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COMMON CORE STATE STANDARDS OVERVIEW
Overview
The Common Core State Standards
State led initiative, not mandated by the federal government
Developed by the Council of Chief State School Officers and the National Governor’s Association September 2009: College and Career Readiness Standards
June 2010: Release of the Common Core State Standards
August 2, 2010: The CA State Board adopted the Common Core State Standards
Build towards preparing students to be college and career ready in literacy by no later than the end of high school
Provide a vision of what it means to be a literate person in the twenty-first century
Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language
The Common Core State Standards
3
Career and College Ready Student as Defined in the
Common Core Demonstrates independence Builds strong content knowledge Responds to the varying demands of audience,
task, purpose, and discipline Comprehends and critiques Values evidence Uses technology and digital media strategically
and capably Understands other perspectives and cultures
Why is The Common Core Important?
• Prior to 2010, every state has its own set of academic standards, meaning public education students in each state are learning to different levels
• All students must be prepared to compete with not only their American peers in the next state, but with students
from around the world
What are the Common Core State Standards?
Based on evidence and research Aligned with college and work expectations Focused and coherent educational framework Includes rigorous content and application of
knowledge through higher order skills Build upon strengths and lessons of current state
standards Internationally benchmarked so that all students are
prepared to succeed in our global economy and society
What’s the Difference Between the 1997 Standards and the Common Core Standards?
1997 Standards
Focused on CONTENT...The WHAT
• Students will know…
• Students will remember…
• Students will understand…
Common Core Standards
Focused on SKILLS…The HOW
• Career and College Readiness Skills
• Critical thinking skills - Analyze - Compare and Contrast - Show evidence - Synthesize - Create
RememberingRecalling information
Recognizing, listing, describing, retrieving, naming, finding
UnderstandingExplaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
AnalysingBreaking information into parts to explore
understandings and relationshipsComparing, organizing, deconstructing,
interrogating, finding
EvaluatingJustifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
CreatingGenerating new ideas, products,
or ways of viewing thingsDesigning, constructing, planning,
producing, inventing.
Bloom’s Taxonomy Updated19
97 S
tandar
ds
2010 C
om
mon C
ore
Sta
ndard
s
Webb, 2006
Common Core State Standards: Mathematics
Problem Solving
Computational & Procedural
Skills
DOING MATH
Conceptual Understanding
“WHERE” THE MATHEMATICSWORK
“HOW” THE
MATHEMATICSWORK
“WHY” THE
MATHEMATICSWORK
Mathematical Proficiency (as defined by the California
Framework)
12
K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional U.S. Approach
13
Focusing Attention Within Numbers
and Operations
Operations and Algebraic Thinking
Expressions and Equations
Algebra
→ →
Number and Operations—Base Ten →
The Number System
→
Number and Operations—Fractions
→
K 1 2 3 4 5 6 7 8 High School14
The CCSS Requires Three Shifts in Math
(AKA as The Principles in the 2013 Math Curriculum Framework)
1. Focus within the grade levels identifying essential skills and understandings for deeper learning
2. Coherence: Think across grades, and link to major topics
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Mathematics CCSS: Two Types
Mathematical Practice (recurring throughout the grades)
Mathematical Content (different at each grade level)
16
Common Core State Standards
for MathematicsThe standards for mathematics:
• define what students should understand and be able to do in their study of mathematics
• are focused, coherent, and rigorous• aim for clarity and specificity• stress conceptual understanding of key
ideas• balance mathematical understanding and
procedural skill • are internationally benchmarked
Standards for Mathematical Practice
Mathematically Proficient Students…
1. Make sense of problems and persevere in solving them…start by explaining to themselves the meaning of a problem and looking for entry points to its solution
2. Reason abstractly and quantitatively…make sense of quantities and their relationships to problem situation
3. Construct viable arguments and critique the reasoning of others…understand and use stated assumptions, definitions, and previously established results in constructing arguments
4. Model with mathematics…can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace
18
5. Use appropriate tools strategically…consider the available tools when solving a mathematical problem
6. Attend to precision…calculate accurately and efficiently
7. Look for and make use of structure…look closely to discern a pattern or structure
8. Look for and express regularity in repeated reasoning…notice if calculations are repeated, and look for both general methods and for shortcuts
Standards for Mathematical Practice
Mathematically Proficient Students…
19
Do:
Set grade-level standards K-8
Identify standards for Algebra 1
