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Community Conversation, Focus on Common Core - 1/14/14

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one of our new school board members Steve Levin in the back doctor Steve Levin our superintendent Dave Larose  A&R awesome Creek elem specialists in the back Alejandra Valencia and unlivable and they're going to be assisting with a short activity we're going to make you do this this afternoon so thank you very much for coming I'm Katie crumpy I'm the assistant superintendent for Educational Services and this is a introduction I think it's a quick introduction in an hour is trying to prepare and what do we add and and what do we need Net10 with you there's a lot of information for an hour it is it so it's an introduction It Is by no means I'm hoping to cover everything I'm really welcome your feedback because our intention is to kind of take the show on the road and to provide maybe some more specific formation grade-level specific at the elementary middle and high schools and so we would be able to make use part of this presentation and and then going to some specifics utilizing some of our teachers in the work that they're doing in the classroom yes so we are videotaping sing and for anybody on unable to attend on this afternoon we will have it on our our website and schools can be able to then utilize it as part of their trainingspak back on their on their School site so  some of ask why Common Core and as you look at the slide here you know we see that is a haters we are responsible for preparing all of our young people and ensuring that they are ready for college and careers we know that the moorage Fishin in the more ready we can make students the the better that they are going to that they're going to do so we have this obligation Nation you've seen how we rank it's going to be in a video I'm a little bit in just a minute and so using this data are are Governors met and said you know when you think about it California didn't even have standards until 1990 so what we expected kids to know and be able to do is still a New Concept Nationwide but these standards were play skate so when you first grade student in Tennessee was learning was quite different from Texas and different in California and so the governor's came together and in a quite easy process they agreed to move forward with common core States could adopt the common core or not and once you and opted it you had you had to teach the entire set of common core standards states were allowed though to an additional 15% of Standards California took advantage of that and in many times rather than adding more they clarify and so they use their 15% to have more clarifying language the final version for California came out November 2012 do we have a short little introduction the kind of gives you a background behind that we've been debating schools in the United States this is been born from a realization. eat better knowledge and reading our students have it International persistent Informatica and employer say students are unprepared to perform and drive in the workforce we need to sleep consistent share in rigorous education standards for all students but along with set a time for even greater student growth  these standards now being implemented by more than four dates Across the Nation contacts teachers researchers and leaders in higher education and business to make it happen  these standards were developed by States and four states they are the clear statement about the knowledge students need to master in order to be prepared for college and the workforce are unimportant work Thanksgiving unprecedented collaboration among states young people regardless of their background what's master and the aspirations for all students the promise the standard States Implement with fidelity creativity classroom so just a little you know introduction from the designers of Common Core a little bit about the organization of of the standards and four for teachers in the room or parents that have have looked and been those to the standards that we are are hot and are currently teaching they really differ from one grade level to the next there's not a lot of structure kindergarten to first grade to second grade on the way the way that these standards are written is we have what we call College and career-ready anchor standards they are the same for K-12 with the same language they just they just grow in difficulty as as your children progress from kindergarten through 11th and 12th grades in kindergarten through fifth grade there are additional standards called foundational we know kids have to learn the phonics behind reading they have to have sound recognition they have to have those skills number sense skills in math that build upon the comprehension that that comes so those those are K5 and then in K12 then we have comprehensive standards there there Kate Kate and then 9:10 has that has a band there found it together and then 1112 has a group that are together additionally and that's not all there are literacy standard that be in sixth grade 4 Science History social studies and the crew technical fields and they are they are back to the original college and career-ready anchor standards they address the reading and writing listening and speaking necessary in those content areas so it's not just an English teachers job to ensure kids are college and career-ready and R&R literate in within the common core standards you don't have to memorize all these subheadings but the nice thing is that these are consistent across grades so looking at the reading strand you see that we have under the very top one Justin literature that key ideas and details craft and structure a Kinder turn teacher and an eighth grade teacher when they talk about craft and structure they're talking about the same