AVID and the Common Core

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AVID and the Common Core
An introduction to the California Common Core
State Standards and how AVID Strategies support
them.
Mike Horton, RIMS AVID
AVID and the Common Core
AVID’s mission is to
close the achievement
gap by preparing all
students for college
readiness and
success in a global
society.
The standards are
designed to be robust
and relevant to the real
world, reflecting the
knowledge and skills
that our young
people need for
success in college
and careers.
What Does ELA CCSS Focus on?
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Rigor.
Application of learning to real world situations.
Technology and media sources.
Justification and evidence.
Communication/collaboration.
Expository reading and writing
Research.
“I Choose C” video
What Does Math CCSS Focus on?
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Conceptual understanding.
Number sense in elementary.
Application to real world problems.
Rigor.
Success in algebra and higher level
mathematics.
Six Shifts in Common Core ELA
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Shift 1- Balancing Informational & Literary Text
Shift 2- Knowledge in the Disciplines- is built
through text, not teachers or activities
Shift 3- Staircase of Complexity- Increasingly
complex texts are read closely (close reading video)
Shift 4- Text-based answers- Students engage in rich
conversations about text
Shift 5- Writing from Sources- Emphasize use of
sources and textual evidence to defend an argument
Shift 6- Academic Vocabulary- Students constantly
build vocabulary necessary to access complex text
Six Shifts in Common Core Math
Shift 1- Focus, narrow and deep
Shift 2- Coherence, content is connected within
and across grade levels and subjects
 Shift 3- Fluency, Students develop speed and
accuracy with simple calculations
 Shift 4- Deep Understanding, Students learn
concepts deeply and focus less on algorithms to
solve individual problems (Dan Meyer video)
 Shift 5- Application, Students can apply math in
novel situations without being prompted
 Shift 6- Dual Intensity, Practice and
understanding are not only balanced, but
simultaneous
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WRITING
READING
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Deep Reading Strategies
Note-Taking
Graphic Organizers
Vocabulary Building
Summarizing
Reciprocal Teaching
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Cornell Note-Taking
Learning Logs
Quickwrites and Reflections
Process Writing
INQUIRY
Peer Evaluation
• Skilled Questioning Techniques
Authentic Writing
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ORGANIZATION
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Binders and organizational tools
Calendars, planners, and agendas
Graphic organizers
A focused note-taking system
Tutorials and study groups
Project planning and SMART
goals
Costa’s Levels of Thinking
Socratic Seminars
Tutorials
Investigations
Questions that Guide Research
COLLABORATION
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Socratic Seminars
Tutorials
Philosophical Chairs
Group Activities and Projects
Peer Editing Groups
Service Learning Projects
Reading
Anchor Standards
1.
2.
3.
4.
Key Ideas and Details
Craft and Structure
Integration of Knowledge
and Ideas
Range of Reading and Level
of Text Complexity
• Pre-reading inside and
outside of text (R)
• Quickwrites/Reflections (W)
• Focused Cornell Notes
(WOR)
• Marking, charting, annotating
text, critical reading (R)
• Graphic Organizers (R)
• Summarizing (R)
• Dialectic Journals (W)
• Interactive Notebooks (W)
• Reciprocal Teaching (R)
• Socratic Seminars/Phil.
Chairs (C)
• Deep Reading Strategies (R)
Writing
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Anchor Standards
5.
6.
7.
8.
Text Types and Purposes
Production and
Distribution of Writing
Research to Build and
Present Knowledge
Range of Writing
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Quickwrites and
Reflections (W)
Focused Cornell Notes
(WOR)
Process Writing (W)
Authentic Writing –
Dialectic Journals/
Interactive Notebooks
(W)
Research (I)
Learning Logs (W)
Speaking and Listening
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Anchor Standards
9.
10.
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
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Socratic Seminars (IC)
Philosophical Chairs (C)
Tutorials (C)
Reciprocal Teaching (R)
Peer Evaluation (W)
Questions that Guide
Research (I)
Group Activities and
Projects (C)
Language
Anchor Standards
11.
12.
13.
