NEA Common Core State Standards Toolkit

7/29/2019 NEA Common Core State Standards Toolkit

1/45

Great Public Schools for Every Student

NEA Common Core State Standards Toolkit

Overview

1

Overview Curriculum & Instruction Proessional Development

Assessment & Reection English Language Learners Students with Disabilities

English Language Arts/Literacy

Mathematics

Information & Resources


NEA Common CoreState Standards Toolkit

10933-2013-kh


2/45



2



Introduction

These resources are designed to give educators the tools they will need to eectively prepare orthe implementation o Common Core State Standards.

BackgroundFull implementation o the Common Core State Standards (CCSS) is scheduled or 2014. To date,46 states have agreed to a set o voluntary K-12 state standards in English language arts/literacy andmathematics, and eorts are ongoing to establish uture standards or science and social studies.The goal o the CCSS is to provide a clear, consistent understanding o what students are expectedto learn. They reect the knowledge and skills required or successul entry into college and careers.

The Common Core State Standards were developed in partnership with the National GovernorsAssociation and the Council o Chie State School Ofcers as well as the National EducationAssociation, American Federation o Teachers, the International Reading Association, the NationalCouncil o Teachers o English, and the National Council o Teachers o Mathematics.

Common Core Working GroupIn October 2012, NEA President Dennis Van Roekel appointed 56 members to a nationwide eortto prepare educators or implementation o the Common Core State Standards called the NEACommon Core Working Group. Consisting o state afliates and local leaders, the group was taskedwith three primary responsibilities: (1) maintain educators presence throughout Common Core

implementation; (2) acilitate communication about the Standards; and (3) assist in the developmento educational tools.


3/45

3


BACK Introduction

Vision and Goal StatementNEA believes the Common Core State Standards have the potential to provide all children accessto a complete and challenging education. The cooperation in developing these voluntary standardsallows educators ar more manageable curriculum goals, providing more opportunities or greaterproessional judgment that promotes student success.

In preparing educators or the implementation o the Standards, NEA will provide interactive resourcesand orums that will assist in this area and positively impact student achievement through:

` Facilitating a eedback loop o inormation about the Standards and corresponding assessments;

` Inorming instructional practice with strategies and curricular design methodologies; and

` Providing a continuum o support or implementing the Standards as well as strategies or advocacy andparental and community engagement.

How to Use this ResourceThis toolkit contains six critical areas or understanding and preparing or implementation o theCommon Core State Standards: (1) Common Core State Standards Overview; (2) Curriculum andInstruction; (3) Proessional Development; (4) Assessment and Reection; (5) English Language Learnersand, (6) Students with Disabilities.

Reviewed in its entirety, this resource is designed to provide general background and links to pertinentinormation about the CCSS as well as practical assistance and planning. Users can download editablematerials and presentations that may be used in a variety o settings. Video resources have beenincluded or individual use as well as or sharing in larger settings.

Resources ound in this toolkit will be updated as elements change and implementation o theStandards progress. The toolkit is intended to be a ully dynamic resource o inormation on CommonCore State Standards.


4/45



Overview

4



BackgroundThe resources contained in this overview provide a general understanding o Common Core StateStandards (CCSS) and a growing set o advocacy tools. NEA has compiled these materials tosnapshot key areas o implementation and assist in broad communications about the Standards.

ImplementationWhat are the Common Core State Standards?

EXAMPLES OF COMMON CORE STATE STANDARDS

English Language Arts-Literacy MathematicsCompare and contrast a written story, drama, or poemto its audio, flmed, staged, or multimedia version,analyzing the eects o techniques unique to eachmedium (e.g., lighting, sound, color, or camera ocusand angles in a flm).

Reading Standard for Literature, Grade 7(Integration of Knowledge and Ideas)

Draw and identiy lines and angles, and classiyshapes by properties o their lines and angles.

Mathematics Standard, Grade 4 (Geometry)

Conduct short research projects that build knowledgethrough investigation o dierent aspects o a topic.

Writing Standards, Grade 4 (Research to Build and

Present Knowledge)

Use probability to evaluate outcomes o decisions.

