Rolling-Out the CCSS in
Contra Costa County
April 2012
Implementation Timeline
Last
Textbook
Adoption
CCSS
adopted
CCSS
Assessments
New
Textbook
Adoption
Math
2007
August
2010
Fall
2014
2016
ELA
2008
2018
 Reauthorization of Accountability Systems

STAR new program in 2014

ESEA initially scheduled for 2007 but ????
2
What Can We Do … Now?
1.
Examine the Shifts & Teach to Them


2.
What are the overarching changes created by the
new standards?
Develop a Deep Understanding of the New
Standards
Examine and Articulate the Differences
Between Current Instructional Practices and
New Ones


Teaching
Instructional Materials
Get Started, Embrace the Challenges,
Unpack the Opportunities
What are they and
Where did they come from?
What are they?
the same for
everyone
fundamental
knowledge
needed to be
college &
career ready
adopted state
by state;
participation is
voluntary - not
required
Set clear
expectations
for Students
6
STANDARDS
The Standards
DO…
define what all students are
expected to know and be able to
do
The Standards DO
NOT…
define how teachers should
teach
focus on what is most essential
describe all that can or should
be taught
establish a baseline for
advanced learners
define the nature of advanced
work
7
COMMON STANDARDS
It has been argued
that California’s
standards are more
rigorous than other
states. The
Common core could
put us on a more
level playing field.
1. Internationally benchmarked to
ensure students will be globally
competitive
2. Shared, rigorous academic
content with clear expectations
for students
3. Consistent across states
(enables collaboration & the
realization of economies of
scale)
8
CORE STANDARDS
1. Only the important material
2. Supported by research
3. Vetted by MANY in the educational
community
4. Include higher order thinking skills
Unions, parents, teachers,
district staff, state officials,
professional organizations
… ELA and Math … K-12,
pre, and IHEs
9
STATE STANDARDS
45 States,
DC, & the
Virgin
Islands
have
adopted
the CCSS
10
Where did they come from?
Council of Chief State School Officers
48 States voluntarily join effort to develop and
consider statewide adoption
11
Where did they come from?
1st Round
Race To the
Top funding
awarded
2009
Multiple drafts of the standards
were developed, reviewed &
vetted.
CA State
Board of Ed
unanimously
adopts
85% Rule (Addition)
2012
June August
48 States
voluntarily
join.
2010
National
Release
Common
Core State
Standards
2011
45 States
adopted
CCSS
California Academic Content Standards Commission
(CACSC) met for 6 days to decide.
More than half of this group are teachers
12
Common Core State Standards
Documents
Available at http://www.cde.ca.gov/ci/cc/ 13
California Common Core Standards
Documents
Include California’s additional 15%
Available at http://www.cde.ca.gov/ci/cc/
14
Common Core State Standards
Documents
College and Career Readiness Standards
Appendix A: Research Supporting Key Elements
Appendix B: Text Exemplars and Sample
Performance Tasks
Appendix C: Samples of Student Writing
Grade Level Descriptive Overviews
Appendix A: Designing High
School Courses based on the
Common Core State Standards
Available at http://www.cde.ca.gov/ci/cc/ 15
CCCOE’s Training Modules
Based on Training Sequence by
Curriculum and Instruction
Steering Committee, a
subdivision of CCSESA
CCCOE’s Training Modules
Module 1:
Overview
Module 2:
Content and
Curriculum
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
BIG SHIFTS
ELA: K-6
Module 3:
Instruction
ELA: 6-12
Math: K-6
MODELS/LEVELS
OF THINKING
Math: 6-12
ELA: K-6
Module 4:
Instructional
Materials
ELA: 6-12
Math: K-6
Math: 6-12
MATERIAL
SPECIFIC CONVERSATION
What Can We Do … Now?
1.
Examine the Shifts & Teach to Them


2.
What are the overarching changes created by the
new standards?
Develop a Deep Understanding of the New
Standards
Examine and Articulate the Differences
Between Current Instructional Practices and
New Ones


Teaching
Instructional Materials
Module 1: Overview

Intent: To provide an
overview of California’s
Common Core
Standards for English
Language Arts & Math
Key Learning: To
cover the basic
design, benefits, and
major shifts in the
new common core
state standards
Module 2: Content & Curriculum

