Training of TrainersMathematics and English/Language Arts

September 1, 2011

What is the CCSS Initiative?

An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO)

A significant and historic opportunity for states collectively to develop and adopt a core set of academic standards in Mathematics and English/Language Arts

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Why is this initiative important?

Provides consistency across states Allows for equal access Prepares students to compete globally Allows for more focused professional

development Allows for the development of a common

assessment

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What are the Common CoreState Standards (CCSS)?

Fewer, clearer, and higher

Aligned with college and work expectations

Rigorous content requiring higher-order thinking and application of knowledge

Internationally benchmarked

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Instructional Delivery System

TEACHERS must know how to :

plan intentionally for rigorous and deep learning experiences.

design and utilize formative assessment that ensures retention and the ability to apply learning.

create a learning environment that fosters deep thinking, engagement of students, integration of subject areas, and problem-based learning experiences.

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Shift from “What’s Taught” to “What Students Need to Be Able to Do”

To succeed in 21st century college and careers,students need to be able to:

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Solve problemsManage themselves

Adapt to changeAnalyze/conceptualize

Reflect on/improve performanceCommunicateWork in teams

Create/innovate/critiqueEngage in learning throughout life

What is not included in the CCSS?

How teachers should teach

Intervention strategies to support students

Textbooks to help with implementation

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MDE Implementation Timeline

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Grades

K – 2

3 – 5

6 – 8

9 – 12

Training FollowUp

Training

Follow Up

Summer2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

Summer 2012

Training Follow Up

Follow Up

Training

Follow Up

Follow Up

Summer 2013

Follow Up

Follow Up

K-12 follow-up sessions will occur around the state in late summer 2013.

•Proposed implementation schedule pending funding and additional PARCC resources•Intended to get MS ready for CCSS and Assessment as early as possible

Partnership for Assessment of Readiness for College and Careers (PARCC)

PARCC is a 25-state consortium working together to develop next-generation K-12 assessments in English and math. 

PARCC benefits: Students will know if they are on track to

graduate and ready for college and careers. Teachers will receive regular results available to

guide learning and instruction. Parents will be provided clear and timely

information about the progress of their children. States will have valid results that are comparable

across the 25 member states.

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PARCC – Two Types of Summative Assessments

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FOCUSEDASSESSMENT

S

END OF YEARCOMPREHENSI

VEASSESSMENT

• One to three tasks that assess a few “keystone” standards/topics

• Given at three points during the school year, near the end of quarters

• Results within 2 weeks to inform instruction and intervention

•Taken on computer, with mixed item types

•Scored entirely by computer for fast results

Scores from both focused & end-of-year assessments will be

combined for annual accountability score.

Center for K – 12 Assessment & Performance Management at ETS

The PARCC System

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FocusedASSESSME

NT4• Speaking• Listening

25%

FocusedASSESSMENT

1• ELA• Math

50%

FocusedASSESSME

NT 2• ELA• Math

90%

END OF YEARCOMPREHEN

SIVE ASSESSMENT

75%

FocusedASSESSMENT 3• ELA• Math

PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials

Summative assessment for accountability

Required, but not used tor accountability

English Language Arts and Mathematics, Grades 3 - 11

Center for K – 12 Assessment & Performance Management at ETS

Structure Sample fromCCSS - Mathematics

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Domains for K-2 CCSSMathematics

Counting and Cardinality (CC) [K only]

Operations and Algebraic Thinking (OA)

Number and Operations in Base Ten (NBT)

Number and Operations in Fractions (NF) [Starts in Grade 3]

Measurement and Data (MD)

Geometry (G)

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Referencing the CCSSMathematics Examples

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2.G.12.G.1 - Grade level2.G.1 - Geometry Domain2.G.1 - Standard

K.CC.4bK.CC.4b - Grade levelK.CC.4b - Counting and Cardinality DomainK.CC.4b - Standard

Common Core State Standards for English/Language Arts

College and Career Readiness (CCR) Anchor Standards drive the grade-specific standards.

