CCSS Overview for Charter Schools

Common Core State Standards (CCSS)Common Core State Standards (CCSS)Common Core State Standards (CCSS)Common Core State Standards (CCSS)

On The Road to On The Road to College and Career ReadinessCollege and Career Readiness

The Common Core State Standards

Why make the change?

What is the change?How will it impact my role?

4

Nationally, employers expect employees to use a broad set of skills.

SOURCE: Hart Research Associates. (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn.

Learning Outcomes Desired by Employers

©BHEF

Right now, three-quarters of the fastest-growing occupations

require more than a high school diploma. And yet, just over half of our citizens have that level of

education.

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The U.S.A. Tomorrow2018: 63% of Jobs Require College

The quality of our math and science education lags behind many other nations. America has fallen to 9th in the proportion of young people with a college degree.

©BHEF 8

American students’ math proficiency and STEM career interest decline throughout high school. By 12th grade, only 17% of

students are math proficient and interested in a STEM career.

SOURCE: The Business-Higher Education Forum. (2011). The STEM interest and proficiency challenge: Creating the workforce of the future.

ACT Study – Schmeiser, 2006

Unprepared in Reading

Preparedin Reading

Chance of later success

1%

32%

Science

15%

67%

Mathematics

• Students who fall short of ACT's college readiness benchmarks have the greatest difficulty with the test items involving the most complex text.

• K-12 reading assignments have become much less demanding in the last half-century, with an especially large drop-off in high school expectations.

Weston, S. P. (2010). “The giant text complexity challenge inside the new literacy standards.” The Prichard Committee for Academic Excellence

• College reading assignments have moved in the opposite direction, becoming a bit harder over the same fifty years.

• High school teachers commonly give students many kinds of support and coaching to help them figure out the material, but college teachers expect students to pull the knowledge from the text on their own, making the gap in practical ability even wider than the gap in the texts themselves.

Quick Facts

• Each year, approximately 1.2 million students fail to graduate from high school, more than half of whom are from minority groups.

• Percent of freshmen that enroll in at least one remedial course

Community College

Four-Year Institution

42% 20%

Alliance for Excellent Education, February 2009 edition.

Research: Today’s text gap

Source: Metametrics

One Word: Rigor

College and Career Readiness

Requires RIGOR

Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels

CurrentTypical text measures

(by grade)

Common CoreText complexity grade bandsand associated Lexile ranges

21St Century Skills

Skill DefinitionCritical Thinking and Problem

SolvingRethink or think anew. It’s not incremental

improvement

Collaboration and Leadership Ability to influence others

Agility and Adaptability Think, be flexible, change and use variety of tools

Initiative and Entrepreneurialism Take a chance and be a risk-taker

Effective Oral and Written Communication

Clear, concise, focused, energetic and passionate around points to make

Accessing and Analyzing Information

Accessing and analyzing large quantities of information

Curiosity and Imagination Ask great questions and be inquisitive in order to solve problems that impact innovation

College and Career Readiness

College Ready Career Ready

Core AcademicDisciplines

Industry Knowledge& Practice

EnglishMathematicsScienceSocial StudiesForeign Language

EmployabilityLeadership & TeamworkSafetyTechnical skills

Strategic Planning

Understanding Systems

Technological Literacy

Communications

Ethics

Cross-DisciplinaryProblem Analysis

Career Awareness

Economics

•They demonstrate independence.

•They build strong content knowledge.•They respond to the varying demands of audience, task, purpose, and discipline.

•They comprehend and critique.

•They value evidence. •They use technology and digital media strategically and capably.

•They come to understand other perspectives and cultures.