thing and so it's it's An Elegant for for teachers who have taught this this is kind of exciting that we will be able to that you can actually take a standard kindergarten and follow it up through 12th grade of what a student has to know in be able to do I know it doesn't sound like why haven't we done that already but but because once you look at it it seems so intuitive but we haven't gone there is a nation yet so we are we are very excited about that another big advantage of my core and I was speaking with one of the gentleman that got here earlier  because everybody in the nation is teaching the same thing the there is a wealth of resources available for you as a parent for teachers for students I literally searched a standard and there thousands of of of hits on just by typing in I was doing something in science but so I did LS for life science to death one I mean an already there were things like lesson plans there were videos there were lab ideas I mean so so there's there's a big advantage which is when it's not just California trying to train and teach kids in California I'm when we put all of our brains together I think we're going to do some some good work I'm very big shifts that you should see if students I'm if you haven't seen them already and I was eavesdropping and cheer conversation when you were looking at some of your document so forgive me that I heard some people say I've seen some of this already and and because the the Nationwide common core standards were approved and given to us in 2010 yo we we aren't just waiting for for next year you know where required to have them implemented by next year but we have been experimenting and trying and and and working working hard to to put some of these in place you're going to see a bigger emphasis and nonfiction text  so so you will see kids and this is a lot tied to the other con areas as well it's not just an English is not just an English it's throughout the entire day for a student more more focus on nonfiction you're going Casillas in a video that we're going to watch in a little bit I want you to look for evidence from text remember that what Play No but what is the text what is the text say what is it showing what what are we asking kids to go in and say this says I can find it here I can I can provide in my writing evidence from text so you're going to see a lot of that and an additional complexity and academic language there's a vocabulary Rich state standards that we that we're moving towards  this is just kind of gives you a shift and it given all of us and Publishers for materials that we will eventually have available to us what what the expected percentage of the of the day of contact for students and you can see a gradual growth from grade 4 where it's 50 50 to 70 30 the 30% that the fiction in the The Poetry and and the the literature that are our English teachers are and probably when you're in your high school and college in English classes are are more familiar with you may have heard this is not getting rid of any litter turn in any core literature that the it's important and and I want it I want to go back and say this 70/30 by the time they're in 12th grade is in who's there courses not just the English class so as a prior science teacher I was probably ninety-nine 1% they were getting nonfiction in I mean I'm sorry yeah they were getting nonfiction and informational text with in my classroom so so people saw this and initial panicked and said they're getting rid of To Kill a Mockingbird core literature is still important vital and expected of have art of our students an important part of their learning  so what should what should what should I expect what should I expect to see more time more focused that you may have heard the term back from the 80s less-is-more there should be there's time to spend to go deeper in the content they're there are still a lot of Standards but there are less  there are less I promise you and so they may spend an entire class session you know on on on one discussion about two pieces of literature that they've read  the entire class getting at that depth of the academic vocabulary back to three ships that academic vocabulary that pulling that information at a text it takes time to get students to you know to that deep level where they're defending their no not just what I say but how I'm able to prove it as a as a student  critical Reading Writing infused into all curricular areas  and so how can you help your child and one of your handouts has a whole page to that has some additional resources for how you help your child asking questions about what they're reading  I found it many many books that you can get from the library you have in your home libraries there are so there's sometimes there's some cheap questions already we're at the back of the book I picked out I was stuck somewhere and went into a borders there was like a dollar 99 to 99 and I was reading a novel about you know World War II and in in Poland and and it was intriguing and I get to the back of it and there's like 3 questions 2 to be able to use you know for reflection in the classroom I like hey this is that you know I handed it off to it to a teacher after that so ask them questions what favorite  going about what they think and what they what what predictions know less about what was the name of that character probably not going to be a big Focus read read read read encourage your students to read doesn't need to be reading a book at night it could reading at the grocery store what is that what is what does that say what does that price which you don't I'm going to the map but what's a better deal cost deal but but getting them to read and then we don't do a lot of writing for pleasure a lot of us but getting them to write down as they're as your your debriefing with them and then research topics of interest