Common Core State Standards: From Standards to Practice

WA-ACTE Summer Conference- Yakima, WA

Presented by

Dr. Karen Bergh Dr. Vivian Baglien

Sarah Mc Coy, MS

August 5, 2014

Common Core State Standards1. Adopted by 47 states (Washington State in 2011)

2. Provide:

**Consistent learning expectations for all students.

**Clear standards that focus on understanding over

memorization.

**Emphasis on the critical topics students need to succeed after

high school.

**Faster testing results, more focused online testing system

Washington plans to be fully implemented by 2014-15 school year and student achievement will be measured by a new assessment system. https://www.k12.wa.us/corestandards/

Where are you in the planning and implementation

process?

The Standards- What they do and do not do:

• Do define what all students are expected to know and be able to do, do not define how teachers teach.

• Do focus on what is most essential, do not describe all that can or should be taught .

• Do recognize the literacy components that are critical to college readiness, do not define the whole of readiness..

• Do set grade specific standards, do not define the intervention.

• Do not define the full range of supports for special needs.

• Do not define the nature of advanced work for those who meet the standards prior to graduation

Common Core Standards for English Language Arts/Literacy

• Is an integrated model of literacy

• The standards proposes that responsibility for students’ literacy development (reading, writing, speaking, listening, and language) is shared within the school

• College and Career Readiness:

• Demonstrate independence

• Build strong content knowledge

• Comprehend as well as critique

• Value evidence

• Respond to the varying demands of audience, task, purpose, and discipline

• Use technology and digital media strategically and capably

• Come to understand other perspectives and cultures

Common Core State Standards: Three changes in English Language

Arts/Literacy:

• I. Building knowledge through content rich nonfiction.

• II. Reading, writing, and speaking grounded in evidence from

text both literary and informational.

• III. Regular practice with complex text and its academic

• language.

Common Core State Standards- Math

1. 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

Common Core State Standards: Three Changes in Math

• I. Focus strongly where the Standards focus

• II. Coherence: thinking across grades, and linking to major topics within grades.

• III. Rigor: in major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.

What does this mean?

Sciences, Technology, Engineering, and

Mathematics (STEM)

How do you see STEM layering with Common Core, 21st Century Skills, technical knowledge and skills, and core academic knowledge?

Instruction Changes• How will we approach teaching?

• Teaching changes from giving students the answer to having students apply knowledge to real world situations.

• Students must find the answer and explain

• Shift from content knowledge from teacher to content knowledge from a balance of reading, writing, lecture, and hands on experience.

We will now think

• Integrated

• Lessons planned around multiple standards, integrating reading, writing, speaking/listening, and language.

• Interdisciplinary

• Pair up with other disciplines to create a unit

• Cross-curricular conversations among teachers and between them.

7 ways the Common Core State Standards will change

your classroom• Depth not width---

• Nonfiction, not fiction

• Evidence is required

• Speaking and listening

• Technology is part of most/all standards

• 21st century skills are emphasized across subject area

• An increase in rigor

How will this look in our content

area?

Standards into Practice: Some

Examples & Applications

Presented by Dr. Vivian G. Baglien, Instructor Auburn Mountainview High School

Putting Your Frameworks to Work

• Established frameworks should be the foundation of your teaching

• Instead of parking the document on the back shelf, use it !

• Combine the frameworks with technology and you have a recipe for student understanding and success.

Begin with a Standard

• The lesson is based on grade-level standards, is meaningful and relevant

• It is beyond the task at hand (e.g., relates to a

broader purpose or context such

as problem-solving, citizenship, etc.), and

helps students learn and apply

• It contains transferable knowledge and skills.

Standards into Practice

• National Standard- example

• Parenting : Evaluate the effects of parenting roles and responsibilities on strengthening the well being of individuals and families.

• What is the competency or content standard desired in the outcome behavior or learning target?

• Next develop the outcome or learning target.

Learning Targets

• Learning targets are easier than you think!

• What do want your students to learn?

• Refer to your framework either those done in your district, OSPI or Natefacs website.