Grade-specific standards define what students should know and be able to do by the end of each year to progress toward achievement of the anchor standard.

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College and Career ReadinessAnchor Standards for Reading p. 10

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Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, aswell as in words.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career ReadinessAnchor Standards for Writing p. 18

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Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career ReadinessAnchor Standards forSpeaking and Listening p. 22

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Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career ReadinessAnchor Standards for Language p. 25

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Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.5. Demonstrate understanding of word relationships and nuances in word meanings.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Structure Sample from CCSS - ELA

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Kindergartners: Grade 1 students: Grade 2 students:

Key Ideas and Details

1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text

2. Identify the main topic and retell key details of a text.

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between two individuals, events, or pieces of information in a text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Reading Standards for Informational Text K-5 RI

Referencing the CCSS ELA Examples

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RI.2.3

Strand: ReadingCollege and Career Readiness Anchor Standard for Reading #3

RI.2.3 - Reading Informational Text

RI.2.3 - Grade level

RI.2.3 – Grade specific standard

W.3.1a

Strand: WritingCollege and Career Readiness Anchor Standard for Writing #1

W.3.1a - Writing

W.3.1a – Grade level

W.3.1a – Grade specific standard

CCSS Math Terminology

Review and list the key terms of the MS Curriculum Framework for Math.

Review and list the key terms of the CCSS for Math.

Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms.

Discuss as a group.

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(See Structure and Key Terms Activity Worksheet)

CCSS ELA Terminology

Review and list the key terms of the MS Curriculum Framework for ELA.

Review and list the key terms of the CCSS for ELA.

Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms.

Discuss as a group.

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(See Structure and Key Terms Activity Worksheet)

Work Session 1:Unpacking ELA CCSS

Directions:Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts.1. Identify key terms/vocabulary, key nouns, and

key verbs in the CCSS that may be unfamiliar to students.

2. Come to agreement on the definition of each term.

3. Write the identified words and definitions in language that students will readily understand (student-friendly) and that teachers can easily explain to students.

4. Develop “I can” statements for students to understand the language of the standard.

5. Use the activity sheets to record answers.24

Work Session 1:Unpacking ELA CCSSActivity 1-A: Unpacking

Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and

“I can” statements in the appropriate box.

ELA RI.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

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Work Session 1:Unpacking ELA CCSSActivity 1-C: Unpacking

Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and

“I can” statements in the appropriate box.

ELA RL.1.6Identify who is telling the story at various points in a text.

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Work Session 1:Unpacking ELA CCSSActivity 1-E: Unpacking

Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and

“I can” statements in the appropriate box.ELA SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1b. Build on others’ talk in conversations by linking their comments to the remarks of others.

1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

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Work Session 2:Unpacking Math CCSS

Directions:Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts.1. Identify key terms/vocabulary, key nouns, and

key verbs in the CCSS that may be unfamiliar to students.

2. Come to agreement on the definition of each term.

Write the identified words and definitions in language that students will readily understand (student-friendly) and that teachers can easily explain to students.

Develop “I can” statements for students to understand the language of the standard.

Use the activity sheets to record answers.28

Work Session 2:Unpacking Math CCSSActivity 2-C: Unpacking

Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and

“I can” statements in the appropriate box.

Math 2.G.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Note: Students do not need to learn formal names such as “right rectangular prism.”

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Work Session 2:Unpacking Math CCSSActivity 2-D: Progression

Directions: Refer to the CCSS Math 2.G.1, Math 1.G.1,

Math K.G.4 in activities 2A - 2C. Discuss as a group the guiding questions below.

Guiding Questions:1. How does the content progress from one grade level

to the next?2. What prerequisite instruction may be needed for each

standard?3. What skills will be developed from one grade to the

next?