and I think you're going to see more examples of this in the classroom moving forward because there's will be a little bit more time I know putting myself back into my 5th grade classroom I had a wonderful teacher who who used to let us help invent some of our own you know lessons and curriculum that we did and I I think I read a nonfiction book called The Other Side of the Mountain and it was about a a scare who and and just got intrigued with paralysis and quadriplegics and and so you know why I had parents that then can you drop me off at the library and I came home with you know 12 more books and you know and I was allowed to do that and and so the my teacher let me you know not do whatever it was she was doing and I got to do that too and so you know encourage them to research topics of Interest  so we're going to do little short activity we're going to take 10 minutes you only have 10 minutes we're probably going to work in Partners Alejandro's going to come on up we're just want to show you very quickly emphasize this mapping design that we were talking about and so Alejandra and will help will help you may work in she went around the other side twos and threes but I think you'll get the idea  is doing an activity with you it's going to be hard for you to do it till we do apologize in advance the one thing that we do want to talk a lot about it just reiterate with Katie was saying is the the common core standard is now across there are 48 states that have adopted it so we're not alone if for myself I was a migraine my prayers were my way to work or so we moved around a lot this would have been great for people like myself to travel all the time it's paid for me as a teacher cuz I'm able to talk to other people we go to conference when I sharing notes things that you will be able to do it before but we're also learning that everything built on top of each other so we wanted percent you guys with an X we're going to pop some little envelopes and we're going to give you a sheet of paper this is the answer to the activity so we 92 practice skills and flip it over so you don't come you're not looking at what's happening but if we want you to look at all the little strips We're going to give you and put them in order from Kim can you think of Kinder stone is expected to learn all the way to 12th grade so start with the Kinder all the way to the top so that makes sense so what you receiving or strips of each made level standards for upper let's say we'll be reading standard for literature number one and they're all related to Reading literature number one is there a different grade level from K through 12 so the language will change slightly and it is your job to discern which standard goes for first grade kindergarten in our range and stack them in complexity  you said we are fine Olympia Chiropractic directions from here to know pictures of Minecraft Beta sign-up 2012 Mustang together we lost one you can see if you're right. It's part of common core is about student ownership of their own learning  does not a quiz turn into Beyond grade in it and give it back in your throat in the trash on your way out it's more important that you say oh we're right we're right oh okay it's about your own learning like some more minutes  well I mean for this finish your not and then we'll go to talk while you're so keep going cuz I'm okay talking over you a little bit but I like being able to know you things I've heard from people and I heard someone say well what if I'm not right I don't want it a cheap by looking at the answers and you know a lot of common core is making this movement of student ownership of learning if you're not turn it on the me and I'm greeting it and giving it back to you and then you throw it away on your way out because that doesn't mean anything it's about you deciding why did you miss you know I heard someone say when I got these right but these were mixed up why did you mix them up and and can you see where that progression is that is what's more meaningful than me scoring them and giving them back to you and you know you're not looking at them again which is also very common core so it isn't cheating by looking he answers if assisting your learning and what you take out from it which is very common core  seaward too tight for verbalizing it I guess voicemail, when you hear my voice Lots Utah thank you  sliding door range drug specific standards into their grade level position the coolest activity did do the same activities trying to see the progression of the standards because  what's a good idea for us to see below and above the grade level that we're we need to know where our students had in this sander and then where do they come from what do they have coming in in terms of that particular each of these two stack in this to this complexity the stepladder complexity from K through 12 now to close it off what's your take away this is one standard anchored by a College and Career Readiness anchor standards so you can some of you have a writing standards some of you have a reading stand and some of you I believe this a language language seems so we're only talking about three seen and they're very similar so what's your take away in terms of the difference set this up for grade level the gardens in support of adults and how much there is at the beginning and how that dissipates does the grades go up and it is more independent use of Technology add more  smart tools more research more supporting your thoughts and so forth based on what you're researching as you get older fronting in scaffolding is for our children and then as you gradually go up the grade level in the students are released for that Independence in learning to stand that's a very good take away anyone else one more one more basically the way they scaffold the four years of high school is that all four years