common core state standards initiative from page to personalized practice for home & independent...

Common Core State Standards Initiative

From Page to Personalized Practice for Home & Independent StudyWhat? So What? Now What?

Lisa Cole, COIL Charter School

WHAT?-College Readiness in California

• The UC system provides remediation to 26 percent of freshmen in college-level writing

• More than 60 percent of new college students entering the CSU system require remedial coursework.

• In the CCC, rates of remediation are much higher: over 83 percent in mathematics and 72 percent in English.

PACE 2012

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Le

xile

Mea

su

re (

L)

HighSchool

Lit.

CollegeLit.

HighSchoolTexts

CollegeTexts

Military PersonalUse

Entry-Level

Occupa-tions

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

4

On-the Job Lexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992International Center for Leadership in Education 2009

SO WHAT?-The New Standards

The new standards emphasize building analytical-thinking skills and applying what students have learned, rather than simply memorizing information. It’s taking lessons in math and English Language Arts and showing students why these lessons are important – how they apply to the real world.

How well has the current process served students in the real world?

• Why we need Common Core

• Video – “I choose C”

Common Core Design

• Are aligned with college and work expectations

• Are globally aligned to be competitive• Are clear, understandable and consistent• Are evidence-based• Include rigorous content and application of

knowledge through high-order skills and critical thinking

Why Students Need Common Core

• Background of the common core, the development, along with the assessments and where we are going with them

• Video Link – Clearer and Higher

The Mapping of Common Core

• Vertically “articulate” downward from college and career readiness standards– Build in a logical learning progressions – Focus on developmental appropriateness

• Mantra = “fewer, clearer, deeper”• Providing “rigor and relevance”

SO WHAT?: Rigor and Relevance

• Rigor – – Rigorous instruction prepares students to think

critically so they can solve problems in unpredictable, real world situations.

• Relevance –– Students will remember learning that is

connected to their own lives.

Bloom’s Taxonomy

RIGOR MEANS FRAMINGLESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

Acquisitionof knowledge

Applicationof knowledge

Action Continuum

Relevance of learningto life and work

A Relevant Lesson answers:

n What am I Learning?

n Why am I learning it?

n How will I use it?

Rigor/Relevance Framework

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one discipline

2

Apply knowledge in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Recall definitions of various terms

Low-level Knowledge

Quadrant A

name label define select identify list memorize recite locate record

• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation

Verbs Products

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Visual exhibit of acquired knowledge

Low-level Application

Quadrant B

apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate

• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline

Verbs Products

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one discipline

2

Apply knowledge in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

Compare and contrast several documents to

evaluate purpose, audience, clarity

High-level Knowledge

Quadrant C

sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram

Verbs Products• essay• abstract• blueprint• inventory• report• plan• chart• questionnaire• classification• diagram• discussion• collection• annotation

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Simulation or role play

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

Quadrant D

evaluate validate justify rate referee infer rank dramatize argue conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• machine• adaptation• poem• debate• new game• invention

Verbs Products

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

High

HighLow

Low

Math

Given a set of shapes, identify

symmetries

Determine the axis of symmetry for a

parabolic equation.

Program a robot to draw a square.

Find shapes/things around you that have

symmetry

1

2

3

4

5

6

1 2 3 4 5

Verb list for Rigorous/Relevant Lessons

calculate matchchoosememorizecount namedescriberecitefindrecordidentifyselectlabel spelllistlocate

analyzedifferentiate

categorizediscriminateclassifyevaluatecompare explainconclude infercontrastjudge defend justifydiagram prove

adapt justifyargue modifycompose predictconcludeprioritizeconstruct proposedesign rateevaluaterecommendformulate reviseinvent teachadjust interpretapply interviewbuild makecalculate modelconstruct playdramatize relatedraw solveillustrate

Depth Of Knowledge (DOK) is NOT…

• … about the ‘TYPE’ of thinkingo Verbs (i.e. Bloom’s) such as analyzing,

comprehending, recalling

• …about the ‘DIFFICULTY’o Difficulty is about how many students

answer a question correctly.

DOK is about COMPLEXITY

Fremont Unified School District Presentation

• DOK refers to the complexity of the mental processing students must perform to complete a task, answer a question or create a product.o How deeply do you have to know the

content to complete the task.• Instruction and assessment activities

must reflect the DOK level of the objective or intended learning outcome.