Conventions of
Standard English
Knowledge of Language
Vocabulary Acquisition
and Use
Deep Reading Activities
(R)
 Vocabulary Building (R)
 Process Writing (W)
 Peer Evaluation(W)
 Peer Editing Groups (C)
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Math
Standards for Mathematical Practice
1.
2.
3.
4.
Make sense of
problems and
persevere in solving
them
Reason abstractly
and quantitatively
Construct viable
arguments and
critique the
reasoning of others
Model with
mathematics
5.
6.
7.
8.
Use appropriate tools
strategically
Attend to precision
Look for and make use
of structure
Look for and express
regularity in repeated
reasoning
Dan Meyer Video
Off The Page
Between The Lines
On The Page
COSTA’S LEVELS OF
THINKING
What does Rigor Look Like?
Which fraction is equivalent to 2/3?
a) 1/3
b) 2/4
c) 8/12
d) 16/20
CST questions have correct answer
determined by an algorithm with no
justification.
What does Rigor Look Like?
Click all of the following fractions that are
equivalent to 1/2?
a) 2/4
b) 116/222
c) 8/16
d) (4)2/(8)2
CCSS questions may have multiple answers,
clickable areas, or drag and drop.
What does Rigor Look Like?
In front of you are a salt shaker and a pepper shaker. You take a
spoonful of salt from the salt shaker and put it in the pepper
shaker. You then take a spoonful of the salt/pepper mixture from
the pepper shaker and put it in the salt shaker.
Is there more salt in the pepper shaker or pepper in the salt
shaker? Explain
Does the size of the shaker matter?
Does the size of the spoon matter?
Does it matter if you shake the pepper shaker before scooping?
Common Core questions will require deep thinking, writing, and
justification.
What does Rigor Look Like?
Types of Common Core Assessments
• Selected response
• Short constructed response
• Extended constructed response
(math)
• Technology enhanced
• Performance tasks
Assessment Claims: ELA
Each assessment question written must address at least one of the
following claims, one of the Common Core standards, and identify
at Depth of Knowledge required to answer it.
ELA Assessment Claims:
Claim #1 – Students can read closely and analytically to comprehend a
range of increasingly complex literary and informational texts.
Claim #2 – Students can produce effective and well-grounded writing for
a range of purposes and audiences.
Claim #3 – Students can employ effective speaking and listening skills for
a range of purposes and audiences.
Claim #4 – Students can engage in research/inquiry to investigate topics,
and to analyze, integrate, and present information.
Assessment Sample
Grade: 9
Assessment Claims: 2 and 4
Depth of Knowledge: 4
Time: 120 minutes
Assessment Claims: Math
Math Assessment Claims:
Claim #1 – Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.
Claim #2 – Students can solve a range of complex, well-posed problems
in pure and applied mathematics, making productive use of knowledge and
problem-solving strategies.
Claim #3 – Students can clearly and precisely construct viable
arguments to support their own reasoning and to critique the reasoning
of others.
Claim #4 – Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve problems.
Assessment Sample
CST-like question
Smarter Balance Question
Assessment Sample
Technology Enhanced Items
RIMS AVID Write Path Training:
Preparing for the Common Core
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Write Path English Language Arts I and II
Write Path Math I and II
Write Path History/Social Science I and II
Write Path Science I and II
Write Path English Language Learners
Critical Reading: Deep Reading Strategies for
Expository Text I and II
High School/Middle School Writing
AVID Success Path
Tutorology
Additional RIMS AVID Support
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WICOR Walkthroughs
Reading/Writing Peer Coaching Tool
Regional Coach Support
Coordinator Workshops
Socratic Seminar
How can AVID Strategies be used as a tool to
implement CCSS schoolwide?
How might large scale training in AVID strategies
occur for 20,000+ teachers in RIMS?
Remember:
1) Paraphrase the comments of the speaker
before you.
2) “3 Before Me” rule
3) Refer to the text (presentation) when
possible
Resources
• CCSS website
• http://www.corestandards.org/
• CCSS Math Appendix A
• http://www.corestandards.org/assets/CCSSI_Mathem
atics_Appendix_A.pdf
• SBAC website
• http://www.smarterbalanced.org/
• CDE SBAC website
• http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp
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