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Common Core State Standards
Porter Township School Corporation
Did you know… • Four of every 10 new college students, including half of those
at 2 year institutions, take remedial courses, and many employers comment on the inadequate preparation of high school graduates
• “Just over half of students at state-supported, four year institutions graduate within 6 years. The four-year graduation rate is a woeful 29% -but equal to the national average”
... Indiana Business Journal, August 2010
The National Governors Association Center for Best Practices and the Council of Chief State School Officers are leading the CCSS Initiative. 48 states, 2 territories, and the District of Columbia have joined this state-led process.
The CCSS initiative is being led by states, not by the US Department of Education.
The CCSS will allow for development of common assessments that may be adopted by states.
Decisions about development and adoption of common curricula will continue to be left to state boards of education.
Participation in the CCSS Initiative does not require that states adopt a common curriculum or that they participate in one common assessment.
Impetus for the CCSS
• Currently, every state has its own set of academic standards, meaning students are learning different content at different rates.
• All students must be prepared to compete with not only their American peers in the next state, but with students around the world.
• Race to the Top • State applications (Indiana submitted a $500 million proposal)
• Multi-state assessment consortia (PARCC and SMARTER)
This initiative will potentially affect 43.5 million students which is about 87% of the student population.
Indiana’s RttT application:
Key reforms include:
• Adopting Common Core Standards
• Incentivizing great teachers and leaders to work in low-performing schools
• Expanding and developing Indiana’s student growth model
• Using student achievement growth to measure teacher and school leader effectiveness
• Providing tools and support for data analysis to allow teachers to differentiate student instruction
• Changing licensure to ensure effective teachers and leaders
• Increasing the number of high-quality public charter schools while closing ineffective charters
• Implementing strong accountability measures for low-performing schools that do not improve
http://www.doe.in.gov/news/2010/01-January/RttTApplication.html
CCSS: Shift from “What is taught” to “What students need to be able to do”
To be able to succeed in 21st century college and careers, students must be able to:
1. Solve problems
2. Adapt to change
3. Create, innovate, and critique
4. Manage oneself
5. Reflect on and improve performance
6. Analyze and conceptualize
7. Work in teams
8. Communicate
9. Engage in learning throughout life
Source: Tony Wagner, Closing the Global Achievement Gap
Criteria Used to Develop CCSS
• Fewer, clearer, higher
• Aligned with college and work expectations
• Include rigorous content and application of knowledge through
higher order skills
• Build upon strengths and lessons of current state standards
• Informed by top performing countries
• Evidence-and/or research-based
• Realistic and practical for the classroom
• Consistent across all states
Why the CCSS? Key features of the CCSS movement Preparation: The standards prepare students to be college- and career-ready
upon completion of high school.
Competition: The standards are internationally benchmarked to help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a student’s zip code.
Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
Collaboration: Common standards permit collaboration across the state and across state boundaries so that educators can: Pool resources and expertise
Create and share teaching/learning resources
Work together in professional learning communities
Administer common assessments (Partnership for Assessment of Readiness for College and Careers - PARCC)
…Continued • On August 3, 2010 the Indiana State Board of Education
adopted the CCSS; Indiana joined the PARCC Consortia
• PARCC is one of 25 states working together to develop a set of common assessments for ELA and math, grades 3-11 with a focus on college and career readiness
• These assessments will replace ISTEP+ and ECAs as the state’s accountability system
• As such, school corporations must be fully transitioned to the CCSS by 2014-2015 and must provide the proper foundations for students during the transitional period.
Note: 2 assessment consortiums - PARCC and Smarter
PARCC benefits: • Students who will know if they are on track to graduate
ready for college and careers
• Teachers with regular results available to guide learning and instruction
• Parents with clear and timely information about the progress of their children
• States with valid results that are comparable across the 25 member states
• The nation as it is based on college- and career-ready, internationally-benchmarked CCSS
It is critical for schools to begin integrating the CCSS as a multi-year process starting now!
• Some students enrolled in our schools now will need to pass CCSS-aligned state assessments to be promoted or graduate (IDOE has not defined if grade level promotion will be dependent in part or entirely on the assessments)
• Schools that develop thoughtful multi-year transition plans will be ready to be held accountable for student achievement on CCSS
History of Standards-Driven Education
• 1994: Reauthorization of ESEA (orig. 1965) “Improving America’s Schools Act” (required states to adopt, adapt, or create standards and assessments)
• 2000: Indiana adopted Indiana Academic Standards
• 2001: NCLB brought accountability for standards-based education to the forefront
• 2010: Indiana adopts Common Core State Standards for Math and ELA
http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html
What about our “old” state standards?