DOK Levels

DOK-1 : Recall, Remember and Reproduction

DOK-2 : Basic Application of Skills & Concepts

DOK-3 : Strategic Thinking

DOK-4 : Extended Thinking

Level 1- Recall and Reproduction

• DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.o Example: Find facts explicitly stated in a text.o Example: Identify basic rules for performing

subtraction of double digit numbers.

• DOK 1 can involve perform a routine procedure.

Level 2 – Skills and Concepts

• DOK 2 requires organizing of information in some way, using some mental processing like determining relationships between items beyond recallingo Example: Distinguish fact from opinion in a text.o Example: Compare tundra and arctic seasons.

• These actions imply more than one cognitive process/step.

• For DOK 1 + 2, there’s usually one ‘right’ answer.

Level 3 – Strategic Thinking• DOK 3 questions can have multiple ways to get to the

right answer or multiple right answers.

• DOK 3 requires deep understanding as exhibited through reasoning, planning, and more demanding cognitive reasoning. The cognitive demands are often complex and/or abstract.

• DOK 3 questions often have more than one possible answer and often require students to justify the response they give using and explaining evidence for their reasoning.

Level 3 - Examples

• Create a children’s story that represents the characteristics of a culture

• Develop a scientific model for the results of our experiment

• Explain, the most significant effect of WWII on the nations of Europe

• Propose and evaluate solutions for a social problem

Level 4 – Examples

• Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report.

• Write a report that illustrates how multiple themes (historical, geographical, social) may be interrelated.

• Develop generalizations of the results obtained or strategies we used and apply them to this new problem.

Complex Text

• Dr. Timothy Shanahan – One of the most important features in the Common Core State Standards – understanding and integrating complex text

•Video - Common Core State Standards: Complex text and its implications in the classroom

Common Core Math Standards

• The Common Core standards provide students with a solid foundation in – whole numbers– addition and subtraction– multiplication and division– fractions and decimals

• The standards stress not only procedural skills but also conceptual understanding

• Integrating real world problems

Math Standards

• This is an overview of the Common Core math standards and what is expected , the development, and the implementation

•Video - The importance of mathematical practices

Sample Math Question

• Tony wants to compare the total costs of buying and using these cars.

• Tony estimates he will drive at least 200 miles per month.• The average cost of gasoline per gallon in his area is $3.70.• Tony plans on owning the car for 4 years. • Calculate and explain which car will cost Tony the least to buy and

use.

Process of Calculating Cost of Cars

• Multi Step Process– Gallons of gas needed per month– Cost per month for gas– Cost per year– Owning it for four years– Cost of car and repairs– Adding all costs together– Comparing cost of cars

Assessments

• California – – The Smarter Balanced Consortium – Assessments for Math and ELA

• Math• ELA• Frequently Asked Questions

The Measure of Common Core

• An overview of the common core standards and why they are needed

• Video - USA Education Standards

NOW WHAT?: Next Steps for Home & Independent Study

• Parent Education

• Technology

• Curriculum

• Evaluations to ensure Higher Level Thinking

Parent Education

• Translate ESSENTIAL Standards from “teacher speak” to “parent talk”

• Create Instruction Checklists for Parents & Students

• Assessments/Rubrics• Expectation for parents to “follow through”

with Higher Level Thinking questions and assignments

Technology

• Beyond hardware for Smarter Balanced Assessment--Where will technology be used to enhance learning?

• On-line curriculum• On-line tutorials• Assigning the use of technology in

assignments (collaborative grouping)• Learning products

Curriculum

• Current curriculum: where are the gaps that will need to be supplemented? TEXT DEPENDENT/TEXT COMPLEXITY

• Curriculum mapping (will help create parent/student checklists)

• Learning Styles—which curriculum for which student?

• Explore on-line curriculum options• 21st Century Learning--Marzano

Ensure Higher Level Thinking

• COIL’s Personalized Assessment Scale—aligns with Depth of Knowledge Levels

• Assign Critical Thinking Questions with Consequences for incompletion

• Teaching Strategies—Close Reading• “Answers May Vary”—parent can contact you

for assistance with this• Rubrics to go with Essential Standards

Grade Level Team CCSS Plans

• How will your team address each area?• What is your time-line for your plan?• What will be the work product(s) that your

grade level team will have to share with faculty/students/parents?