that using technology including the internet to produce published writing plinkett and cite sources so they have to come into high school already making connections linking and citing sources already interacting collaborating with others the only difference between 9th and 10th grade then is the word efficiently her standards were the standard came from remember all of these standards came after the College and Career Readiness standards were approved and so how to get to the higher grade level the high school it will basically pretty much mirror for College and Career Readiness anchor Santa's because that's where we want our kids to be when they see through 12 institution they should be ready for College and Career so you will see that the very last line of those dinners to K through 12 10 through 12 will be very close to what we expect them to function at the college and career is the high school exit exam going away I mean there's been a lot of testing the man's in 10th Grade that another ship from just doing what they say to doing it efficiently and so the answer right now is we don't know although there has been talk about some of us have been part of some focus groups what's the last you know 18 months or so of if you're passing the smarter balanced assessment at a certain level that would wave you know that some of the thing that I don't think there's a move to not expect kids to be at a certain level when they're getting a California diploma I'm not hearing that but I am hearing that you know if if they're at a certain level then then then it's then they wouldn't have to retest and double test in triple test the million-dollar question is how kids are at level right now Canfield testing the smarter balanced assessment questions and we're going to order to talk about that right at the end and so-so currently for the next couple of years that exit exam still exists they have to be able to make the any smarter balanced decision they make a reliable and valid you know instrument that would like mean that it would it would validate that that is at the right level and they don't they don't know what that is yet cuz they haven't kids haven't taken enough that's for them to have that statistical data so they're collecting some some statistics to be able to use it to make those decisions so so it it kind of when when Common Core was was adopted too portions were formed and one is called Park and it's an acronym and the other one was the smarter balanced California and dish play put itself in the park group so States could choose which one on to be in as they as they more into it California decided that the the way that the smarter balanced test was going to be given would be more advantageous about accountability and more about helping individual students with with what they know where their strengths were there gaps are and what to do if they are not learning and that is because the smarter balanced test is adaptive so if they're taking the test and they're doing well the test adjust and gets harder if they're not do well it kind of goes back and it and it gets simpler and and so it's going to give us at you know where kids strengthen and Gap I supposed to right now when they take the they taking the STAAR test the CST test and it's the same test for you for every student you don't know if 8 they're below basic but what does that help below the smarter balanced are going to need enough computers for everyone at the great question first the state said figure it out and and then thankfully to a few of our of of our our state representative we were given some common core money's and it's one time money's our school board has has already approved the plan we had a plan where we're spend so we received money that we can professionally develop our teachers that we can provide a technology to be able to give the Stockman's and that we have money left over for some of the supplemental materials that we know that teachers are going to need to help to help the students with the Common Core the way the school board is a prove that those one-time monies is about a third of the money is is straight towards ensuring that we have the right I'm technology first wave of that was kind of like making the freeway wider so and go faster so was the infrastructure part which is if it's not completed its completed as we speak I know they did a lot of work over over winter break and probably because of that are IT director I'm came back with a rotten flu and I'm were staying away from him I want I think I think I've we're we're waiting and maybe with a mask Thursday afternoon I'm meeting with him to see where we are with that but and then and then we've also assessed where where are schools are is at for how many computers they have and one of our one of our this is probably too much information our initial game plan is that a third of our schools could test a third of the kids at a school could test it once so foreign Elementary school that most that means about a hundred kids cuz the 3rd 4th and 5th grade kids would test it means about a hundred you know devices and so if they currently have 50 devices at at their campus in our goal is going to be to put another 50 devices on their campus  what Define teacher spend time teaching the kids how to take the disc out in the content of the tide like to do is table that for a second cuz I talking pieces were the last part of the presentation if you don't mind I'm and I've even given you an example in your handouts you have a fourth grade example of what a test question would play an 11th grade you can even kind of seat with his with a similar standard and and I'm going to talk about that that right at the end yet new standards of what rubric are we going to use to stay in 40 years this is working let's go in this type this direction or should we as a public intent in 10 