Common Core 101 for College Staff

Common Core 101 for College Staff
JFK Middle College High School - Norco, CA
Dr. April Moore, Principal
Suena Chang, Teacher
NOVA Academy Early College High School - Santa Ana, CA
Dr. Erin Craig, Director of Curriculum and Instruction/Principal
Sarah Calloway, Teacher
Katy McGillivary, Teacher

Check In
Please share your name, your organization, and
something you either know or don’t know
about Common Core State Standards (CCSS).

At the end of this session….
College staff will be able to:
Understand how the Common Core State Standards affect
college faculty and administrators
Participate in an interactive session providing an overview of the
Common Core State Standards in Literacy, Mathematics, and
the Next Generation Science Standards
Listen and ask questions to a panel of teachers who share from
their experience using these standards in their classrooms
Engage in a rich discussion with participants regarding
implications for community colleges in terms of student
placement, teaching practices, and articulation with high
schools

Welcome to the Common Core Classroom
You are an 11th grade student at a Middle/Early
College High School implementing CCSS.
Please examine the ELA or Math Performance Task
you have been assigned.
7 minutes: Complete your performance task.
Please show all of your work. 

Linking CCSS to College and Career
Readiness
In small groups discuss:
• Were you successful with the performance task?
Why was it simple or challenging? Why?
Describe your experience as a student.
• What do you notice about the performance task
questions? How do they compare with CST
questions?

Mathematics CCSS
Standards of
Mathematical
Practice
Conceptual
Categories
Content
Standards

High School Course Sequence Choice
and Standards
Traditional Pathway Integrated Pathway
Algebra I Mathematics I
Geometry Mathematics II
Algebra II Mathematics III
Advanced Placement Probability and Statistics
Calculus

Six Conceptual Categories
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
Conceptual categories portray a coherent view of higher mathematics and
cross traditional course boundaries. There are no standards listed in the
conceptual category of modeling. Instead, modeling appears throughout
the other conceptual categories and is denoted by a

Three Dimensions Intertwined
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application of
the three dimensions by
students.
 Focus is on how and why
as well as what

Science and Engineering Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Framework p.41

Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Framework 4-1

Disciplinary Core Ideas
A core idea for K-12 science instruction is a scientific
idea that:
• Has broad importance across multiple science or
engineering disciplines or is a key organizing concept of a
single discipline
• Provides a key tool for understanding or investigating
more complex ideas and solving problems
• Relates to the interests and life experiences of students
or can be connected to societal or personal concerns that
require scientific or technical knowledge
• Is teachable and learnable over multiple grades at
increasing levels of depth and sophistication

Common Core Teachers In Action
Katy McGillivary – English
Sarah Calloway – Math
Suena Chang - Science

ELA: CA v. CCSS
CA Writing Standard
• 2.2 Prepare a bibliography
of reference materials for a
report using a variety of
consumer, workplace, and
public documents.
Common Core Writing Standard
• 8. Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation
CCSS no longer addresses consumer, workplace, or public
documents

ELA: CA v. CCSS
CA Reading Standard
• 2.8 Evaluate the credibility
of an author’s argument or
defense of a claim by
critiquing the relationship
between generalizations
and evidence, the
comprehensiveness of
evidence, and the way in
which the author’s intent
affects the structure and
tone of the text.
Common Core Reading Standard
• 3. Analyze how the author
unfolds an analysis or series of
ideas or events…
• 5. Analyze in detail how an
author’s ideas or claims are
developed and refined…
• 6. Determine an author’s point of
view or purpose in a text and
analyze how an author uses
rhetoric to advance that point of
view or purpose
• 8. Delineate and evaluate the
argument and specific claims in a
text…
CCSS 3, 5, & 6 asks students to analyze while CA 2.8 asks to evaluate. CCSS 8
requires students to “delineate & evaluate” arguments & specific claims.
CCSS no longer addresses how author’s intent affects structure & tone.