Intent: To consider
how to begin
transitioning to
California’s Common
Core Standards,
focusing on the major
shifts/key advances
Key Learning: To
explore the
overarching
orientation and
structure of the
Standards
CCCOE’s Training Modules
Module 1:
Overview
Module 2:
Content and
Curriculum
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
BIG SHIFTS
ELA: K-6
Module 3:
Instruction
ELA: 6-12
Math: K-6
MODELS/LEVELS
OF THINKING
Math: 6-12
ELA: K-6
Module 4:
Instructional
Materials
ELA: 6-12
Math: K-6
Math: 6-12
MATERIAL
SPECIFIC CONVERSATION
KEY ADVANCES/SHIFTS
-Literacy Standards
-Informational Text
-Text Complexity
-Argument
-Collaborative Conversations
-Integration of Media
KEY ADVANCES/SHIFTS
-Math As Meaning Making
Math Connected to Everyday World
-Mathematical Abstraction & Structure
-Mathematics Thinking with
Procedural Fluency
Shifts in Mathematical Practice

Shift 1: Math as Meaning Making




Shift 2: Math as Connected to the Everyday World


P4: Model & represent with mathematics.
Shift 3: Mathematical Abstraction and Structure




P1: Make sense of problems and persevere in solving them.
P3: Construct viable arguments and critique the reasoning of
others.
P5: Use appropriate tools strategically.
P2: Reason abstractly and quantitatively.
P7: Look for and make use of structure.
P8: Look for and make use of regularity in repeated reasoning.
Shift 4: Mathematical Thinking with Procedural Fluency

P6: Attend to precision.
Shifts in Math Content Standards

Shift 1: Focus


Shift 2: Coherence


Focus strongly where the standards focus. Narrow the
scope of content and deepen how time and energy is
spent.
Careful connection of learning within and across grades
so that students can build new understanding onto
foundations built in previous years. Each standard is not
a new event.
Shift 3: Rigor

A solid balance of conceptual understanding, procedural
fluency, and application of skills in problem solving
situations. Equal intensity of effort in pursuit of all three.
Domains Grades K - 12
K
1
2
3
4
5
Counting
&
Cardinality
6
7
Ratios &
Proportional
Relationships
Operations and Algebraic Thinking
8
Functions
Expressions and Equations
Number and Operations in Base Ten
&
Functions
&
Quantity
Number and Operations
Fractions
Geometry
Algebra
Number
The
Number
System
Measurement & Data
HS
Statistics & Probability
Statistics
&
Probability
Geometry
California Additions
Minor changes in words & phrases
(grades K-5)
Adds a Mega-Algebra I Course (> 50
standards) & Some shifting of content in
grades 6 and 7
Adds two courses currently offered in
California (but not in CCSS)





Calculus
Advanced Statistics and Probability
25
Module 3: Instruction

Intent: To examine
California’s
Common Core
Standards with a
focus on
instruction
Key Learning:
Digging Deeper into
effective instructional
models
CCCOE’s Training Modules
Module 1:
Overview
Module 2:
Content and
Curriculum
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
BIG SHIFTS
ELA: K-6
Module 3:
Instruction
ELA: 6-12
Math: K-6
MODELS/LEVELS
OF THINKING
Math: 6-12
ELA: K-6
Module 4:
Instructional
Materials
ELA: 6-12
Math: K-6
Math: 6-12
MATERIAL
SPECIFIC CONVERSATION
LESSON DESIGN &
BEST PRACTICES
-Rigor/Relevancy Model
-Pyramid of Learning
-Gradual Release
Cognitive Rigor Matrix (Hess)


The CCSS require high-level cognitive demand
such as asking students to demonstrate deeper
conceptual understanding through the application
of content knowledge and skills to new situations
and sustained tasks.
Applies Webb’s Depth of Knowledge (DOK) to
Bloom’s Cognitive Process Dimensions