years expect remedial classes in college to go down for freshmen and if they don't go don't go down is that saying Common Core really didn't work for what well and I think fight I think that's what they're going to have to figure out with and that's what we will figure out as a as a as Educators so you know when we get when we get these results and will be able to see just like with any you know any of the standards that we've been currently testing where our strength where are gaps why are those gaps did not understand what it was that we were supposed to be teaching do we need to professionally develop staff in those areas do we need better instructional materials to help with those those great so I think all excellent questions we just don't know yet where we just don't know my favorite so it's a little long it's about 7 minutes but we've talked a lot about some broad overline hero list of the standards here's what they look like I want and it's from New York but I want to show you a video of it common core in action and and it's the reason it's from New York is they didn't wait California did and they said it doesn't matter we're going now and so they have already been teaching the standards full-blown and of already done assessments so because of that they they they have some instructional videos out and and I remember I wanted I want you to look for some of those things that I said in the shifts those that slide about the shifts and and see what evidence you see in here so this is about 7 minutes private hamster butt Norfolk all related is a difference between insects and spiders that means fine from the text are much more engaged with each other I see the children asking one question and it's not really directed  student English are hard to words in English are easy to read and write get the students more than taking on the Wii what in those vintage you always have the end result in my van want to get there  question matter as far as the Common Core goes with the deeper understanding my dad you could put it in a bar graph and you have to let go is it okay let me give the kids a special time they need to be sing better results  beginning that time now it's a lot harder you have to work hard you have the heat on top of your work mistlin is an essay can she have plenty of homework to do a lot of stories to read in English you have  how to use certain words and how to it said how they're raised is discriminated but it also says maybe even find enjoy invite Angelic training with Davis if you were at doing these practices indigenous singing what do we know about opposite sides of right time telmex ABC weather and the superintendent it's incredibly important conceptually what is going to be happening in your classrooms what is expected of a student to graduate college and career-ready career that looks like and I need to infer that from those Common Core State Standards course we have to deeply learn before we study the core we've done the hard work I'm real  I'll take a bullet for evidence of those shifts in the Common Core what did we see what techspace conversation did we see what nonfiction did we see what mathematical thing can give you see I'm looking for collecting evidence for those shifts  come in and observe what you were doing open up doors as far as okay where I need to go and ideas if they've held there for a year I talked about growth mindset with I asked them to see themselves as Learners to see that they can grow and learn and then safe to take risks and try new things as teachers we should always involved what I was doing at the beginning of the year that's a look same as what I'm doing today and that's the same as Denver used to be this is the way to get quick answer how you do it but now you really need to know why you're doing it what you can do with it and you really need to the man that goes behind it are you asking enough higher level questions lower ready and what do I need to change in order to me change is never easy and I know it's night time teacher the great IP myself in food in the beginning I thought all second graders dance do this my English things were they need so much more scaffolding yes that's correct but it's not impossible love anything you were saying that insects hear the text says that they have a life cycle but doesn't say over here that spiders have a life cycle no but you know the spiders have a lifecycle yes of course they do but are we running information that we know or that we find from the text exactly when teachers do it when you're totally committed to it and they're not going at it without  I'm excited too element of students who are versing this kind of learning long-term  I can't wait to see what happens 4 years of this work will be able to do  basic is going to amaze us all the common core is in a movement to once and for all mean the skills and knowledge do this need to be truly ready for what time they graduate from high school we worked hard to change the way our schools teach since 2010 look forward partnering with you to ensure all our students are prepared for college and careers look up what your partner did look around the text and figure out what that word mean okay so what did you notice a couple things were the things that you noticed that maybe look different from classrooms that when you were in school or a couple years ago  lots of open-ended question yes group learning smaller classes I think you saw small I don't know small group I don't know if we saw you know the whole thing the two things that would just mention to the biggest things I saw but I don't know if they knew like John Dooley was talking about Hands-On project-based learning like long long time ago and you know it's it's it's it's not new no so it's I'm assuming that that's already been on the classrooms not going to you cuz research backing it up cuz I'm