GPS Implementation - Gilbert Public Schools

Common Core State Standards
Gilbert Public Schools
Parent Forums
April 1 & 16, 2013
The Beginning
Common Core State Standards
 Aligned with college and career expectations
 Include content and rigorous application of
knowledge through higher-order skills
 Internationally benchmarked, so that all
students are prepared to succeed in our global
economy and society
 Based on evidence and research
Common Core State Standards
State-led initiative spearheaded by governors and
state school chief officers
 College and Career Readiness Standards developed
in summer 2009
 Multiple rounds of feedback gathered from states,
teachers and various stakeholders
Common Core State Standards
Voluntary adoption by states
 Encouraged in Race to the Top application
 Arizona State Board of Education adopted 2010
 GPS must implement CCSS
Common Core State Standards
 K-12 Standards:
English Language Arts (ELA)
• Includes Literacy Standards for Social Studies,
Science, and Technical Subjects
Social Studies/History & Science are forthcoming
What is Not Covered
in the CCSS
 The Standards do not dictate how teachers should
teach, rather they define what all students are
expected to know and be able to do.
 The Standards do not describe all that can or should
be taught, however, they focus on what is most
 The Standards do not define the intervention
methods or materials necessary to support
students who are well below or well above gradelevel expectations, instead they set
gradespecific standards.
 Local control
History of Educational Reform
 1983: A Nation at Risk
 Failed to meet national need for competitive
 Decline of SAT scores (1963-1980)
 1989: President George H.W. Bush & Governors
adopt goals
 “All children will leave grades 4, 8, & 12 having
demonstrated competency in challenging subject matter.”
History of Educational Reform
 1989: (continued)
 Issued grants to subject-matter organizations
 NCTM (National Council of Teachers of Mathematics)
 1994: Reauthorization of the Elementary and
Secondary Education Act (ESEA)
 Required all states to develop challenging standards in Math &
English Language Arts with assessments to measure
performance against the standards
 2002: President George Bush further incentivized
standards-based reform through NCLB (No Child Left
Problems with Previous
Educational Reform
 State benchmarks varied
 States lowered proficiency levels to avoid
 Subject-matter organizations presented far too
much content
 Teachers had difficulty covering material with
any depth
 Student mobility
 Lack of national comparison
Support for Common Core
State Standards
 Provides a common curriculum
 Provides comparable tests and proficiency levels
 Is internationally benchmarked
 Addresses student mobility
Opposition against
Common Core State Standards
 Prefers local school governance
 Believes CCSS only targets the difference
between states but not within
 May produce least common denominator effect
Adoption of Common Core State
Standards (CCSS)
Common Core
State Standards
English Language Arts
ELA – 4 Areas
Balance of literature and informational texts
Text complexity
Emphasis on argument and informative/explanatory writing
Writing using a variety of sources
Speaking and Listening
Inclusion of formal and informal talk
Focus on general academic and content-specific vocabulary
Balance of Fiction &
Informational Text
 The Standards require certain critical content for all
students, including: classic myths and stories from around
the world, America’s Founding Documents,
American literature, and Shakespeare.
Shifts in ELA/Literacy
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex
Learning Progressions
11th – 12th
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (such as where a story
is set, how the action is ordered, how the characters are introduced and developed).
9th – 10th
Analyze how complex characters (such as those with multiple or conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme..
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a
Analyze how particular elements of a story or drama interact (such as how setting shapes the characters or plot).
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward resolution.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (such as how
characters interact).
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (such as a character’s
thoughts, words, or actions).
Describe characters in a story (such as their traits, motivations, or feelings) and explain how their actions contribute to the sequence
of events.
Describe how characters in a story respond to major events and challenges.
Describe characters, settings, and major events in a story, using key details.
With prompting and support, identify characters, settings, and major events in a story.
Common Core State Standards & Marzano
Common Core Reading Anchor Standard
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Common Core
State Standards
Mathematics Content
Standards for Mathematical Content
K-5 standards provide students with a solid
mathematical foundation including a strong focus on the
prerequisites for algebra
6-8 standards are robust & provide a coherent and rich
preparation for high school mathematics, including
algebraic concepts
High school standards presented by conceptual theme:
Number & Quantity, Algebra, Functions, Modeling,
Geometry, Statistics & Probability
Mathematical Practices
Standards for
Carry across all grade
Describe habits of
mind of a
mathematically expert
Shifts in Mathematics
Shift 1
Teachers significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Shift 2
Principals and teachers carefully connect the learning within and across grades
so that students can build new understanding onto foundations built in previous
Shift 3
Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize,
through repetition, core functions.