Bloom: What type of thinking is needed to complete a
task?
Webb: How deeply do you have to understand the
content to successfully interact with it? How complex or
abstract is the content?
Bloom’s Taxonomy (1956) vs. Cognitive
Process Dimensions (2005)
Knowledge:
Remember:
Comprehension:
Understand:
Application:
Apply:
Analysis:
Analyze:
Synthesis:
Evaluate:
Evaluation:
Create:
Bloom’s Taxonomy (1956)
Cognitive Process Dimensions (2005)
Knowledge: Define, duplicate, label,
list, name, order, recognize, recall
Remember: Retrieve from long-term
memory, recognize, locate, identify
Comprehension: Classify, describe,
explain, identify, indicate, locate,
recognize, review, select, translate
Understand: Construct meaning,
paraphrase, translate, illustrate, give
examples, classify, categorize, predict
Application: Choose, demonstrate,
illustrate, interpret, practice, write
Apply: Carry out/use a procedure in a
given situation (e.g., unfamiliar task)
Analysis: Analyze, explain, calculate,
categorize, compare, discriminate
Analyze: Break into constituent parts,
determine how parts relate
Synthesis: Rearrange, assemble,
compose, design, write, formulate
Evaluate: Make judgments based on
criteria, detect inconsistencies, critique
Evaluation: Appraise, argue, assess,
choose, compare, defend, estimate,
explain, judge, predict, rate, support
Create: Put elements together to form
a coherent whole, reorganize into new
patterns/structures
Webb’s Depth of Knowledge
(DOK) Levels

DOK 1: Recall & Reproduction


DOK 2: Basic Application of Skills/Concepts


Use of information, two or more steps with decision points
along the way, explain relationships
DOK 3: Strategic Thinking


Recall of a fact, term, principle, concept; perform a routine
procedure, locate details
Requires reasoning or developing a plan or sequence of
steps, requires decision-making or justification
DOK 4: Extended Thinking

An investigation or application to real world; requires time
to research, problem solve, and process multiple
conditions; could require synthesis of information across
multiple sources and/or disciplines
Hess’ Cognitive Rigor Matrix
DOK Level 1
Recall &
Reproduction
Remember
Understand
Apply
Analyze
Evaluate
Create
DOK Level 2
Basic Skills &
Concepts
DOK Level 3
Strategic
Thinking &
Reasoning
DOK Level 4
Extended
Thinking
Gradual Release
of Responsibility
“Sudden” Release
The “Good Enough” Release
Gradual Release
of Responsibility
CCCOE’s Training Modules
Module 1:
Overview
Module 2:
Content and
Curriculum
BIG SHIFTS
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
ELA: K-6
Module 3:
Instruction
ELA: 6-12
How Do the Common Core
Standards Outline
Mathematics?
Shifts:
Math Content
Standards
Shifts:
Standards of
Mathematical
Practice
Cognitive Rigor Matrix (SMARTER)
Measuring Variety of Rigor
Math: K-6
MODELS/LEVELS
OF THINKING
Module 4:
Instructional
Materials
TEXT MATERIAL
ALIGNMENT
Math: 6-12
Gradual Release of Responsibility
ELA: K-6
ELA: 6-12
Math: K-6
Math: 6-12
Determine Extent
Curriculum Materials
Reflect & Engage
Students with Math
Practices
Summarize Thoughts
Determine Extent
CCSSM is Aligned
With Specific
Adoptions
Module 4: Instructional Materials

Intent: To explore
effective utilization of
current instructional
materials to support
learning of the Common
Core Standards.
Key Learnings:
 Alignment of standards to
the current ELA
instructional materials
 Start with standards that
are completely new to a
grade or significantly
different in complexity
 Decide on comprehensive
approach – review one
standard from each strand
OR review a whole strand
at a time
CCSSM Curriculum Analysis
Tool
Group across 3 grades
 Rate texts coverage of CCSSM with one
of the following

N = Not Found
 L = Low; major gaps were found
 M = Marginal; gaps found may not be easily
filled
 A = Acceptable; few gaps found
 H = High; content was fully formed

Module 4: Instructional Materials

Intent: To explore effective
utilization of current
instructional materials to
support learning of the
Common Core Standards.
Key Learnings:
 Alignment of standards to the
current ELA instructional
materials
 Start with standards that are
completely new to a grade or
significantly different in
complexity
 Decide on comprehensive
approach – review one
standard from each strand OR
review a whole strand at a time
Additional Layers
English Language Development
Standards
 Assessment Literacy
 Media/technology standards

Questions or Surprises?
Pam Tyson, PhD
Director, Educational Services
Contra Costa County Office of Education
ptyson@cccoe.k12.ca.us