module 1: Overview



Materials


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




Module 1: Overview



Materials


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


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


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]