Title: Common Core State Standards and Catholic Schools
1Common Core State Standards and Catholic Schools
- Mary Jane Krebbs, PhD
- Dale McDonald, PBVM, PhD
- Kathy Mears
- Lorraine Ozar, PhD
2Agenda Common Core
- Background- the why of Common Core Dale
McDonald - Impetus for developing common standards
- Implications for Catholic schools
- Implementation in a Diocese Kathy Mears
- Suggestions and cautions
- Communication with parents
- Experience with diocesan implementation
- Common Core Catholic Identity Initiative
Lorraine Ozar - CCCII development
- CCCII collaborations
- Common Core and Curriculum Development Mary Jane
Krebbs - Pedagogical approaches
- Development of unit plans
3Impetus for Developing Common Core State
Standards
- Equity imperative All students deserve a
high-quality education regardless of where they
attend school - Global competition workforce requires different
skills and education for economic growth - Current curriculum standards vary greatly across
states and achievement is calculated differently
4U.S. Rankings on International Assessments
- TIMSS 2007
- (Trends in International Mathematics and Science
Study) - Grade 4
- Math 11th in the world
- Science 9th in the world
- Grade 8
- Math 8th in the world
- Science 11th in the world
- PISA 2009
- (Program for International Student Assessment)
- 15 year olds assessed
- Reading14th in the world
- Math 25th in the world
- Science 17th in the world
5Workforce Outlook in US
- 1995 US ranked first in college and university
graduation rates - 2010 US ranked 12th
- American workers in blue collar and
administrative support jobs - 1969 56 percent
- 2009 38 percent
- Jobs requiring more education and specialized
skills (managerial/ professional/technical) - 1969 23 percent
- 2006 35 percent
6Countries ranked on how well their educational
systems meet the needs of a competitive economy
1 Switzerland 11 Ireland 21 Hong Kong
2 Singapore 12 Lebanon 22 Norway
3 Finland 13 Australia 23 Costa Rica
4 Qatar 14 Malaysia 24 Austria
5 Iceland 15 Barbados 25 Saudi Arabia
6 Belgium 16 Denmark 26 United States
7 Canada 17 Germany 27 Kenya
8 Sweden 18 Malta 28 Brunei
9 New Zealand 19 Taiwan, China 29 United Arab Emirates
10 Netherlands 20 United Kingdom 30 Cyprus
World Economic Forums Global Competitiveness
Report 2011-2012
7State Standards Vary
- Standards have been lowered as states try to meet
AYP proficiency requirements by 2014 - Standard assessments focus on recall of facts and
procedures lowest level of learning - Percentage of students rated as proficient on
state tests significantly higher than on NAEP
assessments - NAEP National Assessment of Educational
Progress - Nations Report Card
- largest nationally representative and continuing
(1969) assessment of what America's students know
and can do in various subject areas
8NAEP scale equivalents of state grade 4 reading
standards for proficient performance
9NAEP scale equivalents of state grade 8 reading
standards for proficient performance
10NAEP scale equivalents of state grade 4
mathematics standards for proficient performance
11NAEP scale equivalents of state grade 8
mathematics standards for proficient performance
California and Nebraska data not included
12Academic Preparedness for College SAT scores as
indicators of success
- 1550 score indicates a 65 percent likelihood of
achieving a B- average or higher during the first
year of study at a four-year college
1667
1594
1477
13Overview of the CCSS Initiative
- State-led effort under direction of National
Governors Association (NGA) and Council of Chief
State School Officers (CCSSO) - Develop common core standards for K-12 in
English/language arts and mathematics - Focus on learning expectations and outcomes for
students not on how to teach content
14Criteria for the Standards
- Common Core State Standards should
- Be aligned with college and work expectations
- Be focused and coherent
- Include rigorous content and application of
knowledge through high-order skills - Build upon strengths and lessons of current state
standards - Be internationally benchmarked so that all
students are prepared to succeed in our global
economy and society - Be based on evidence and research
15Rigorous Content and ApplicationsPrepare
students with the knowledge and skills they need
to succeed in college and work
Cognitive tasks that demand application of
thinking skills, creativity, collaboration,
communication
Critical thinking skills
Content
16State Adoption of Common Core
Greenadopted Graynot adopting BlueELA only
17Common Core State Standards Whats Next?