• The Common Core State Standards will replace the Indiana Academic Standards for English language arts 2006 and Mathematics 2000 only in 2014-15
• New Indiana Standards for Science were released in Fall 2010
• All other Indiana Academic Standards remain in effect, but the CCSS Literacy Standards have been added for all subjects
• Indiana has a six-year cycle to review and possibly revise each subject area’s standards; Updates can be found at www.doe.in.gov/standards
PARCC Design: ELA and Math, Grades 3-11 TENTATIVE – anticipate changes • 25% of the way through the year:
• Through Course Assessment I: ELA and Math
• 50% of the way through the year:
• Through Course Assessment II: ELA and Math
• 75% of the way through the year:
• Through Course Assessment III: ELA and Math
• About 80% of the way through the year:
• Through Course Assessment IV: ELA
• Speaking and listening rubric completed by classroom teacher; required but not used for accountability purposes
• 90% of the way through the year:
• End of Year Comprehensive Assessment: ELA and Math
PARCC assessments will be scored by a combination of automated and human scoring.
TENTATIVE – anticipate changes
• Through Course Assessments 1 and 2: • ELA TCA 1 and ELA TCA 2: One or two tasks involving reading texts, drawing
conclusions, and presenting analysis in writing • Math 1 and 2: One to three tasks or 10 to 30 tasks depending on grade levels that
assess one or two essential topics in mathematics (standards or clusters of standards)
• Through-Course 3 and Through-Course 4 (Through Course Assessment 4 is for ELA ONLY) • ELA TCA 3: Performance task(s) that require evaluating information from with in a
set of digital resources, evaluating their quality, selecting sources, and composing an essay or research paper
• ELA TCA 4: (speaking and listening) Students will present their work form ELA-3 to classmates and respond to questions. Teachers will score, using a standard rubric, and can use results in determining students’ class grades.
• Through Course Assessment 3 Math • Math TCA 3: Performance task(s) that require a conceptual understanding,
procedural fluency, and application of mathematical tools and reasoning. • End-of-Year Assessment:
• Comprehensive, computer-scored assessment that includes a range of item types, including innovative technology-enhanced items; enables quick turnaround of student scores.
A student’s summative score (used for accountability purposes) will include his/her performance on the Through Course Assessments 1, 2, and 3 as well as the End of Year Assessment
PARCC Timeline for Assessments
• SY 2010-2011:
• Launch and design phase
• SY 2011-2012:
• Development begins
• SY 2012-2013:
• First year pilot/field testing and related research and data collection
• SY 2013-2014:
• Second year pilot/field testing and related research and data collection
• SY 2014-2015
• Full administration of PARCC assessments
Note: PARCC Assessment framework was released during the summer of 2011 and is currently open for public comment.
What happens to ISTEP+ and ECAs?
In 2014-2015, ISTEP+ and ECAs will no longer be given for ELA and Mathematics.
CCSS (IAS are not equivalent to the CCSS):
CCSS Vocabulary
Domains: larger groups of related standards
Cluster Headings: overview & quick summary of the mathematical ideas within a domain
Clusters: groups of related standards
Standards: define what students should understand and be able to do
IDOE Curriculum Maps
• Provide a model for how to integrate the new aspects of the CCSS and IAS as a starting point for schools to develop their own curriculum. The maps were created by teams of Indiana teachers, content specialists, and professors to provide a model for how to integrate the new aspects of CCSS and IAS as a starting point for schools to develop their own curriculum.
• http://indianadoe.buildyourowncurriculum.com/Public/course_search.aspx.
• Can also be accessed from the Learning Connection website – you do not need to be logged in to obtain the maps.
• Excellent resource s to share with parents such as vocabulary lists, exemplar texts, and course timeline s
Where can I access the CCSS?
• CCSS: ELA http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreEnglish.shtml
• CCSS: Math
• http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreMath.shtml
• CCSS: Literacy Standards for Science http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreScience.shtml
• CCSS: Literacy Standards for History/Social Studies http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreSocialStudies.shtml
• CCSS: Literacy Standards for Technical Subjects http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreSocialStudies.shtml
CCSS Literacy Standards in Technical Subjects
What are the technical subjects?