doing it but at the same time to put it together how much will the teachers be able to differentiate what they're doing for the different learning styles and speeds that all the kids in especially Menaul what are hope that's a great question and I think are our hope and you'll pipe in if he is that file mowing the group work the group talk that collaborative the collaborative nature of of what you know what you saw Common Core that you know research tells us and there's some current research out there especially when I got our English for English language Learners they they you're not talking enough that that oral language development helps academic growth more than more than more than anything and so so being able to partner kids up and having them do this work allows the flexibility of the teacher to them be able to I know who my groups are as a teacher in my classroom I know those kiddos that I need to check in on or or push forward and in if need to put kids together or separate kids but I think bye bye having you guys work together and you're creating something that allows me to come over and check and really address and I call it the mini lesson if that's if that let means I need to do a small mini lesson with a group buy it by having these opportunities for is it allowed that because you didn't see whole group instruction where that's almost impossible you know to be able to scaffold in differentiate when you have you know 35 kids in front of you and your ear that you're up there you know as that as the single teacher the whole time together if they need to come up with answers and generally I think sometimes there are huge differences in the skill-set until it starts to even out yet you know there's this this understanding that teaching somebody else's a great way to learn is is it part of the Common Core that small group at some point each student has to play the role of explaining to the other students in his or her Grill how something works because you see certain personalities come out why don't we see this I think it means understanding instead of understanding the other kids said yeah I agree write that down it was one student who was really running late and another one I could see that being problematic if certain personalities just let the other students who know what they're doing come up with the answer and it and I'm in the group of the students coming out dance and we as a group get it right so I think you're right part of the that's part of the art of teaching is that is that you you look out for that know that I mean it's a math example but I know you know in in teaching and teaching teachers a concept of like a 1 through 4 you know where where where are the kids on a scale of 1 to 4 4 as I can get up here and teach it for you in one as I have no idea what you're talking about you know and and so when you're checking you know where are we with this and then that helps me is a teacher you don't know where to go over you know when I need that separate instruction and you see kids just throwing up the three because they know that afore I might get called on to actually come up here so I'm going to be safe and I remember asking teachers so they happened I will going to be observing in a middle school where I had been an elementary principal on I knew these these kids and and so you know they weren't doing the problem and that I saw the three go you don't go and so I you know after I smacked him a little bit on the back of the head and said I've caught you what are you doing they were a little surprised either will principal there but but you know what change your that was a debrief question I said what are you doing with that knowledge how you're asking that question but what do you do with it cuz I didn't see the teacher do anything with these two kids that were just putting up the three and and she said so tomorrow in the seating chart and and I mean she didn't miss a beat even though she wasn't addressing it while I was in the room at that so so I think there are there are things that we do that that work to address that expectation of those kids and and that and that's where that that art of teaching kinds of comes in the Sean set a goal so if we're going to how about maybe something breaking down something and literally literacy let's set a goal that each child in the group can speak or has to speak at least once or twice or but just set a goal initially going to the classroom I think and I think too too kind of answer that question is okay so that particular girl in pink was letting the other girl in pink do more of the as I am teaching is the teacher that expectation then went whatever that assessment looks like however I am assessing you it doesn't need to be a test but where are missing you you're responsible and so if you're letting someone else do that work or are you going to be able to be proficient when I give you that assessment and that assessment is going to change to My Little Joe cartoon that's that's I'm going to just put up next Pinconning moving into testing this was just a joke as you read this I was just meant as a lighthearted joke that that a student has to be able to justify their answer and and defend their and so they learn very quickly that if they aren't utilizing their class time Welling aren't participating that then when it comes to their assessment and they say it isn't about the answer right about understanding what you did wrong and how you is a student or going to own how what I'm going to do to Ann and teachers are involved in that NN kindergarteners less so than 12th graders you know it's kind of a gradual a gradual progression okay we're going to go off of my little joke fight career Readiness always in the back of the classroom that is not participating it's a good opportunity for us as teachers to go up to encourage them to speak