- State assessments are developed to match
standards - Curricula developed to match standards
- New textbooks, software and instructional
materials are produced - Professional development to assist teachers and
administrators with the implementation and
application of standards to teaching and learning
practices
18Concerns and Controversies
- Differing political and philosophical agendas
related to local v. federal control of education - Driving forces behind the standards movement
- business interests
- competiveness
- Common core standards equated to a national
curriculum - Curriculum materials hinder the ability to
teachers to decide how/what to teach - Federal government control of a national testing
program - Race to the Top program requirements of standards
adoption - Department of Education grants to develop
assessments
19Implications for Catholic Schools
- Can Catholic schools participate in CCSS?
- Adopt standards
- Adopt testing
- Should Catholic schools participate?
- Pros
- Cons
- Impact on curriculum, instruction and teaching
materials - National curriculum?
- Access to commercial materials tests, media
teaching tools - Ability to use new media materials
- Impact on students future
- Transfers across systems
- College acceptances
- Workforce readiness
20Diocese Implementation
- Look for your early adapters
- Provide professional development focused on
- Differences between old curriculum and new
standards - Read closely to determine what the text says
explicitly and to make logical inferences from
it cite specific textual evidence when writing
or speaking to support conclusions drawn from the
text. - Use picture clues and context to aid
comprehension and to make predictions about story
content. - Decompose numbers less than or equal to 10 into
pairs in more than one way, e.g., by using
objects or drawings, and record each
decomposition by a drawing or equation (e.g., 5
2 3 and 5 4 1). - Model subtraction by removing objects from sets
(for numbers less than 10).
21Diocese Implementation
- Provide professional development focused on
- Vertical alignment of standards
- CCSS.ELA-Literacy.CCRA.R.1 Read closely to
determine what the text says explicitly and to
make logical inferences from it cite specific
textual evidence when writing or speaking to
support conclusions drawn from the text - Make sense of problems and persevere in solving
them. - Use of technology in teaching the standards
- Technology is our tool to assist teachers and
students in the teaching and learning process. - Reliance on higher level thinking skills
- Analyze, evaluate, determine, justify, represent,
interpret, assess, create - Integration of our faith into lessons
22Diocese Implementation
- Focus your efforts
- Grades K-2
- Math
- Problem solving
- Building skills
- English Language Arts
- Nonfiction and fiction
- Basic reading skills
- Content area teachers
- Teaching reading
- Teaching communication skills
23Diocese Implementation
- Parent Communication
- Standards
- How are they different?
- Why they are different?
- Reporting progress
- Report cards
- Archdiocese of Chicago
- Diocese of San Diego
24Diocese Implementation
- Concerns
- Finding time and funds for ongoing, applied
professional development of teachers - Locating solid resources
- Locating textbooks that truly support students
and teachers - Trying to do too much too fast
- Getting started!
25Common Core Catholic Identity Initiative
Overview
26WHAT?
-
- Project Goal
- To develop and disseminate frameworks,
guidelines, and resource guides that will assist
local educators in infusing Catholic values and
principles of social teaching into all subjects
and integrating the Catholic worldview and
culture into curriculum and instructional design
using the Common Core Standards. -
-
27WHY?
- Catholic schools need to pay attention to the
fact that the common core standards and
assessments are here and it is important to get
on board. - Principals and teachers often need and welcome
assistance in understanding and implementing
standards-based curriculum and instructional
design. -
28WHY?
-
-
- National Standards and Benchmarks for Effective
Catholic elementary and Secondary Schools
(2012) -
- Defining Characteristic
- Distinguished by Excellence
-
29WHY?