• Agriculture
• Engineering & Technology
• Family and Consumer Sciences
• Fine Arts
• Health and Wellness
• Health Science
• Physical Education
• Trade and Industrial Arts
• Business, IT, and Marketing
Literacy Standards for History/Social Studies, Science, and Technical Subjects
ALL teachers will begin teaching the Common Core Literacy Standards for their disciplines
during the 2011-2012 year. CCSS: Literacy Standards for Technical Subjects http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreSocialStudies.shtml
Purpose for CCSS Literacy Standards in Technical Subjects
As we prepare students for college or careers, every teacher is responsible to support and instruct students in reading informational text within each of their own content areas.
Please keep in mind that these literacy standards are to be used in coordination with each content area’s existing academic standards. They do not replace discipline standards and should be integrated into current curriculum.
Standards for Literacy in Technical
Subjects
Separate content-specific literacy standards are provided for grade bands of 6-8, 9-10, and 11-12 10 Reading Standards 10 Writing Standards
Implementing Common Core Literacy Standards in Technical Subjects will begin in the 2011-2012 school year.
The Common Core Literacy Standards are found throughout the K-12 continuum. In grades K-5, they are embedded in the informational text standards. In grades 6-12, the standards are separated into three grade bands and assigned to specific content areas.
READING Standards for Technical Subjects Knowledge of content-specific vocabulary
All content areas currently utilize content/domain specific vocabulary in order to aid students in comprehension
Analyze, evaluate, and differentiate primary and secondary sources
Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams All content areas ask students to engage in learning this
way
Intentional and explicit instruction for students as they interact with discipline-specific text No longer “Reading Across the Curriculum” but reading
within each content area.
WRITING Standards for Technical Subjects
Write arguments on discipline-specific content and informative/explanatory texts
No longer “Writing Across the Curriculum” - teaching writing tasks specific to each discipline.
Make arguments or claims and support those with the use of data, evidence, and reason
Apply domain-specific vocabulary through writing exercises unique to each discipline
Steps for Implementing the CC Technical Subject Literacy Standards
10 reading &10 writing standards for Technical Subjects Become familiar with the standards in the grades you
teach
Identify existing connections Examine current lessons Collaborate with others (Professional development – teacher
leaders conduct sessions to help their peers - PGP opportunities)
Modify lessons to incorporate literacy standards Examples of possible lesson modifications:
Students respond in writing instead of orally to a problem posed
Students read and analyze additional resources and informational text to expand content in textbook
Bloom (1956); Anderson (1991)
Mathematics
Mathematics 2011-2012
ALL grade levels (K-12) are expected to utilize the math practice guidance document and to incorporate those skills into the classroom. There is a video on the IDOE website to assist teachers as well as supporting resources.
• Kindergarten: goes live this year with both Math and ELA; no more IAS for kindergarten students. This year’s kindergarten classes will be the first group in 2014-2015 to be exposed to the CCSS from K-12.
• 1st Grade – no new math content must be added in 2011-2012
• 1st - 12th Grade – teach essential IAS and CCSS Mathematical Practices and Essential CCSS Content (www.doe.state.in.us/commoncore and www.doe.in.gov/assessment)
Mathematics
• Phase 1: Standards for Mathematical Practice (SMP)
• ALL corporations must transition to the SMP in the 2011-2012 SY.
• Teachers should focus on mathematical practices and integrating them into their current curriculum while changing their instructional practices as well as their formative and summative assessments without also having to focus on teaching new content.
• Phase 2: Standards for Mathematical Content (SMC)
• School corporations should begin to transition to the SMC only AFTER properly attending to Phase 1.
• While many corporations might choose to implement Phase 2 in 2011-2012, the IDOE recommends that schools wait until 2012-2013 to begin the transition to SMC.
• Both Phases must be complete by 2014-2015 when PARCC assessments are implemented and operational.
Phase 2: Mathematics
• The second phase of the transition to the CCSS will attend to the SMC. The SMC have parallels in the Indiana Academic Standards (IAS), but the expectations of the CCSS go well beyond the expectations of the IAS.