because then they get to become adults we're hoping that they've learned this cuz we see that even in our workplace there those people that are going to go what is do their magic right away then there are those of us that kind of stayed behind in that's just our personality of times but we're teaching our children cuz we're getting them ready for College and Career personality will stay the same we're just hoping they they teaches how to go about and learn to be heroes Eraserhead say what kind of disagree with you on that they may not learn it in first grade payment under needed second grade we're hoping the 4th 5th 6th and raising their hand and they're saying that did the teachers of facilitating that insane you know I noticed you took that word what were you thinking could you speak up you could say that and we're preparing them for life you know their career I'm going to do the board and we are leaving exactly at 5:45 because we're going the closest ocean to board meeting Alejandra and Lynn are going to be here to answer questions at the end I want to go through the last couple of slides and and so if we could hold all questions until that ends like I'll get through the last couple there's just some general information here now about the testing piece that I said please hold that question we're going to come to this at the end you know what so how do I spoke to this a little bit that the this is test is different and it's meant  yes we we have some accountability but it's haven't seen the results yet so we don't know what how we're going to get them back and what they're going to look like but we are expecting to get a little bit more detail and quicker there are some in fact interim assessments that we also may be available to us that we can give kids snapshot test and get back and say oh they're not here we can do something about that let's not wait till we take the test in May and then get the results back in September and go hey we just had a lot of time where we had known this information perhaps we could have done something with it and so that was the whole when I talked a little bit about that the parcc test for the smarter balanced and we're California made that decision that was for part of this we have some different kinds of questions and so it was a joke about the ABCD there will still be some ABCD but not as much and so kids are going to be **** to do short answers they're going to be asked to do extended what would they we call that constructed response take information and do something with it and then there's a performance task  and and its meaning  there are many Parts Tracy absolutely video and if you know just to see and it's quite funny if you've never seen it you could YouTube just to see it's kind of funny but but it it is so even the multiple choice and there's some the plane just say what is the answer and you're putting that answer in the performance task  yes and so the task on in in like 11th grade and there's many of these where the day before the attached the teacher is actually facilitating discussion around a topic kids are going to be else to actually go home and or in class search for information and find their own own tools or research their own articles their own information and they will bring that in and then be asked to corporate vat into another prompt  no this is this is specific to language arts all all looking at reading video in fact you were in the other day we were looking at we were looking at the you can go online by the way if you go on to smarter balanced there is a pilot test it was the released questions from last year you can choose a grade level you can have your child take it you can take it so we were looking at should we do that today we thought we were going to run out of time and and there was a question about I think it was fourth grade and it or 5th grade and it was utilizing animals as service animals and there was an article I thought engaging that's it something interesting kids are going to want to read about that because who doesn't like service animals and and then there was a video and I really was expecting sing 30 to 45 second video so we watched it for a minute Lynn came in we were chatting I'll send them like oh my gosh the video is still going so it was lengthy kids are going to we bought headphone headsets for for kids they're going to have to be able to listen so they've read this main article they listen to you know that was about dolphins and then there were there were two other writing prompts and then they were being asked to respond and defend reason why this would be beneficial and in this particular grade level cuz it was elementary they had to use at least two pieces to specific examples from from the you are about to give an example of an 11th grade so the 11th grade will the 11th and I've given you a copy of one in math I think the meteor part of the 11th grade I like it the 11th grade at the writing level when I see the prompt you know the prompts of some of these that what it is it summarized you know what is your opinion about  it it is it is being able to take an article about anorexia and read a second all about anorexia and synthesize what is the say what what are what are the author saying that has some similarities that has some differences are kids typically write an introduction they know how to summarize this paper and summarize that paper and throw in a conclusion they don't know how to say oh you know what both authors are saying this this is something different you are it's getting kids to be able to go into the text and do something with it and a lot of it is nonfiction and fiction you know within the same within the same persuasive narrative that they may be writing so teachers and and like on the link right now there's a link that says are you interested in grading you know like submit