Transitioning to the Common Core State Standards

with English Learners in Mind

Sonoma County Office of Education February 2012

Dr. Veronica Aguila

Associate Director California Mini-Corps & President of Aguila & Associates LLC

College and Career Readiness Standards

•  In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.

•  In September 2009, College and Career Readiness standards were released.

•  This work became the foundation for the Common Core.

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California and the Common Core State Standards

Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1): –  established an Academic Content Standards

Commission (ACSC) to develop standards in mathematics and English–language arts

–  stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material

–  directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC

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Common Core Standards for Mathematics

The standards for mathematics: •  are focused, coherent, and rigorous •  aim for clarity and specificity •  stress conceptual understanding of

key ideas •  balance mathematical understanding

and procedural skill •  are internationally benchmarked

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Mathematical Proficiency as defined by the California Framework (2006)

Conceptual Understanding

DOING MATH

Problem Solving

Procedural Skills

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Common Core Standards for Mathematics

Two Types of Standards

• Mathematical Practice (recurring throughout the grades)

• Mathematical Content (different

at each grade level)

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Standards for Mathematical Practice

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 7

Standards for Mathematical Content K-8

Organization of Grade Level standards

• Standards • Clusters • Domains

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Standards for Mathematical Practice

Source: http://commoncoretools.files.wordpress.com/2011/03/practices.pdf

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Standards for Mathematical Practice

Understanding expectations provide connections between the

Mathematical Content Standards and the Mathematical Practices Standards

 Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize that equivalencies are only valid when the two fractions refer to the same whole. (3.NF.3a)  Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (4.NF.3a)

Math California additions

•  Calculus and AP Probability and Statistics •  Operations and Algebraic Thinking additions in

Grades 2 through 5 •  Measurement and data additions in Grades 2 •  Grade 6--the Number System •  2 Options for Eighth Graders

–  Algebra 1 –  Eighth Grade CC Math Standards –  K-7 standards augmented to prepare for either

option •  Clearer grade-to-grade organization

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CCSS Domains K-5 Domain K 1 2 3 4 5

Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT)

Measurement and Data (MD)

Geometry (G) Number and Operations – Fractions (NF)

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CCSS Domains 6-8 Domain 6 7 8

Ratios and Proportional Relationships (RP)

The Number System (NS)

Expressions and Equations (EE) Geometry (G) Statistics and Probability (SP)

Functions (F) 13

Grade Shifts: Examples

Concept 1997 Standards CCSS

Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)

Grade 2

K

Introduction to Probability Grade

3 Grade

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Introduction of fractions as numbers

Grade 2

Grade 3

Add and subtract simple fractions

Grade 3

Grade 4

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Grade 8 Mathematics

•  The CCSS prepare students for Algebra 1 in grade 8.

•  The CCSS also include a set of challenging grade 8 standards to prepare students for success in higher math, including Algebra 1.

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High School Mathematics

Source: Appendix A of the CCSS for Mathematics at http://www.corestandards.org

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Support for English Learners

•  Students need to develop knowledge of mathematics as a language

•  Some special challenges for English learners in the early grades: –  English words such as first, second, last,

sum, difference and value, and multiple meaning words

–  Place values of some of the numbers between 10 and 20

–  Narrative descriptions of a word problem can require language skills that student have not yet mastered

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Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

The Standards comprise three main sections: –  a comprehensive K–5 section

•  includes standards for foundational skills –  two content area-specific sections for grades 6–12

•  one for English language arts •  one for literacy in history/social studies, science and

technical subjects.

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Anchor Standards Staircase……

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (R.9)

ACTIVITY –Think-Pair-Discuss

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Organization of the Standards

4 Domains 1997 CA Standards

4 Strands 2010 Common Core

Reading (includes vocabulary)

Reading

Writing Writing

Written and Oral Language Conventions

Language (includes vocabulary)

Listening and Speaking Speaking and Listening

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Balanced Representation of Literary and Informational Text

2009 NAEP Reading Assessment: Distribution of literary and informational passages

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc

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ELA California additions

•  Formal presentations, Grades 1-12 •  Penmanship, Grades 2-4 •  Career and consumer documents

for writing in Grade 8 •  Analysis of text features in

informational text, Grades 6-12

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Critical Analysis and Use of Evidence

•  Distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6)

•  Summarize the points a speaker or a media source makes and explain how each claim is supported by reason and evidence, and identify and analyze any logical fallacies. (5.SL.3)

•  Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11-12.W.1.b)

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Increased Use of Multimedia and Technology

•  Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.RL.7)

•  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (11-12.SL.5)

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Vocabulary Acquisition and Use

•  Use words and phrases acquired though conversations, reading and being read to, and responding to texts. (K.L.6)