• To make the transition, IDOE recommends that schools teach a combination of the two sets of standards, as outlined in the CCSS Transition Standards document, beginning in the 2012-13 school year. This document will outline the alignment between the CCSS and the IAS, and it will also delineate additional skills from the IAS that should be included to provide students with opportunity to learn the material on ISTEP+ and the Algebra I End-of-Course Assessment (ECA).
• The CCSS Transition Standards document will be available in the 2011-2012 school year, so math educators and school leaders can begin to study the content changes and begin planning for curriculum revisions and professional development. However, the IDOE recommends that Phase 1 be fully implemented before teachers are asked to invest significant time and energy studying content changes.
Standards for Mathematical Practice • The SMP have parallels to Problem Solving indicators in the
current IAS, but they extend beyond the current expectations.
• Whereas the Problem Solving indicators are different for each grade in the IAS, the SMP are consistent throughout each K-12 course.
• This continuity throughout K-12 emphasizes the importance of these standards for college and career readiness.
• SMP should not be viewed as additional lessons to be taught alongside of the SMC, but rather the two parts should be integrated into coherent units and lessons.
• The SMP can be found at: http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCoreMath/CORE_MathStandardsPractice.pdf
The SMP include:
• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning
Indiana CCSS Webpage
Standards for Mathematical Practice
Inside Mathematics: Resource http://www.insidemathematics.org/
Tools for Educators
Classroom Video Visits
Classroom Video Visits
Contact Information - Math
Mathematics Team
Trice Black
Elementary Mathematics Specialist
317-232-6610
Zach Foughty
Secondary Mathematics Specialist
317-233-5019
English/Language Arts
Design and Organization of ELA CCSS
• Four strands
• Reading • Writing • Speaking and Listening • Language
• An integrated model of literacy –focused on thinking and meaning
making • Media requirements and 21stCentury Skills are blended throughout • Contains appendices including examples of student writing,
exemplar texts, and resources • CCSS are banded together in 9-10 and 11-12. The content does not
change from 9 to 10 or 11 to 12, it takes roughly 2 years for students to master those standards. The standards are the same, the texts change.
The “Literacy Code”
Strand Code Key
Reading Standards R Reading Standards for Literature RL Reading Standards for Informational Text RI Reading Standards: Foundational Skills
RF Reading Standards for Literacy in History/Social Studies RH Reading Standards for Literacy in Science & Technical Subjects RST
Writing Standards W Writing Standards for Literacy in History/Social Studies, WHST Science, & Technical Subjects
Speaking & Listening Standards SL
Language Standards L
How might we bridge ELA for 2011-2014?
• The ELA 2011-12 Curriculum Maps start with Indiana’s current standards.
• Added to certain indicators are targeted Common Core skills that are related to existing Indiana indicators, but that are new.
• Represented as: CC.9-10.RI.2a Determine a central idea of a text.
• Entirely new standards were added in cases where the Common Core addresses content not included at all in our current standards.
• This is most notable in the Reading Informational Text standard.
• Represented as: CC.7.RI.3 --Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
….continued
• In some cases the Common Core standard addresses everything in the Indiana indicator and goes beyond. In this case, the Common Core language replaced the IAS language. CC.7.RI.1 (7.2.7) --Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Indiana’s Standard 7, Speaking and Listening, is not assessed on ISTEP+, and, therefore, was completely replaced with the Common Core Speaking and Listening standards.
ELA: First Step…
• Navigate and Using the Curriculum Mapping Resources (Elementary English/Language Arts) • Video: 7 minutes 17 seconds – A tour of how to navigate and use
the curriculum map resources in developing your Elementary English/Language Arts curriculum.
• http://media.doe.in.gov/curriculum/2011-05-31-ElemELAMapRes.html
• Navigate and Using the Curriculum Mapping Resources (Secondary English/Language Arts) • Video: 6 minutes 05 seconds – A tour of how to navigate and use
the curriculum map resources in developing your Secondary English/Language Arts curriculum.
• http://media.doe.in.gov/curriculum/2011-05-31-SecELAMapRes.html
Timeline for Transition to the CCSS: 2011-2012 (ELA Grades 11 and 12)
• Grades 11 and 12 do not currently have a state assessment to which they must align curriculum. Therefore, teachers in these grades can choose either to continue teaching the Indiana Academic Standards for one more year, or they may begin teaching the Common Core State Standards next year.