Provide conceptual cluster standards in high school
Provide clear signposts along the way toward the goal of college and career readiness for all students
Common Core State Standards for Mathematics
20
Do not:
Dictate curriculum or teaching methods
Define intervention methods or materials
Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations
Common Core State Standards for Mathematics
21
22
K-8 Grade Section Overview Page
23
Grade Shifts: K-6 Examples
Developed by SCFIRD
Concept 1997 Standards CCCS
Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)
Grade2
K
Introduction to ProbabilityGrade
3Grade
7
Introduction of fractions as numbers
Grade2
Grade3
Add and subtract simple fractions
Grade3
Grade4
Introduction of integers Grade 4
Grade6
24
Grade Shifts: 6-8 Examples
Concept 1997 Standards CCSS
Dividing fractions by fractionsGrade
5Grade
6
Concepts of mean and median to summarize data sets
Grade5
Grade6
Operations with numbers in scientific notation
Grade7
Grade8
Pythagorean TheoremGrade
7Grade
8
Grade 8 Mathematics
CCSS 8th grade math will be taught but districts will have the flexibility teach Algebra I
The CCSS prepare students for Algebra 1 in grade 8
The CCSS also include a set of challenging grade 8 standards to prepare students for success in higher math, including Algebra 1
The High School Mathematics:
Students applying mathematical ways of thinking to real world issues and challenges
Developing a depth of understanding and ability to apply mathematics to novel situations, as college students and employees are requested to do
Emphasizing mathematical modeling Preparing students to be college and
career ready
High School Math
Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability
College and career readiness threshold (+) standards indicate material beyond the threshold; can
be in courses required for all students.
High School Mathematics: Pathways or Courses of Study
Geometry
Algebra II
High School Algebra
Mathematics III
Mathematics II
Mathematics I
Math Curriculum Framework and Textbook Adoption
Adopted by State Board of Education, November 6, 2013
Draft copy on CDE website: http://www.cde.ca.gov/ci/ma/cf/draft2mathwchapters.asp
Next steps: Textbook Adoption Instructional Quality Commission recommending
to SBE 31 textbooks for adoption at the January, 2014 SBE meeting
Once approved by the SBE, recommended textbooks will go on public display
SBE will formally approved at the March meeting
Common Core State Standards:English Language Arts and
Literacy in History/Social Studies,Science, and Technical Education
The CCSS Requires Three Shifts in English Language Arts and
Literacy
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
Built toward preparing students to be college and career ready in literacy
Provide a vision of what it means to be a literate person in the twenty-first century
Each strand is anchored by a set of College and Career Readiness Standards
Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language
ELA Common Core State Standards
33
Organization of the Standards
4 Domains1997 CA Standards
4 Strands2010 Common Core
Reading(includes vocabulary)
Reading
Writing Writing
Written and Oral Language Conventions
Language(includes vocabulary)
Listening and Speaking Speaking and Listening
Key Design Considerations: Anchor Standards
Anchor Standards are College and Career Readiness Standards
Backbone of the Common Core Standards for English Language Arts
Each strand is headed by a set of College and Career Readiness Standards 10 for Reading 10 for Writing 6 for Speaking and Listening 6 for Language
The Headings are identical across the grades
Balanced Representation of Literary and Informational Text
Kindergarten through grade 5 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for opinion
pieces, narratives, and informative/explanatory texts Grades 6-12
10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for
arguments, narratives, and informative/explanatory texts
An additional set of standards for reading and writing in history/social studies, science and technical subjects
Appendix A
Research Supporting Key Elements of the ELA Standards Including:
• Complexity of Texts• Foundational Skills• Writing• Speaking and Listening• Language• Glossary of Key Terms
Appendix B: Text Exemplars
• Includes examples by grade level with sample performance tasks
• Stories, poetry, drama, and informational text• Gives teachers an idea of achievement
expectations for each grade level• Includes examples for History/Social Studies,
Science, and Technical Subjects
Appendix C: Samples of Student Writing
Samples of student writing for each grade level with annotation describing what the writer did well.
Balanced Representation of Literary and Informational Text
Grade LiteraryFiction
InformationalNon-fiction
4 50% 50%
8 45% 55%
12 30% 70%
2009 NAEP Reading Assessment: Distribution ofLiterary and Informational Passages
Source: National Assessment Governing Board, (2008), Reading framework for the2009 National Assessment of Educational Progress,http://www.nagb.org/publications/frameworks/reading2009.doc
Focus on Writing
Grade
To Persuade
To Explain
To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
2011 NAEP Writing Framework: Distribution of Communicative Purposes by Grade Level
What Did CA Add to the English Language Arts and Literacy
CCSS?
