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 PEORIA PUBLIC SCHOOLS
.
“I wish I could have joined you today. I
am currently working with our local
community leaders In a continued effort
to meet the needs and demands of our
local employers, we will develop career
pathways that increase
college readiness and career success and
build a more highly skilled workforce.”
THE BEGINNING

Governors’ Association
Why?
1. Business, trades, and colleges were all saying students
were not prepared for jobs, school, or careers.
2. There is great mobility from state to state.
3. We need to compete globally.
Focus on:
College and Career Readiness
Students need to leave high school
ready to follow directions, think
critically, demonstrate
perseverance and soft skills.
 PEORIA MEETS THE CHALLENGE

• COLLEGE AND CAREER

STANDARDS
• CAREER AND TECH ED
• SOCIAL-EMOTIONAL
LEARNING
LET’S DIG IN
FOCUS, COHERENCE, AND UNDERSTANDING

THE COMMON CORE

STATE STANDARDS FOR MATHEMATICS
WHY THE NEED TO CHANGE?

A shepherd has 125 sheep

and 5 dogs.
How old is the shepherd?
25% of students make sense of the
problem and say that it can’t be solved.

75% of students operate in some way on

the numbers 125 and 5 to come up with
an age for the shepherd.

Reusser (1996)
Merseth (1993)
Kaplinski (2013)
CONTENT STANDARDS
 STANDARDS FOR MATHEMATICAL PRACTICE
Standard 1: Make sense of problems and persevere in solving them
Standard 2: Reason abstractly and quantitatively
Standard 3: Construct viable arguments and critique the reasoning of
others
Standard 4: Model with mathematics
Standard 5: Use appropriate tools strategically
Standard 6: Attend to precision
Standard 7: Look for and make use of structure
Standard 8: Look for and express regularity in repeated reasoning
 THE COMMON CORE STATE STANDARDS FOR MATHEMATICS
SHIFTS IN INSTRUCTION
 Focus: Instruction focuses
strongly where the standards
focus
 Coherence: Think across grades
and link to major topics within
grades
 Rigor: A balance of conceptual
understanding procedural skill
and fluency, and application
FOCUS

FOCUS
PROGRESSION OF TOPICS
 COHERENCE EXAMPLE

In every grade level (K – 6) the

standards state that students should
develop computation strategies that are
based on place value, properties, and
relationships between operations prior to
being “taught” the standard algorithm.
THE NUMBER
BOND
NUMBER LINES AND RELATIONSHIPS
PARTIAL PRODUCTS AND QUOTIENTS
REQUIRED FLUENCIES
PROBLEM SOLVING-APPLICATION
HIGH SCHOOL MATHEMATICS
 REASONING AND SENSE MAKING RATHER THAN
“ANSWER GETTING”

Sally has two bottles of maple syrup. The

larger bottle is ½ full of syrup and the
smaller bottle is empty but it will hold 12
ounces. When the syrup in the larger
bottle is poured into the smaller one, the
smaller bottle is ¾ full.
CCSSM 4.NF.4
HOW MANY OUNCES OF SYRUP WILL THE LARGER BOTTLE
HOLD?
MATHEMATICS LEARNING THAT GOES BEYOND THE DEMONSTRATION OF
PROCEDURAL CONTENT BY:
 Teaching more than “how to get the answer” and instead support
students’ ability to access concepts from a number of perspectives.
 Developing a deep understanding of content and using the conceptual
understanding as a precursor to developing procedural or symbolic
fluency.
 Ensuring that students see math as more than a set of mnemonics or
separate procedures.
 Emphasizing student understanding and problem solving.
 providing extensive opportunities to reason and make sense of the
mathematics they are learning.
THINKING DEEPER: COLLEGE AND
CAREER READY IN ENGLISH
LANGUAGE ARTS
Think back to your schooling. It can be primary school, middle school, or
high school. Try and remember some of the texts you read. Which was
your favorite? Why?

Find a partner beside you. Tell that person about your choice and why.

Now, explain to that same person how reading that text and the
assignments you completed for that text helped to better prepare you
for your profession.
 ANCHOR STANDARDS
• Reading (10)
(Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading)
• Writing (10)
(Text Type & Purposes, Production & Distribution, Research to Build & Present Knowledge)
• Speaking & Listening (6)
(Comprehension & Collaboration, Presentation of Knowledge & Ideas)
• Language (6)
(Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition & Use)

The College and Career Readiness Anchor Standards form the backbone of the
ELA/literacy standards by articulating core knowledge and skills, while grade
specific standards provide additional specificity. 

Grades 6-12 Literacy in History/Social Studies, Science & Technical Subjects

 SHIFT TO COLLEGE AND CAREER READINESS
• Literature Heavy Before
• Assessments used to look like book reports; multiple choice tests about the plot line,
character descriptions, chronological order, and perhaps some literary devices; a new
illustrated book cover, etc.
• Common Core State Standards (CCSS) state, “students must read widely and deeply from
among a broad range of high-quality, increasingly challenging literary and informational
texts,” to have the foundation necessary to be college and career ready.
• Common Core emphasizes using evidence from texts when presenting an analysis or claim.
Rather than asking students questions they can answer solely from prior knowledge or
experience, the CCSS require students to answer questions that depend on their having
read the texts carefully.
 HOW DOES IT LOOK NOW?
Practice reading a variety of texts – closely – slowly and deliberately
 Blog, short story, speech
 Speech, short story
 Short story, science writing, poems
 Memoir, speech, poems

Students practice focusing while reading and look for specific textual
evidence that relays the meaning of the text.
 SAMPLE – BLOG ENTRY
Making the Future Better, Together
By Eboo Patel

Background: Eboo Patel believes that religion should bring people together. Inspired by
both his Muslim faith and his Indian heritage, he founded the Interfaith Youth Core with a
Jewish Friend in Chicago in 2002 and later served on President Obama’s Advisory
Council on Faith-based Neighborhood Partnerships. This essay is from his Washington
Post blog the Faith Divide. This entry was adapted from his Address at George
Washington University on the tenth anniversary of 9/11.
 DELIBERATELY THINKING WHILE READING
• As you read lines 1-21, begin to collect textual evidence. Underline the two
situations Patel is comparing. Circle the words Patel thinks define the “essence
of our nation.”
• Reread lines 1-21. Explain how starting the article with George Washington’s
views on bigotry helps establish Patel’s point of view. Support your answer with
explicit textual evidence.
• As you read lines 46-64, explain King’s outlook for America in the margin.
• Reread lines 46-64. What point about change was Martin Luther King Jr.
making by telling the story of Rip Van Winkle? Support your answer with
explicit textual evidence.
 COMMUNICATING
• Throughout these activities that enforce good reading and critical thinking
habits, students engage in regular speaking and listening activities.
• CCSS states that students must have ample opportunities to take part in a
variety of rich, structured conversations with the whole class, in small groups,
and with a partner.
• Throughout all this analysis, students use writing to support their opinions,
understanding of topics, and to convey real and imagined experiences. Through
this analysis they learn to appreciate that they too must be cognizant of their
audience and how to relay the message.
 GETTING FIT FOR THE FUTURE
Math skills, reading comprehension skills, writing skills, and all analytical
thinking are not unlike the strengthening of any physical muscle. They all
require exercise to increase in power. A little consistent struggle results in
larger gains. The Common Core encourages this rigor and perseverance.