Capacities of College and Career Ready Individuals

CCSS- Video and Parent Brochures

• http://www.cgcs.org Council of the Great City Schools- Video explaining CCSS

• http://www.cgcs.org/domain/36• Council of Great City Schools- Parent

Roadmaps

Evolving Rigorous Standards

Sunshine State Standards (1996)

Next Generation Sunshine State

Standards (2007)

Common Core Standards

(English Language Arts/Mathematics)

Benchmark Clustered (K-2, 3-5, 6-8, 9-12)

Grade Level Specific K-8

Course Specific 9-12

Grade Level Specific

(Focused on College and Career Readiness Skills for English Language Arts and

Mathematical Practices)

“A mile wide, An inch deep”

Fewer Concepts at each Grade Level

Fewer Concepts at each Grade Level

Process and Procedure Focused

Conceptual Understanding

Conceptual Understanding

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments / 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

21st Century Skills Math Shifts ELA ShiftsCritical Thinking and Problem-Solving

Focus Balancing Informational and Literacy Texts

Collaboration and Leadership

Coherence Literacies across Content

Agility and Adaptability Fluency Staircase of Text Complexity

Initiative and Entrepreneurism

Deep Understanding

Text Dependent Q and A

Effective Oral and Written Communication

Application Evidence-based Writing

Curiosity and Imagination Dual-Intensity Academic Vocabulary

Accessing and Analyzing Information

________ _________

_________ _________

Place the value, in cents, next to the coins shown below.

If an item costs 50 cents how much more money would you need?

Your mother sends you in to the store to buy something she wants.

She tells you that the item costs somewhere between 1 cent and 99 cents.

You only have pennies, nickels, dimes and quarters in the money jar.

What is the least number of coins you can take with you to make change without going over $1.00?

Wikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day.

Do you believe the Wikipedia report to be true? Using mathematical evidence, defend your position.

Is your position a fact, an opinion, or an estimation?(Briars, Feb 2011)

McDonald’s Claim(Is it True or False?)

1. Based on the data in both tables, develop an argument for which blade shape had the best and most efficient design. Present your argument in writing to the Orlando Utilities Commission.

2. Looking at the data in both tables, why do you think the groups have different results?

Ⓕ The blades in Group 2 were not working correctly. Ⓖ The engineers could have made a mistake counting. Ⓗ One engineer stole the answers from another group.

Ⓙ The groups should have used different methods to collect the data.

3. What recommendations would you give to avoid these issues in the future.

21st Century Skills Math Shifts ELA ShiftsCritical Thinking and Problem-Solving

Focus Balancing Informational and Literacy Texts

Collaboration and Leadership

Coherence Literacies across Content

Agility and Adaptability Fluency Staircase of Text Complexity

Initiative and Entrepreneurism

Deep Understanding

Text Dependent Q and A

Effective Oral and Written Communication

Application Evidence-based Writing

Curiosity and Imagination Dual-Intensity Academic Vocabulary

Accessing and Analyzing Information

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments / 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

Percentage distribution of literary and informational

passages

Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

Non Fiction is Key

www.CollegeCareer.org

To Argue . . . and Inform . . . in WritingCCSS Requires Argument / Evidence-based Writing

Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

A Shift in Thinking About Instructional A Shift in Thinking About Instructional PracticePractice

Traditional

• Teaching focused

• Time-based• Fragmented• Textbook-driven• Routine

Rigorous and Relevant

• Learning focused• Competency-

based• Interdisciplinary• Real World

Problems• Constantly

Challenging41

• Interdisciplinary

• Routine

• Textbook-driven

• Teaching focused

• Fragmented

• Time-based

• Real World Problems

• Constantly Challenging

• Learning focused

• Competency-based

Knowledge Needed for Educators• Lexile Shifts• College / Career Readiness Level (Goal)• Non-Fiction %• Evidence-based Writing %• Elements of Evidence• Example: Math Argument Prompt• Example: Cognitive Demand

• College & Career Readiness Anchors / ELA• Standards for Math Practices

District PlanDistrict PlanDistrict PlanDistrict Plan

On The Road to On The Road to College and Career ReadinessCollege and Career Readiness

Communication

CCSS Black BeltProfessional Learning

Resources

The Common Core State Standards

Why make the change?

What is the change?How will it impact my role?