•  Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d)

•  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)

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The Three Priorities

•  Students will read sufficiently complex texts closely

•  Students will extract information and gain knowledge from these texts

•  Students will write clear arguments based on the information they have read

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Appendix A

Research Supporting Key Elements of the ELA Standards Including: – Complexity of Texts – Foundational Skills – Writing – Speaking and Listening – Language – Glossary of Key Terms

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Appendix B: Text Exemplars

•  Includes examples by grade level with sample performance tasks

•  Stories, poetry, drama, and informational text

•  Gives teachers an idea of achievement expectations for each grade level

•  Includes sample performance tasks

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Appendix C: Samples of Student Writing

•  samples of student writing for each grade level with annotation describing what the writer did well.

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Support for English Learners

•  Language standards support focus of English language development

•  Focus on language conventions in both writing and speaking

•  Continued use of the California English-language development standards as a pathway to CCSS

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Language Standards

“…gain adequate mastery of the essential “rules” of standard written and spoken English.”

“…learn how to approach language as a matter of craft so they can communicate clearly and powerfully.”

“…support student mastery of the full range of grammar and conventions as they are applied to increasingly sophisticated contexts.”

Source: Publishers’ Criteria for the Common Core State

Standards in English Language Arts and Literacy, Grades 3-12, CCSSO 31

Conventions of Standard English

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Implementation Update

•  Assembly Bill 124 (Fuentes) •  Senate Bill 140 (Lowenthal) •  Assembly Bill 250 (Brownley)

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Assembly Bill 124 (Fuentes)

•  Establishes the English Language Development Standards Advisory Committee to update, revise and align the English Language Development (ELD) standards with the Common Core State Standards

•  Committee must include teachers and administrators with expertise in instructing English learners in the membership of the committee

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Senate Bill 140 (Lowenthal)

•  Supplemental instructional materials will bridge the gap between the content in the current materials being used schools and the Common Core State Standards

•  Materials will work with either adopted materials or other materials being used in district

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Project Overview

Phase I (Fall 2011)

•  Review of Standards Maps for Existing Programs

•  CDE staff •  Results sent to publishers

Phase II (Summer and Fall 2012)

•  Review of Supplemental Materials at County Offices of Education

•  Select Reviewers and Experts •  List of Recommended

Supplemental materials posted on CDE Web site

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Assembly Bill 250 (Brownley)

•  Superintendent sponsored •  Begins process for the development and

adoption of curriculum frameworks aligned to the Common Core State Standards

•  Extends the operative date of the state’s assessment system by one year

•  Creates professional learning modules 37

Curriculum Frameworks Timeline: Mathematics

Date Milestone/Activity 2012 SBE Approves Plan, Timeline, CFCC

Application 2012 4 Focus Groups

2012 SBE Appoints CFCC, Approves Guidance

2012-13 CFCC Work: 6 Meetings 2013 Two Required 60-Day Public Reviews 2013 SBE Action

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Curriculum Frameworks Timeline: English Language Arts

Date Milestone/Activity

2012 SBE Approves Plan, Timeline, CFCC Application

2012 4 Focus Groups

2012 SBE Appoints CFCC, Approves Guidance

2013 CFCC Work: 6 Meetings 2013-14 Two Required 60-Day Public Reviews

2014 SBE Action 39

Common Core Standards & ELD Update

•  Translation of Common Core Standards

•  Linguistic Accommodations Translation

•  ELD Standards and Assessment aligned to the Common Core

•  Resources for Parents Translated

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Common Core Transition Plan

•  SBE Agenda – January •  CDE Integrated Action Teams

–  EL Integrated Action Team –  Common Core Integrated Action Team

Activity: Move Fast …...Move Slow.. Share what your district is doing to transition

to the Common Core.

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Source: http://www.cde.ca.gov/ci/cc/ 42

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Common Core State Standards Resources

ListServ Join the ListServ to receive information and updates regarding

the implementation of the Common Core State Standards.

To Subscribe Send a "blank" message to: join-commoncore@mlist.cde.ca.gov

California Learning Resources Network (CLRN) •  Resource for supplemental electronic instructional materials •  Currently reviewing instructional materials and online courses

for alignment to the Common Core State Standards •  http://www.clrn.org/

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English Learner Resources

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CDE on iTunes U

Source: http://www.cde.ca.gov/re/mm/it/

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Contact Information

Dr. Veronica Aguila, Associate Director, California Mini-Corps and President, Aguila & Associates LLC aguilaassoc@yahoo.com (916) 275-1553

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Thanks to CFIR Division at CDE for granting permission to reproduce information presented at the Accountability Institute, December 2011.