CHARTING THE COURSE AHEAD: TENNESSEE IMPLEMENTS THE COMMON CORE STATE STANDARDS

Transcription

1 CHARTING THE COURSE AHEAD: TENNESSEE IMPLEMENTS THE COMMON CORE STATE STANDARDS June 2011

2 A HIGH SCHOOL DIPLOMA IS NO LONGER ENOUGH

3 Jobs in Today s (and Tomorrow s) Workforce Require More Education and Training Percentage of Workforce by Education Level 32% 40% 30% 28% 27% 29% 32% 33% 40% 35% 30% 25% 11% 10% 12% 16% 20% 15% 10% 5% 0% High School Dropout High School Graduate Some College / Associate's Degree Bachelor's & Higher Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through Georgetown Center on Education and the Workforce. ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/fullreport.pdf 3

4 Demand for Middle-Skill Workers Outpaces Tennessee s Supply In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled. One result: The demand for middle- and high-skilled workers is outpacing the state s supply of workers educated and experienced at that level. 81% of Tennessee s jobs are middle- or high-skill (jobs that require some postsecondary education or training). Yet only 32% of Tennessee s adults have some postsecondary degree (associate s or higher). Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform. Education Testing Services. ; Skills to Compete. National Center for Higher Education Management Systems, analysis of 2009 American Community Survey. 4

5 The Jobs of Tomorrow Tennessee should be preparing students for the jobs of tomorrow, not the jobs of yesterday or even today. A quarter of American workers are now in jobs not even listed in the Census Bureau s occupation codes in Given the growth of new job sectors most notably green jobs it is common sense to provide all students with a strong foundation that keeps all doors open and all opportunities available in the future. Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees: Tomorrow s Fastest Growing Jobs and Why Community College Graduates Will Get Them. The New Democratic Leadership Council. 5

6 Of Every th Graders in Tennessee th Graders 71 Graduate High School in 4 Years 44 Enroll in College In the Fall 29 Still Enrolled Sophomore Year of College 19 Earn a College Degree Source: National Center for Higher Education Management Systems (2008). Student Pipeline - Transition and Completion Rates from 9th Grade to College. 6

7 Enrollment in College Does NOT Equal College Readiness in Tennessee Percentage of students at two-year and four-year institutions requiring remediation 54% 60% 50% 40% 18% 30% 20% 10% 0% Four-Year Two-Year Source: Tennessee Higher Education Commission (2008). Tennessee Higher Education Profiles and Trends. 7

8 Personal Benefits of Education in Tennessee HS Dropout $21,228 17% HS Graduate 14% $25,550 Some College 8% $34,446 Bachelor s & Above 4% $70,858 Mean Income Unemployment Rate Tennessee Statistics: Total Unemployment: 10%, Mean Income: $40,256 Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total persons in the civilian labor force. 8

9 THE COMMON CORE STATE STANDARDS (CCSS)

10 Why we need the CCSS We need them because Disparate standards across the states Global, not neighborhood competition For many young people, high school wasn t preparing them for college or careers Why the CCSS Are Important Prepares students with knowledge and skills to succeed in college and career Ensures consistent expectations regardless of a student s zip code Provides educators, parents and students with clear, focused guideposts Offers economies of scale 10

11 Common Core State Standards Design Building on the strength of current state standards, the CCSS are designed to be: Focused, coherent, clear and rigorous Internationally benchmarked Anchored in college and career readiness* Evidence- and research-based *Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation. 11

12 Key Advances in English Language Arts and Literacy Focus and coherence Coherent progressions develop literacy skills across grade levels. Focus on text complexity in reading Students required to read texts of increasing complexity College and career readiness in writing Students required to write using evidence from informational reading Literacy as Shared Responsibility Literacy skills in reading and writing included in history/social studies, science, and technical areas 12

13 Key Advances in Mathematics Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable. 13

14 45 States + DC Have Adopted the Common Core State Standards * Minnesota adopted the CCSS in ELA only 14

15 THE CCSS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

16 Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Anchor Standards Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, and

17 Overview of Reading Strand Reading Progressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated ( staircase ) New emphasis on informational texts and reading in the content areas (shared responsibility for literacy) Incorporating a particular type of informational text literary nonfiction into ELA classes Focus on independent, close reading of texts and supporting analyses of texts with evidence 17