-
- National Standards and Benchmarks for
Effective Catholic elementary and Secondary
Schools (2012) -
- Standard 7
- An excellent Catholic school has a clearly
articulated, rigorous curriculum aligned with
relevant standards, 21st century skills, and
Gospel values implemented through effective
instruction. -
30WHY?
-
- National Standards and Benchmarks for
Effective Catholic elementary and Secondary
Schools (2012) -
- Benchmark 7.1
- The curriculum adheres to appropriate,
delineated standards, and is vertically aligned
to ensure that every student successfully
completes a rigorous and coherent sequence of
academic courses based on the standards and
rooted in Gospel values. -
31WHY?
-
- National Standards and Benchmarks for
Effective Catholic elementary and Secondary
Schools (2012) - Benchmark 7.2
- Standards are adopted across the curriculum,
and include integration of the religious,
spiritual, moral, and ethical dimensions of
learning in all subjects. -
32WHO?
- Original Committee
- Nicholas Wolsonovich, Lorraine Ozar, Mary Jane
Krebbs, Michael Rush, Patricia Weitzel-ONeill,
Sr. Leanne Welch, PBVM (2010-2011) - Joined by
- Sr. Dale McDonald, Br. Robert Bimonte, FSC,
- William Dinger, Laura Egan, Carole Eipers, Susan
Abelein, Anthony Manley, Ron Valenti (February
2012) -
33WHO?
- Collaborate with Catholic school teachers,
curriculum experts, catechetical experts,
principals, and superintendents in the field
(beginning June, 2012) - Partner with Companies and sponsors who support
Catholic school excellence
34How?
Create resources to assist K-8 Catholic educators
around the country in using CCSS for ELA in
Catholic schools.
- Show how to develop ELA Units using CCSS.
- Show how to infuse the ELA Units with Catholic
Identity elements.
35How?
- Create sample CCCII ELA Units in grade level
bands (K-2, 3-5, 6-8). - Develop written guidelines and narrative
explanations that provide a think aloud of how
to create the Units. - Identity a substantial number of ELA Unit Topics
that teachers are likely to use and provide
Catholic Identity connections/ideas.
36- Important Distinction
-
- The CCCII Project is not about Catholic
- Identity it is about how we teach with Catholic
Identity. -
37- Catholic Identity Elements include
-
- Catholic Worldview
- Culture and Tradition
- Gospel Values
- Church Social Teachings
- Moral/Ethical Dimensions
-
38- Catholic Identity Elements
-
- How can we legitimately integrate these
elements into ELA units while ensuring rigor in
keeping with the CCSS? -
39WHERE?
Online at Catholic School Standards Project
website www.catholicschoolstandards.org In
print through NCEA In use by Dioceses and Vendors
40JUNE 2012
- Explain and use the CCCII ELA Unit template to
create exemplar units for assigned grade level,
using topics identified. (Project leaders and
field-based teacher and diocesan practitioner
teams) - Units Developed Grades 1, 2, 4, 5, 7, 7, 8, 8
- 2. Brainstorm ELA topics/themes/concepts by grade
- levels for future units.
- 3. Document and review this pilot process for
developing school level, grade level units based
on the Common - Core standards and infused with Catholic
identity - elements.