• All grade 11 and 12 ELA teachers will be required to teach the Common Core State Standards during the 2012-13 school year. Curriculum maps or other guidance will be provided to them by the spring of 2012.
• A PARCC quarterly framework is forthcoming (October or November, 2011) that demonstrates what teachers in these grades levels (11-12) should be focusing on in each quarter.
Contact Information - ELA
John Wolf
Elementary Literacy Specialist
(317) 234-6702
Anna Shults
Elementary Literacy Specialist
(317) 232-0867
Where do we begin?
What do we need to do?
• View the videos on the IDOE website: ELA, Math, and Content-Literacy Standards (i.e., Science, Social Studies, FACS, PE, etc.)
• IDOE curriculum map resources should serve as a starting point to develop local curriculum.
• Use the Instructional Transition Guidance documents to help you to efficiently compare the CCSS and the IAS.
• Begin to unwrap/unpack the standards. • Develop a gap analysis to compare the IAS to the CCSS, assessments,
technology use, resources, etc. • Have the following conversations:
• What is different between the CCSS and the IAS that we are currently teaching?
• What additional resources might be needed? • In content-area or grade-level teams, what additional diagnostic,
formative, and/or summative assessments must be created? • What kind of support do you need to help you with this transition? • What changes in practice will these standards necessitate?
Timeline – Summary http://www.doe.in.gov/commoncore/docs/Transition-Road-Map-for-Implementing-the-Common-Core-State-Standards.pdf
2011-2012:
• IAS & CCSS ELA: Grades 1-10 • http://www.doe.in.gov/commoncore/instructional.html
• IAS & CCSS Mathematical Practices & Essential CCSS Math: Grades 1-12 • http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/commonCor
eMath/CORE_MathStandardsPractice.pdf
• CCSS ONLY ELA and Math: Kindergarten (NO IAS for kindergarten in 2011-2012); this group of kindergarten students will be the first class of 3rd graders to participate in the new CC assessments during the 2014-2015 school year.
• IAS or CCSS ELA: Grades 11-12 (CCSS only in 2012-2013)
• All Science, SS, and technical subjects teachers will teach the CC Literacy Standards with their IAS: Grades 6-12 (embedded in grades 1-5)
*Essential means what must be taught for students to be successful on ISTEP+ and future Common Core assessments.
2012-2013
• IAS & CCSS ELA: Grades 2-10
• IAS & CCSS Math: Grades 2-12
• CCSS only ELA & Math: Grades K-1
• CCSS only ELA: Grades 11-12
• Literacy Standards in SS, Science, Technical Subjects: Grades 6-12
• For ISTEP+ and Algebra I ECA, Math 2000 Standards will be tested, CC items will be piloted
Additional Resources
For anything and everything Common Core (Indiana): http://www.doe.in.gov/commoncore/
Let’s take a tour of the websites that will be critical in the days, months, and years to come.
Remember…
Standards ≠ Curriculum • Standards are statements of skills
• Curriculum is the roadmap used to teach
…James B. Hunt, Jr. Institute for Educational Leadership and Policy
IDOE Contacts: • Trice Black, Elementary Mathematics Specialist, 317.232.6610, [email protected] • Courtney Cabrera, Social Studies & Fine Arts Specialist, 317.232.9044, [email protected] • Matt Fleck, Director of College and Career Preparation, 317.232.9172, [email protected] • Zachary Foughty, Secondary Mathematics Specialist, 317.233.5019, [email protected] • Sue Fox, Alternative and Physical Education Specialist, 317.233.3598, [email protected] • Lloyd Garrison, Health Sciences Specialist, 317.232.6989, [email protected] • Sue Henry, Health & Wellness Specialist, 317.232.9133, [email protected] • Dr. Jenny Hicks, Science Specialist, 317.232.9185, [email protected] • Kelli McGregor, Engineering & Technology Education Career Specialist, 317.232.6990,
[email protected] • Davis Moore, Fine Arts Specialist (Trade & Industrial Education), 317.232.0512,
[email protected] • Eric Ogle, Business Marketing and IT Career Prep Specialist, 317.232.9167,
[email protected] • Anna Shults, Elementary Literacy Specialist, 317.232.0867, [email protected] • Peggy Wild, Family and Consumer Sciences Specialist, 317.232.9169, [email protected] • John Wolf, Elementary Literacy Specialist, 317.234.6702, [email protected]