• http://www.k12.wa.us/CareerTechEd/clusters/default.aspx

• Learning targets are those power standards identified by Family and Consumer Sciences National Standards and Competencies - http://www.natefacs.org/nationalstandards.htm

Example from Baby Unit, Independent Living

• Power Standards: PS 1: FCS 1..1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community, and global)

• Learning Target or Outcome- Analyze roles and responsibilities of parenting

• Teaching application-Students will research and analyze the costs of raising a baby for one year in a group project.

Student Project on the Costs of Raising a Child

The Cost of Raising a Child From Birth to One Year.

Medical/ Doctor Costs

Students 1 2 Doctor- For the mother: The mother should see a doctor as soon as she suspects that she is pregnant. Usually this is apparent at 2 months. The period of time you are pregnant is called pre-natal. There after she will see the doctor once a month until the 8th month. From the 8th month on she will see the doctor weekly. She will also see the doctor 6 weeks after the baby is born. The period of time after the baby is born is called post-natal. 1. Doctor First Exam Fee $ Prenatal Exams $ X (Total Visits)= $ 6th week Visit $ Weekly Visits last month$ X 4=$ Total $

2. Delivery Costs Investigate the costs below and choose the one that best fits your needs.

A. Hospital #1 $ 24 hour stay $ 2-3 day stay $ C-section

$ B. Midwife/PA $ Midwife/PA $ Total $ (Your Selection) The average child makes a well baby visit at 6 weeks and will probably see the doctor for illnesses averaging 4 times a year.

3. Clinic/Doctor visitation fee for baby Initial fee $

Hospital #1 $ 24 hour stay $ 2-3 day stay $ C-section $

Example from Baby Unit- Independent Living

Learning Target: Students will research and analyze the costs of raising a baby for one year in a group project.

The Cost of Raising a Child FromBirth to One Year

 Directions: You will develop a brochure or power point that will cover one of the assigned topics. This is done individually, even though others are working on the same topic. Create a colorful, informative and accurate brochure or info-graphic that would outline and describe the costs of raising a child for one year in your area.

Common CORE Standards: SL1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ET1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools-

Power Standards: PS 1: FCS 1..1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community, and global)

STEM-Technology- Use a variety of technology and online tools to gather information, analyze, prowess and present information.

Math-M1.5.C Make valid inferences and draw conclusions based on data.

Example: Lessons linking Common Core and 21st

Century Leadership Skills

• Sarah Mc Coy

Teacher Resources for Common Core and STEM(Science, Technology, Engineering, and

Math) http://www.auburn.wednet.edu/Page/13710

• Colorado STEM Academy https://www.facebook.com/pages/Colorado-STEM-Academy/156575231168791

• A national database of women in science, technology, engineering and mathematics (STEM) http://www.fabfems.org/about

• Learning Zone Express http://melaniescorner.com/category/facs-resources/

• Ohio FCS Standards with Common Core http://education.ohio.gov/Topics/Career-Tech/Family-and-Consumer-Sciences

• Utah FCS http://www.schools.utah.gov/cte/facs_grids.html

• Comprehensive paper on how clothing courses align to STEM Concepts

• Wisconsin FCS- section 5 http://cte.dpi.wi.gov/cte_facsstandards

• Texas - Science, Technology, Engineering and Mathematics (T-STEM) http://www.depts.ttu.edu/tstem/

• Local news report from Bismarck, North Dakota on the success of teaching STEM concepts in FACS curriculum. http://bismarcktribune.com/news/local/standing-rock-teachers-learn-how-to-incorporate-stem-in-the/article_d86db2be-9760-11e0-91b6-001cc4c03286.html

• Content area resources http://www.fcseducation.org/

• STEM sources that support education http://edutopia.org/groups/science-technology-engineering-mathematics

• Wisconsin FCS Standards http://cte.dpi.wi.gov/cte_facsstandards.

• STEM concepts as they relate to teaching content by area and grade level. http://www.exemplars.com/resources/alignments/alignments-search

• Washington State STEM beginnings and Common CORE http://www.washingtonstem.org/About/Board#.U9gckd7n_IU

• NEA comprehensive tools, lessons and STEM resources http://www.nea.org/tools/lessons/stem-resources.html.

Contacts:

Dr. Vivian Baglien- vbaglien@auburn.wednet.edu

Web Site- http://www.auburn.wednet.edu/Page/13710

Dr. Karen Bergh- berghk@cwu.edu

Sarah McCoy, MS- mccoysl@mukilteo.wednet.edu