Shift 4
Students deeply understand and can operate easily within a math concept before
moving on. They learn more than the trick to get the answer right. They learn
the math.
Shift 5
Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.
Shift 6
Dual Intensity
Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.
Common Core
State Standards
Assessing College &
Career Readiness
Next Generation
Assessments (NGA’s)
 Realistic, complex performance task, immediate
feedback, and incorporate accommodations
for a range of students
 Better measure of higher-order thinking skills so
vital to success in the global economy of the
21st century
 Students must analyze and solve complex
problems, communicate clearly, synthesize
information, apply knowledge , and generalize
learning to other settings
Partnership for Assessment of Readiness
for College and Careers (PARCC)
Arizona Department Of Education
Arizona Department Of Education
PARCC Assessment
Arizona Dept of Education:
PARCC Transition
Arizona Department Of Education
GPS Transition to
K - Full
K - Full
K - Full
K - Full
1 - Full
1 - Full
1 - Full
2 - Full
2 - Full
2 - Full
3 - Full
3 - Full
4 - Math
4 - Full
5 - Math
5 - Full
6 - Math
6 - Full
7 - Full
7 - Full
8 - Full
8 - Full
9 - ELA
9 - Full
10 – Full
11 – Full
12 - Full
12 - Full
 WHAT students should know & be able to do.
Adopted by the Arizona State Board of Education in public meetings
 Materials and
processes used to
instruct Standards
 Materials adopted by
the local district
governing boards in
public meetings
 Example: Text
books, Reading lists
 HOW students
are taught, including
processes used
 Example: Lesson
Plans, Teacher
developed projects
 Example: AZ 4th grade reading standard: “Describe in depth a character, setting, or
event in a story or drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions) 4.RL.3.”
Standards vs. Curriculum
 HOW well
students have
mastered the
Curriculum Development
Appendix B Examples
Literary Texts
Homer. The Odyssey
Henry, O. “The Gift of the Magi”
Steinbeck, John. The Grapes of Wrath
Shakespeare, William. The Tragedy of Macbeth
Johnson, James Weldon. “Lift Every Voice and Sing”
Frost, Robert. “Mending Well”
Informational Texts
Henry, Patrick .“Speech to the Second Virginia Convention”
Washington, George. “Farewell Address”
Lincoln, Abraham. “Gettysburg Address”
Lincoln, Abraham. “Second Inaugural Address”
Roosevelt, Franklin Delano. “State of the Union Address”
Reagan, Ronald. “Address to Students at Moscow State University”
Jefferson, Thomas. The Declaration of Independence
How it Works (ELA)
State Standards
Reading Literature
9th – 10th Grade
Cite strong and
thorough textual
evidence of what the
text says explicitly as
well as inferences
drawn from the text.
Reading Literature
9th – 10th Grade
Adopted by State
Romeo and Juliet)
Poetry: (Dunbar’s
“We Wear the Mask”)
Chosen by local
Governing Board
Lesson Plan
Reading Literature
9th – 10th Grade
Read “We Wear the Mask” by
Paul Laurence Dunbar and
use the reading Strategy to
analyze and annotate the text.
Students will write synthesizing
the two texts.
Developed by Teacher
How it Works (Math)
State Standards
Math – 5th grade
Classify twodimensional figures
in a hierarchy based
on properties.
Math – 5th grade
Houghton Mifflin
Harcourt Math
Adopted by State
Chosen by local
Governing Board
Lesson Plan
Reading Math – 5th grade
Students record the names for
triangles based on their side
lengths and angle measures.
Students will be able to sort and
classify triangles and name
them by their sides lengths and
angle measures.
Developed by Teacher
2011 – 2013 GPS Training
for Teachers
2011/12 – 6 hours of Training
 Intro to CCSS
 Deconstructing CCSS
 Depth & Complexity of CCSS
2012/13 – 6 hours of Training
 Pacing & Curriculum Maps for CCSS
 Webb’s Depth of Knowledge
 Aligning Assessment to Depth of Knowledge
2013-14 & Beyond
 Early Release Schedule
 Implementation of PLCs
 Intervention & Enrichment
 Curriculum Map refinement
 Assessment for Learning
Thank you!
Questions & Answers
Gilbert Public Schools Website
 Common Core Website
 PARCC Website
 Arizona Dept of Education Website
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