Quail Summit Elementary School: Transitioning to the Common Core State Standards September 2013.
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Transcript of Quail Summit Elementary School: Transitioning to the Common Core State Standards September 2013.
Quail Summit Elementary School:Transitioning to the Common Core
State Standards September 2013
http://goo.gl/Dx8tIv
Historical Trends in the US
In 1973 ¼ of all jobs required postsecondary education
By 2018 ¾ of all jobs will require postsecondary education
By 2018, 70% of all middle class jobs will require postsecondary education
There will be no growth in jobs requiring a high school diploma or less
There will be 26% growth in jobs requiring a postsecondary degree
56% of students enrolled in four year universities receive a degree, whereas the rate of students completing two year degrees is only 29%
In 1985 the US had the most college graduates in the world, today it ranks 16th
PISA 2009
1 Shanghai-China 556
2 Korea 539
3 Finland 536
4 Hong Kong-China 533
5 Singapore 526
6 Canada 524
7 New Zealand 521
8 Japan 520
9 Australia 515
10 Netherlands 508
17 United States 500
20 Germany 497
21 Ireland 496
22 France 496
25 United Kingdom 494
33 Spain 481
43 Russian Federation 459
48 Mexico 425
53 Brazil 412
57 Indonesia 402
Overall Reading
Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 493)
Significantly below OECD Average
PISA 2009
Overall Math Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 496)
Significantly below OECD Average
1 Shanghai-China 600
2 Singapore 562
3 Hong Kong-China 555
4 Korea 546
6 Finland 541
9 Japan 529
10 Canada 527
11 Netherlands 526
13 New Zealand 519
15 Australia 514
16 Germany 513
22 France 497
28 United Kingdom 492
31 United States 487
32 Ireland 487
34 Spain 483
38Russian Federation
468
51 Mexico 419
57 Brazil 386
61 Indonesia 371
PISA 2009
Overall Science
Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 501)
Significantly below OECD Average
1 Shanghai-China 575
2 Finland 554
3 Hong Kong-China 549
4 Singapore 542
5 Japan 539
6 Korea 538
7 New Zealand 532
8 Canada 529
10 Australia 527
11 Netherlands 522
13 Germany 520
16 United Kingdom 514
20 Ireland 508
23 United States 502
27 France 498
36 Spain 488
39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383
Transition to the Common Core• http://www.youtube.com/watch/?v=5s0rRk9sER0&desktop_uri=%
2Fwatch%2F%3Fv%3D5s0rRk9sER0&nomobile=1
What are the Common Core State Standards?
• Common Core Standards are a coherent progression of learning expectations in English language arts and mathematics.
• Designed to prepare K–12 students for college and career success, by providing 10 Anchor Standards that apply to each grade level.
The Common Core State Standards
• Are aligned with college and work expectations;
• Are clear, understandable, and consistent;
• Are rigorous in both content and application of knowledge through high-order skills;
• Are built on strengths and lessons of current state standards;
• Are informed by other top-performing countries, so that all students are prepared to succeed in a global economy and society.
How were the standards developed?
• Partnership of the Council of Chief State School Officers and the National Governors Association
• Input from parents, teachers, school administrators, and experts from across the country
• Developed in the following areas:
▫ English language arts and literacy in history/social studies, science, and technical subjects
▫ Standards for mathematical practice and mathematical content
• Were adopted by California State Department of Education on August 2nd, 2010.
Transition
Implementation
Awareness
I. Understand the “Why”
II. Understand the “Shifts”
III. Understand the Assessment
Curriculum Development• Pacing Guides• Materials and
Support Docs• Sample Lessons
Assessments
Instructional Methodology
Practice
Refinement
Report Cards
QS CCSS Plan
2011-2012 2012-2013
2013-2014
How will the standards be assessed?
•SMARTER Balanced Assessment Consortium (SBAC) serves most of the Western U.S.
•Assessments will be in 3rd – 8th Grades & 11th Grade
Sample ELA Anchor Standard for Reading
1. Read closely to determine what the text says explicitly to
make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text
Kindergarten:1. With prompting and support, the student will ask and answer questions about key details in a text.
11-12th Grade:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Literacy Shift 1: Building Knowledge through Content-Rich
Non-Fiction
Students must… Parents can…
• Read more non-fiction• Know the ways non-
fiction can be put together
• Discuss the details of non-fiction
• Supply more non-fiction texts
• Read non-fiction texts aloud or with your child
• Have fun with non-fiction in front of them
Literacy Shift 2:Literacy Instruction in All Content Areas
Students must… Parents can…
• Get smart in science and social studies through reading
• Handle “primary source” documents
• Get smarter through texts
• Supply series of texts on topics of interest
• Find books that explain
• Discuss non-fiction texts and the ideas within
The more we read the more we can read!• By age 3, children from affluent families have
heard 30 million more words than children from parents living in poverty (Hart and Risley, 1995).
• Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan, 1998).
• If children aren’t reading on grade level by third grade, are four times more likely to leave high school without a diploma (Hernandez, 2011).
Literacy Shift 3:Text Complexity
Students must… Parents can…
• Re-read• Read material at
comfort level and work with more challenging material
• Unpack texts• Handle frustration
and persist
• Provide more challenging texts
• Provide preferred texts (can and want to read)
• Know what is grade level appropriate
• Read challenging material with children
• Demonstrate that challenging material is worth reading
Support Reading at Home:Reading Challenging Texts at Homewww.engageny.org
Grades Non-Fiction Examples Fiction Examples
K-1 A Tree is a PlantRA: Fire, Fire!