18 Overview of Text Complexity The CCSS define a three-part model for determining how difficult a specific text is to read: 1. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands 2. Quantitative measures readability and other scores of text complexity 3. Reader and Task background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task 18

19 Grade-Level Progression Format of standards highlights progression across grades 19

20 Overview of Writing Strand Writing Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for samples of student writing) 20

21 Overview of Speaking and Listening and Language Strands Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language Include conventions for writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the standards. 21

22 Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary 22

23 Critical CCSS Documents: ELA/Literacy Appendices Appendix A Research supporting key elements of the standards Glossary of key terms used in the standards that have a unique meaning Appendix B Text exemplars by grade level and genre (e.g., informational text, poetry, drama, stories, etc.) Sample performance tasks by grade level and genre, with relevant reading CCSS noted Appendix C Samples of student writing by grade-level and genre Annotated student work to illustrate the criteria required to meet the standards 23

24 Appendix B: Grade 4-5 Sample Text Exemplar and Sample Performance Task 24

25 Appendix C: Grade 5 Informative/Explanatory Student Sample Work Sample Student Work A n n o t a t i o n 25

26 THE CCSS IN ENGLISH LANGUAGE ARTS AND LITERACY AND THE TENNESSEE ELA STANDARDS

27 Common Core State Standards for English Language Arts Format Tennessee Standards Language (Standard 1) Communication (Standard 2) Writing (Standard 3) Research (Standard 4) Logic (Standard 5) Informational Text (Standard 6) Media (Standard 7) Literature (Standard 8) CCSS Strands K-12 English Language Arts Reading for Literature Reading for Informational Text Reading: Foundational Skills (grades K-5) Writing Speaking and Listening Language 6-12 History/Social Studies, Science, and Technical Subjects Reading for Literacy in History/Social Studies Reading for Literacy in Science & Technical Subjects Writing for Literacy in History/Social Studies, Science, and Technical Subjects 27

28 TN DOE Gap Analysis How Strong were the Matches Between the K-12 Common Core Standards and the Tennessee ELA Standards? 8% 3% 42% 48% Excellent Match to TN Good Match to TN Weak Match to TN No Match to TN 28

29 TN DOE Analysis: Strength of the Matches 100% 11% How Strong were the Matches Between the Common Core Standards and the Tennessee ELA Standards at each Grade? 7% 6% 4% 3% 5% 6% 8% 1% 1% 4% 1% 4% 7% 7% 13% 9% 8% 7% 80% 22% 31% 20% 60% 35% 43% 45% 47% 56% 54% 60% 41% No Match to TN 40% 67% 59% 70% Weak Match to TN Good Match to TN Excellent Match to TN 20% 47% 46% 47% 45% 32% 37% 36% 48% 0% 29

30 TN DOE Analysis: Grade Level Differences 100% Where are the Grade level Similarities and Differences Between the Tennessee ELA Standards and the CCSS in Grades K-8? 0% 1% 2% 12% 7% 7% 0% 0% 0% 80% 67% 60% 77% 79% 71% 79% 80% 100% 99% 100% CC After TN 40% No Grade Diff CC before TN 20% 33% 21% 19% 17% 13% 12% 0% 0% 1% 0% 30

31 THE CCSS IN MATHEMATICS

32 Common Core State Standards for Mathematics Grade-Level Standards K-8 grade-by-grade standards organized by domain 9-12 high school standards organized by conceptual categories Eight Standards for Mathematical Practice Describe mathematical habits of mind Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement Connect with content standards in each grade 32

33 Overview of K-8 Mathematics Standards The K- 8 standards: The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content Students who have completed 7 th grade and mastered the content and skills will be prepared for algebra, in 8 th grade or after 33

34 Overview of K-8 Mathematics Standards Each grade includes an overview of crosscutting themes and critical areas of study 34

35 Format of K-8 Mathematics Standards Domains: overarching ideas that connect topics across the grades Clusters: illustrate progression of increasing complexity from grade to grade Standards: define what students should know and be able to do at each grade level 35

36 Overview of High School Mathematics Standards The high school mathematics standards: Call on students to practice applying mathematical ways of thinking to real world issues and challenges Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions Identify the mathematics that all students should study in order to be college and career ready. 36

37 Format of High School Mathematics Standards Content categories: overarching ideas that describe strands of content in high school Domains/Clusters: groups of standards that describe coherent aspects of the content category Standards: define what students should know and be able to do at each grade level High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability Modeling standards are distributed under the five major headings and are indicated with a ( ) symbol. Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students. 37