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Work Session 3:Using Resources for ELA CCSS

The CCSS document provides three appendices for English Language Arts.1. Appendix A: Research Supporting Key

Elements of the Standards and Glossary of Key Terms

2. Appendix B: Text Exemplars and Sample Performance Tasks

3. Appendix C: Samples of Student Writing

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Work Session 3:Using Resources for ELA CCSSActivity 3-C: Performance Tasks

Directions:Using Performance Tasks from Appendix B Refer to the Sample Performance Tasks for

Informational Text (K-1). Select three of the performance tasks and

refer to the ELA CCSS identified. Discuss and record how each of the

selected performance tasks addresses the standard.

Discuss other ways that teachers could use the performance tasks.

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Work Session 3:Using Resources for ELA CCSSActivity 3-D: Writing Samples

Directions:Using Writing Samples from Appendix C Read the excerpt. Discuss the questions below.Questions:

1. Does the writer identify the name of the book?2. Does the writer state an opinion about the book?3. According to the CCSS for kindergarten on page

19 of CCSS ELA, is this writing sample grade-appropriate? Explain.

4. What conclusions can you make about the writer of this sample?

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Work Session 3:Using Resources for ELA CCSSActivity 3-D Writing Samples Continued

Directions:Using Writing Samples from Appendix C Read the excerpt. Discuss the questions below.Questions:

1. Does the writer identify the name of the book?2. What facts does the writer supply about the topic?3. How does the writer provide closure?4. How does the writer demonstrate command of some

of the conventions of standard written English?5. Is this writing sample grade-appropriate according

to the Writing CCSS for Grade 1 on page 19 of CCSS ELA? Explain.

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Work Session 3:Using Resources for ELA CCSS Activity 3-D Writing Samples Continued

Directions:Using Writing Samples from Appendix C Read the excerpt. Discuss the questions below.

Questions:1. How does the writer establish a situation in time and

place appropriate for what is to come?2. How does the writer recount a well-elaborated sequence

of events using temporal words to signal event order?3. Give examples of how the author includes details to

describe actions, thoughts, and feelings.4. How does the author provide a sense of closure?5. How does the author demonstrate a growing command of

the conventions of standard written English?6. Is this writing sample grade-appropriate according to the

writing CCSS for Grade 2 on page 19 of the CCSS ELA?

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Work Session 4:Focusing on Mathematical Practices

Mathematical Practices1. Make sense of 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.

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Work Session 4:Focusing on Mathematical Practices

Activity 4-A: Understanding Mathematical Practices

Directions: Refer to pages 6-8 of the CCSS Mathematics. Review mathematical practices. Identify key words or phrases that help with

understanding the mathematical practices. Use the activity sheet to record information. Discuss as a group.

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Work Session 4:Focusing on Mathematical PracticesActivity 4-B: Teaching Strategy

Directions: Read the geometry teaching strategy indicated

in Activity 4-B. As a group, discuss the guiding questions

below.Guiding Questions:

1. How does the teaching strategy align to the CCSS for grades K-2? List the CCSS.

2. Indicate the mathematical practice(s) addressed in the strategy.

3. What are ways that a teacher may modify the strategy?

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Work Session 4:Focusing on Mathematical PracticesActivity 4-C: Teaching Strategy

Directions: Read the teaching strategy indicated in Activity

4-C regarding composing and decomposing numbers.

Discuss as a group the guiding questions below.Guiding Questions:

1. How does the teaching strategy align to the CCSS for grades K-2? List the CCSS.

2. Indicate the mathematical practice(s) addressed in the strategy.

3. What are ways that a teacher may modify the strategy?

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Work Session 5:Identifying Challenging StandardsActivity 5-A: Math

Directions: Identify two CCSS for Mathematics per

grade level that will be most challenging for teachers.

Indicate reasons why the standards chosen may be most challenging.

Discuss possible ways to address the challenging standards.

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Work Session 5:Identifying Challenging StandardsActivity 5-B: ELA

Directions: Identify two CCSS for English Language

Arts per grade level that will be most challenging for teachers.

Indicate reasons why the standards chosen may be most challenging.

Discuss possible ways to address the challenging standards.

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Common Core Websites

Common Corehttp://www.corestandards.org/

PARCChttp://PARCConline.org

MDE Websitewww.mde.k12.ms.us (hot topics)

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