Are You My MotherRA: The Owl and the Pussycat
2-3 Martin Luther kind and the March on WashingtonRA: What the World Eats
Fire CatRA: Charlotte’s Web
4-5 Hurricanes: Earth’s Mighty StormsThe Kids’ Guide to Money
Bud Not BuddyThe Secret Garden
6-8 Narrative of the Life of Frederick DouglassA Night to Remember
Little WomenThe People Could Fly
9-10 Hope, Despair, MemoryLetter from Birmingham Jail
Things Fall ApartIn the Time of Butterflies
11-12 Take the Tortillas Out of Your PoetryMother TongueBlack Boy
The Canterbury TalesDreaming in CubanCrime & Punishment
Literacy Shift 4:Text-Based Answers
Students must… Parents can…
• Find evidence to support their arguments
• Form judgments• Become scholars• Discuss what the
author is “up to”
• Talk about text• Demand evidence in
daily discussions/disagreements
• Read aloud or read the same book and discuss with evidence
Literacy Shift 5:Writing from Sources
Students must… Parents can…
• Make arguments in writing using evidence
• Compare multiple texts in writing
• Write well
• Encourage writing at home
• Write “books” together and use evidence and details
• Look at Appendix C: www.corestandards.org/assets/Appendix_C.pdf
Literacy Shift 6:Academic Vocabulary
Students must… Parents can…
• Learn the words that they can use in college and career
• Get smarter at using the language of power
• Read often and constantly with babies, toddlers, preschoolers, and children
• Read multiple books about the same topics
• Let your kids see you reading
• Listen to your children, sing with your children, make up silly rhymes and games with your children
ELA in the ClassroomStudents will….
Read more non-fiction texts, with a balance of 50/50 in the elementary grades and 70/30 at the secondary level.
Mathematics Shift 1:Focus
Students must… Parents can…
• Spend more time on fewer concepts
• Know what the priority work is for your child for their grade level
• Spend time with your children on priority work
• Ask you child’s teacher about their progress on priority work
Mathematics Shift 2:Coherence
Students must… Parents can…
• Keep building on learning year after year
• Be aware of what your child struggled with last year, and how that will affect learning this year
• Advocate for your child and ensure that support is given for “gap” skills, especially positive and negative integers, fractions
Final Report of the National Mathematics Advisory Panel (2008)
Adding/Subtracting/Multiplying/Dividing Positive and Negative
Numbers
Fractions
Algebra
Success in College
Mathematics Shift 3:Fluency
Students must… Parents can…
• Spend time practicing lots of problems on the same idea
• Insist children master basic math facts to memory
• Know all of the fluencies your child should have and prioritize learning of the ones that they don’t
Key FluenciesGrade Required Fluency
K Add/Subtract within 10
1 Add/Subtract within 20
2 Add/Subtract within 100
3 Multiply/Divide within 12; Add/Subtract within 1000
4 Add/Subtract within 1,000,000
5 Multi-digit Multiplication and Division
6 Multi-digit decimal Operations
7 Solve px + q = r, p(x + q) = r
8 Solve simple 2x2 systems by inspection
Mathematics Shift 4:Deep Understanding
Students must… Parents can…
• Understand why the math works, and make it work
• Articulate why the math works
• Prove that they know why and how the math works
• Notice whether your child really knows why the answer is what it is
• Advocate for the time your child needs to learn key math
• Provide time for your child to work hard with math at home
Mathematics Shift 5:Applications
Students must… Parents can…
• Apply math in real world situations
• Know which math to use for which situation
• Ask your child to DO the math that comes up in daily life
Mathematics Shift 6:Dual Intensity
Students must… Parents can…
• Be able to use core math facts…fast!
• Be able to apply math in the real world
• Notice which skill set is your child’s strength, and which one should be worked on to get smarter
• Make sure your child is practicing the math facts she/he struggles with
• Make sure your child is thinking about the MATH in real life
Depth of Knowledge (DOK) Levels• DOK 1: Recall & Reproduction - Recall of a fact, term,
principle, concept, or perform a routine procedure.
• DOK 2: Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs.
• DOK 3: Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer.
• DOK 4: Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources.
“Habits of Mind”
Developing skills for a lifetime
▫The ELA Capacities and the Standards for Mathematical Practice are the guiding principles for all of the Common Core Standards.
▫The “Habits of Mind” help develop students into 21st Century Learners.
English Language Arts Capacities
Standards for Mathematical Practice
WVUSD and CCSS•Kindergarten and First Grade
implemented during 2012-13 school year•Second-Fifth Grade implementing now!•Transitional Kindergarten has
developed a report card that mirrors the CCSS.
•Ninth and Tenth Grade English Language Arts teachers have new textbooks written to the CCSS.
•Staff Development has taken place for teachers at all levels.
Quail Summit Moves Forward. . .
•Common Core teaching strategies in teacher’s professional growth plans
•Staff Development days in August and January
•Staff Meeting time is allotted to CCSS•Grade level CCSS days•District provided professional development
(creating grade level experts)
Quail Summit Elementary School:Transitioning to the Common Core
State Standards September 2013