38 Grade-Level Domains and Conceptual Categories 38

39 Model Course Pathways in Mathematics Two Regular Sequences: Traditional Pathway 2 Algebra,1 Geometry courses, with Probability and Statistics interwoven Integrated Pathway 3 courses that attend to Algebra, Geometry, and Probability and Statistics each year Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study. Algebra II Geometry High School Algebra I Mathematics III Mathematics II Mathematics I Traditional Pathway Typical in U.S.. Integrated Pathway Typical outside of U.S. 39

40 THE CCSS AND THE TENNESSEE MATHEMATICS STANDARDS

41 Mathematics Domains: K-8 Tennessee Number and Operations Algebra Mathematical Processes Geometry and Measurement Data, Probability and Statistics CCSS Counting and Cardinality The Number System Number Operations in Base Ten Number and Operations Fractions Operations and Algebraic Thinking Expressions and Equations Geometry Measurement and Data Statistics and Probability Ratios and Proportional Relationships Functions 41

42 Mathematics Conceptual Categories: High School Tennessee Number and Operations Algebra Mathematical Processes Geometry and Measurement Data, Probability and Statistics CCSS Number and Quantity Algebra Functions Geometry Statistics and Probability 42

43 TN DOE Analysis: Grade Level Differences 100% Where are the Grade level Similarities and Differences Between the Tennessee Math Standards and the Common Core Standards in Grades K-8? 0% 1% 2% 0% 3% 90% 19% 22% 19% 80% 70% 59% 60% 50% 40% 30% 100% 99% 97% 91% 97% 68% 75% 71% CC After TN No Grade Diff CC before TN 20% 41% 10% 0% 0% 0% 1% 9% 1% 13% 3% 10% 0% 43

44 TN DOE Analysis: Differences by Domain Where are the Similarities and Differences By Math DOMAIN Between the Tennessee Math Standards and the Common Core Standards in Grades K-8? Grand Total 3% 86% 11% Statistics and Probability 14% 57% 29% Ratios and Proportional Relationships 2% 98% 0% Operations and Algebraic Thinking 1% 98% 1% The Number System 5% 83% 13% Number and Operations Fractions 12% 83% 6% Number Operations in Base Ten 0% 97% 2% Measurement and Data 5% 92% 3% Geometry 3% 69% 28% Functions 0% 45% 55% Expressions and Equations 1% 68% 31% Counting and Cardinality 0% 100% 0% 0% 20% 40% 60% 80% 100% CC before TN No Grade Diff CC After TN 44

45 PARCC Timeline SY Launch and design phase SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments Summer 2015 Set achievement levels, including college-ready performance levels 45

46 RESOURCES AND NEXT STEPS

47 corestandards.org/the-standards 47

48 CONCEPTUAL FRAMEWORK FOR SCIENCE EDUCATION AND THE NEXT GENERATION SCIENCE STANDARDS

49 Current State of Science Standards National science documents used by states to develop standards are about 15 years old National Research Council s National Science Education Standards were published in 1996 American Association for the Advancement of Science s Benchmarks for Science Literacy were published in 1993 Call for new, internationally-benchmarked standards Students in the U.S. have consistently been outperformed on international assessments such as TIMSS and PISA States across the country will soon engage in a science revision 20 States have not revised science standards in at least 5 years 49

50 Development of the Conceptual Framework for Science and the Next-Generation Science Standards Phase I: Conceptual Framework for Science Development Scientific community through the National Academies of Science provides key leadership in development Feedback from all stakeholders including states, K-12 educators, scientific community, higher education, business community and general public is being considered during development Phase II: Standards Development States and educators provide key leadership in development Feedback from all stakeholders including states, K-12 educators, scientific community, higher education, business community and general public will be considered during development National Academies Committee members will check for fidelity of standards with framework 50

51 Phase I What is purpose of the Conceptual Framework for Science? "The Framework is designed to help realize a vision for science and engineering education in which students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. NRC Draft Framework Ensure accuracy of science content and practice Provide intellectual guidance for the standards Blend current understanding of teaching and learning with new developments in science 51

52 Phase II Achieve Process for Development of Next Generation Science Standards Process Timeline Validation In Phase II, Achieve will engage states and other key stakeholders in the development and review of the new standards Approximately one year after the release of the NRC s framework NRC Study Committee members will check the fidelity of the standards to the framework 52