here I'm so I have just a couple of I'm going to skip this is like a traditional multiple choice that still there read from there's a reading that they already had to do read the following sentence from the first paragraph the snow lay in the waves and Glisan like sugar the author uses the word sugar tell that  okay okay so that's traditional this is an example of a constructed response so after reading something obvious didn't work that the pipe that that that story is not here why are they an important part of the story used to at least two details from the story to support your answer these are these are not horrible okay but our kids are used to writing in 4th and 7th grade only and when the when the teacher is open the box and they're like yes tell a time in your life where  you know when it's when they actually have to response to literature teacher's response to literature they're all going to be response to literature  so so and go back into the story and give details and so and then you've got we could spend a lot of time on it you really could play and you get lost in it because there are hundreds of examples on the smarter balanced website I would I would encourage you to go on to the pilot test and you do need to download a secure browser there's a browser that you can download to make sure that you're allowed to view it cuz Trust we tried to copy and paste it and give you a couple of them willing to do that it would it won't let you yeah we couldn't we couldn't even exported anywhere and so it's it's a butt it really gives you on some strong examples by grade level of of what the text complexity look in a looks like and I think in my opinion because when I looked at a lot of them I thought this is very doable this is very doable one of the last things is is there driving off so that means I have to go is is when they did an analysis of common core and they put it on the I looked for it and I think it's quotes not showing up in the in the in the browser search until it might be number ten thousand they analyze state-by-state and it was in Florida research through that through Fordham California had an A+ in the linkage to the common core and what we are all City expecting kids to know and be able to do  you hear a lot of  commotion in other states and when algebra isn't a insulation requirement in many states and in California with an eighth grade expectation you know I know that's at math example we're not we're not off that we were ahead and so when they court so you may not when you look at some of these questions again going back to in my opinion it isn't that the Russians are different or more difficult than than what your child is doing or used to in my opinion it's perseverance that that is is preparing our teachers will need to backward map this within their lessons to give kids those experiences so when they sing did they have to read two different tax and research something on the Internet and and listen to a video and then do something with it they're not you can give up before they even started it you know and and we'll talk if you next week is next time is math so it's a Sim representation there's a lot of there's a lot of examples out for math I wanted to just close with that we haven't just we're not just starting this next we have been working with an awareness and dissemination with our teachers building that Readiness with them and was students this transition moving to the new standards round and moving towards the beginning implementation phase to where this is this is where we will we will be we have pockets of teachers that are in they're part of pilot programs are part of grants that we've received where your kids are already full-blown in if you're in middle school math 7 of the teachers through the high school to of our elementary schools with multiple teachers they're already in I'm K2 teachers and math already in and then the last thing I'll leave you with and I'm going to I'm going to ask Alejandra Linda at Tech to finish up with any questions but but the you know the last Singh is Yule the Common Core assumes like in 6th grade that they've had common core K5 so there's not only when I when I when I talk about this transition can't we are going to be in a transition for a few years because just because I'm going to be in the grade next year and I'm going to be learning the Common Core there may be some gaps of things that are in but you know they haven't had and so why we still why we have your Elementary's and In Pockets especially in math and why are teachers already moving in this direction is it we have to we have to fill any of those gaps that maybe they're so it isn't going to be perfect there we are we are in position and a material wise they don't exist yet and but but but  not all in all about add and I think they're to rely on the book to tell us at that's what it is is probably not what we want anyway and so how are teachers say I'm good here this is where we're struggling now we know what to look for in a material and two stop cuz we know that some of the reps are out here that they don't know yet either they got the Common Core they took a book that they already had they wrote in the side where they thought some of the standards look they slapped a new cover they raise the price ten bucks and he said here's your common core text so we don't what's a ham that to a teacher and say if you teach this this means you're teaching Common Core because we doubt that that's really accurate and so so we we don't want to not give teachers resources to help kids learn but we want to make careful you know decisions so with that I'm I apologize and says a lot of information and 1 hour but thank you very much for coming I hope to see you back in the house and they're going to stay an answer questions

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