Evolution of Teaching Practice
• Across grade levels, the CCSS requires English
Language Arts teachers to provide learning
experiences that:
– Move towards using whole-texts
– Include the use of informational texts
– Facilitate longer Units/Modules (Quality over
Quantity)
– Implement project based learning & creativity
– Deeper and more focused strategies
– Emphasis on citing sources, evidence and defense of
claims

Evolution of Students
• The standards provide a structure for teachers to
facilitate experiences that foster the skills to:
– Take task, purpose, and audience into consideration when
responding to writing tasks
– Assert and defend claims through writing to show what
they know about a subject
– Grapple with works of literature with a wide range of
genres, cultures, and centuries including US documents
– Express themselves displaying a firm control of the
conventions of standard English such as syntax &
punctuation
– Partake in structured conversations and contribute
appropriately, listening to others and building upon their
ideas

Geometry: CA v. CCSS
CA Geometry 3.0
Students construct
and judge the
validity of a logical
argument and give
counterexamples to
disprove a
statement.
Mathematical Practice
3 Construct viable arguments
and critique the reasoning
of others.
CA 3.1 Students build proofs
by induction and proofs by
contradiction.

Geometry: CA v. CCSS
CA Geometry 5.0
Students
prove that
triangles are
congruent or
similar, and
they are able
to use the
concept of
corresponding
parts of
congruent
triangles.
8-Geometry Cluster: Understand congruence and
similarity using physical models, transparencies,
or geometry software.
G-Congruence
7. Use the definition of congruence in terms of
rigid motions to show that two triangles are
congruent if and only if corresponding pairs of
sides and corresponding pairs of angles are
congruent.
8. Explain how the criteria for triangle congruence
(ASA, SAS, and SSS) follow from the definition
of congruence in terms of rigid motions
G-Similarity, Right Triangles and Trigonometry
5. Use congruence and similarity criteria for
triangles to solve problems and to prove
relationships in geometric figures.

• Across grade levels, the CCSS require mathematics
teachers to provide learning experiences that
– Focus more deeply on a narrower range of concepts
– Support student inquiry and discovery instead of direct
instruction
– Facilitate oral and written communication of
understanding
– Use projects and tasks that emphasize the connectivity of
concepts and real-world connection when applicable
– Support students to become successful with these
expectations

• The standards provide a structure for Teachers to
facilitate experiences that foster the skills to:
– Use reasoning to evaluate the most appropriate
method for a problem
– Communicate with peers to problem-solve together
– Evaluate the work of others to demonstrate their
own understanding of a concept
– Communicate their method or approach using a
variety of tools (from low- to high-tech)

NGSS vs. California State Science Standards
K-2 3-5 6-8 9-12
K
Structure of
Matter
Properties of
Matter
Observed
and
Measured
3 States of
Matter
Matter
Composed of
Atoms
100+ Types
of Atoms on
Periodic
Table
Elements
Consist of
Like Atoms
Atoms
Arranged on
Periodic
Table by
Properties
Atoms React
to Form
Products
Atoms
React to
Form New
Products
Mass is
Conserved
Standard Kindergarten Grade 1 2 Grade 3 4 Grade 5 6 7 Grade
8

Rewrite curriculum & assessment
Rethink what and how I teach
- everything is online
(~6 bil search on google/day)
Ambiguity
-How will the state assessment look?
-- What does the framing/pacing guide look like for my district?
-How will this impact students in getting ready for college?
(Less content, more depth)

NGSS Are:
• Performance Expectations
focused on the connection
between the three
dimensions of science
learning
• Performance Expectations
that require students
demonstrate proficiency
• Designed to lead to a
coherent understanding of
the Practices, CCC, and
DCIs
CSTs were:
• Separate sets of isolated
inquiry and content
standards
• Curriculum or instructional
tasks, experiences or
materials.
• Designed to be separate or
isolated experiences

Discussion with Q&A
• How does this inform your practice at the
college level?
• How do the CCSS impact students entering
your institution?
• What are your questions for our panelists?

Thank You!
Contact Info:
April: ammoore@cnusd.k12.ca.us
Erin: erin-craig@nova-academy.org

Common Core 101 for College Staff

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