Formal presentations, Grades 1-12 Penmanship, Grades 2-4 Career and consumer documents for writing in Grade 8
Analysis of text features in informational text, Grades 6-12
Intentional Design Limitations
What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well
below grade level The full range of support for English language
learners and students with special needs Everything needed to be college and career
ready
English Learner Considerations
Many CCSS support English language development
The CCSS set rigorous grade-level expectations
They assert that all students should be held to the same high expectations
Common Core ELA Standards translated into Spanish: http://commoncore-espanol.com/spanish-language-arts-literacy-historysocial-studies-science-and-technical-subjects-0
ELD Standards aligned to the Common Core: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Literacy in History/Social Studies, Science, and Technical
SubjectsBuilt upon the same anchor standards for reading and writing:
A focus on discipline-specific vocabulary An acknowledgement of unique text
structures found in informational text The expectation that students will read and
write in other content classes The expectation that students will develop
informational/technical writing skills A focus on text analysis
48
Reading Standards for Literacy in History/Social Studies
Grades 6-8 Grades 9-10 Grades 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
49
Reading Standards for Literacy in Science and Technical
SubjectsGrades 6-8 Grades 9-10 Grades 11-12
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Writing Standards for Literacy in History/ Social Studies, Science and Technical
Subjects
Grades 6-8 Grades 9-10 Grades 11-12
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), 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.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
A Deeper Dive into the CCSS
Focus on text complexity Address reading and writing across the
curriculum Emphasize analysis of informational text Focus on writing arguments and drawing
evidence from sources Emphasize participating in collaborative
conversation Integrate media sources across standards
English Language Arts/English Language Development
Framework• The timeline for the framework development:
http://www.cde.ca.gov/ci/rl/cf/elaeldtime4revision.asp
• The last meeting of the framework committee was September 26-27, 2013
• The Instructional Quality Commission approved the draft for public comment November, 2013
• 60 day comment period began December 2013 and ends February 13, 2014
• Draft located at: http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp
• State Board of Education action July 2014
Getting Organized for the Transition to the Common Core
What Teachers Need to Know
Common Core--New Challenges
• New focus on career and college ready performance
• New expectations for high school achievement
• Cross curricular literacy standards • The level of rigor remains the same but the CCSS
have new performance tasks that will affect all student
• Professional development needs to be teacher centered
In Your Study Teams or PLCs…
• Start looking for areas of strengths• Find areas of alignment between the current
standards and the CCSS• Examine where the staff might need to scaffold
the rigor of the CCSS, as well as the cognitive processes and learning strategies students need in order to acquire and retain curriculum content
56
Education Code & Common Core
The union and district should agree to the principle of collaboration and shared decision making that involves teachers for the implementation of the Common Core
Ed. Code 60208 “It is the intent of the Legislature to do both of the following: Provide to local educational agencies a process that involves teachers, and is consistent with the implementation of standards-based curricula”
Governor’s 2014 Budget
Includes $1.25 billion one time funds distributed over 2 years for implementation of the Common Core
• Funds to be allocated based on based on prior year’s enrollment at $200 per student
• $1 billion dollars for 2013-14 to be equally distributed in August 2013 and October 2013
• $250million in 2014-15• Must be spent by 2014-15• Use of funds for instructional materials, technology, and
professional development• Districts must develop a plan to spend the funds and hold a
public hearing on the plan
Union Considerations for the Governor’s Funding for the Common
Core
• Demand to bargain the use of these funds• Funds are considered one-time, single use funds• Don’t rush into purchasing textbooks
Frameworks still have to be adopted 2013 for math; 2014 for ELA
• Governor’s budget extends flexibility for another two years until 2015-16
• The CDE has supplemental materials available for purchase for state adopted textbooks for ELA and math
CTA Resources
CTA Website: www.cta.org/ipd Copy of Common Core State Standards
Copy of Curriculum Guides for K-6 Powerpoint presentations CTA ELA Spirals/Progressions
When you get to the website, scroll down to Materials and Resources, Spirals
Other Resources
www.achievethecore.org Basal Alignment Project Anthology Alignment Project Illustrative Mathematics
www.engageny.org www.teachingchannel.org www.smarterbalanced.org www.myboe.org www.commoncore.tcoe.org
CDE on iTunes U