-
41Common Core Catholic Identity Initiative
Unit Design
42- We ask the schools to teach children to
think, to socialize them, to alleviate poverty
and inequality, to reduce crime, to perpetuate
our cultural heritage, and to produce
intelligent, patriotic citizens. - Ornstein and Levine
Foundations of Education 2000 -
- We need to fix our schools to teach
entrepreneurship, innovation and creativity so
students can emulate the new untouchables in
our workforce today. - Thomas Friedman
New York Times, Oct. 2009 -
- The trend is that for more and more jobs,
average is over just doing a job in an average
way will not return an average lifestyle any
longer We need to help every American understand
the connection between educational attainment and
what will be required to perform the jobs of the
future. - Thomas Friedman
New York Times, Aug. 2012
43- We ask the Catholic schools to do all this
and - The integration of religious truth and values
with the rest of life is not only possible in
Catholic schools, it distinguishes them from
others. (p.3) -
- Teach Them
National Conference of Catholic Bishops 1976 -
- The task of the Catholic School is
fundamentally, a synthesis of culture and faith,
and a synthesis of faith and life the first is
reached by integrating all the different aspects
of human knowledge through the subjects taught,
in the light of the Gospel the second in the
growth of the virtues characteristic of the
Christian. 37 - The Catholic School
Revised Translation NCEA Summer 2009
44- Instructional Shifts For The Common
Core - Six Shifts in ELA/
Literacy - Balancing Information and Literacy Text
- - Students need a true balance of information
and literary texts. - Building Knowledge in the Disciplines
- - Content area teachers outside of the ELA
classroom emphasize literacy experiences in their
planning and instructions. - Staircase of Complexity
- - In order to prepare students for the
complexity of college and career ready texts,
each grade level requires a step of growth on
the staircase.
44
45- Text-Based Answers
- - Students have rich and rigorous conversations
which are dependent on a common text. All
opinions require evidence. - Writing From Sources
- - Writing needs to emphasize use of evidence to
inform or make an argument rather than the
personal narrative and other forms of
de-contextualized prompts. - Academic Vocabulary
- - Students constantly build the vocabulary they
need to access grade level complex texts.
45
46Instructional Shifts for the Common Core in
Mathematics
- Focus
- Coherence
- Fluency
- Deep Understanding
- Applications
- Dual Intensity
- www.engageNY.org
47 Unit
Planning Template www.catholicschoolstandards
.org Common Core Catholic Identity Initiative
- Unit Plan
- Title/Theme
- Grade/Subject
-
- Length of Unit/Time Frame
- usually from three to nine weeks
- Description
- one sentence about the content
- Overview
- one paragraph about the learning
students will do in the unit
48 The Big Picture
- Essential Question
- formulate a question that provides focus for
learning and leads students to make deeper sense
and meaning of the significant content in the
unit. - Catholic Identity Elements
- indicate Catholic values, teachings,
references, etc. that will be integrated into
the unit. - Common Core Standards
- Key Objectives Linked to Standards
- students will be able to
- Summative Assessment(s)
- describe the product(s)/performance(s) by
which students will show they have achieved the
objectives linked to the standards.
49Unit Readings and Vocabulary
- Fiction
- balance with non-fiction consider text
complexity - Non-Fiction
- balance with fiction consider text complexity
- Essential Unit Vocabulary
- consider three levels of vocabulary and include
vocabulary associated with Catholic Identity
50 Instructional Activities
- Catholic Identity
- Reading
- Writing
- Speaking/Listening
- Language
- Vocabulary
- Viewing
- Critical Thinking
A numbered list which should be in the intended
order of the lessons. Consider formative and
summative assessment alignment, differentiated
instruction and Catholic Identity.
51Instructional Resources
- List all the instructional resources
(materials and technology) to be used in the
unit. Examples include - Internet
- Primary and Secondary Sources
- Books
- Magazines
- Museums
- Videos
- Movies
- Bible
- Dictionary
52 Cross-Curricular Links
- Integration of
- Science
- Social Studies
- Religion
- Math
- Literature
- Social Sciences
- Technology
- Visual Arts
53WHAT NEXT?
- Fine tune unit structure/template and resource
materials for use by teachers and dioceses. - Develop a means of replicating the unit
development process and CCCII training for use in
dioceses and schools. - 3. Identity LOTS of resources to connect
Catholic identity - elements with additional ELA topics by grade
level. - 4. Develop additional exemplars -- full infused
units -- for - each grade level, using topics identified.
- Sustain an ongoing dialogue and sharing of units
across the country. - Extend CCCII to mathematics.
- Extend CCCII to secondary schools.
54(No Transcript)