Statistics and Probability Standards, High School(Using Probability to Make Decisions)

These written and interactive resources provide general background on the development andeducational shits associated with implementation o the CCSS.

` NEA Issues and Action: Common Core State Standards http://www.nea.org/home/46653.htm

` Hunt Institutes Common Core Video Series: http://www.youtube.com/user/TheHuntInstitute
http://www.nea.org/home/46653.htmhttp://www.youtube.com/user/TheHuntInstitutehttp://www.youtube.com/user/TheHuntInstitutehttp://www.nea.org/home/46653.htm


5/45

5


Overview BACK

` Three Minute Video Explaining the Common Core State Standards: http://vimeo.com/51933492

` Common Core State Standards or English Language Arts and Mathematics, Grades K-12

`

ELA: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pd` Math: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pd

How has NEA been involved in developing the Common Core State Standards?

Learn more about how NEA partnered with and advised state policymakers to ensure educatorsvoice was present throughout development o the Common Core State Standards.

http://www.nea.org/home/46665.htm

How are states implementing the Common Core State Standards?

States are progressing at varying rates in implementing the Common Core State Standards. The

ollowing resources provide inormation on states preparations, looming challenges, as well assnapshots o assessment consortia and relevant legislation.

The ollowing chart (next page) provides a state-by-state snapshot o states that have adopted theCommon Core State Standards. The chart also outlines each statess choice o assessment consortiaand shows the level o participation within those networks.
http://vimeo.com/51933492http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.corestandards.org/assets/CCSSI_Math%20Standards.pdfhttp://www.nea.org/home/46665.htmhttp://www.nea.org/home/46665.htmhttp://www.corestandards.org/assets/CCSSI_Math%20Standards.pdfhttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://vimeo.com/51933492


6/45

6


Overview

Common Core State-by-State Participation Guide

STATE CCSS SBAC PARCC ASSETS/WIDAAlabama X X X X

Alaska XArizona X XGArkansas X XGCaliornia X XG

Colorado X X XG XConnecticut X XGDelaware X XG X XDistrict o Columbia X XG X

Florida X XGGeorgia X XG XHawaii X XG X

Idaho X XG X-STIllinois X XG XIndiana X XGIowa X XG

Kansas X XGKentucky X X X XLouisiana X XG

Maine X XG XMaryland X XG XMassachusetts X XG XMichigan X XG

Minnesota XMississippi X XGMissouri X XG X

Montana XG XNebraskaNevada X XG X XNew Hampshire X XG X X

New Jersey X XG XNew Mexico X XG XG X

New York X XGNorth Carolina X XG XNorth Dakota X X XOhio X X XGOklahoma X XG X

Oregon X XGPennsylvania X X X X

Rhode Island X XG X

South Carolina X XG X

South Dakota X XG XTennessee X XGTexasUtah X X X-ST

Vermont X XG XVirginia X

Washington X XG XWest Virginia X XGWisconsin X XG XWyoming X X X

BACK

Key: X means has adopted Common Core State Standards or participates in the ollowing assessment consortia: Smarter Balanced (SBAC),Partnership or Assessment o Readiness or College and Careers (PARCC), and Assessment Services Supporting ELs through Technology Systems(ASSETS) via the World-Class Instructional Design.

XG means the state is a governing state with a major role in development and decision making within the assessment consortium.

X-ST means the state has adopted the WIDA English Language Development Standards, but does not participate in consortium activities.


7/45

7


Overview

To Reach ull implementation by 2014, states have agreed to activities such as building awarenessamong various audiences; ensuring curriculum alignment; and, planning or ongoing proessionaldevelopment. The ollowing graphic charts the general schedule or most states that have adopted

the CCSS.

Implementation Resources

` Preparing or Change: A National Perspective on Common Core State Standards ImplementationPlanning:http://www.edweek.org/media/preparingorchange-17standards.pd

` States Progress and Challenges in Implementing Common Core State Standards: http://www.cep-dc.org/displayDocument.cm?DocumentID=343

` State-by-State Common Core Legislative Tracking: https://docs.google.com/spreadsheet/ccc?key=0AllQ6M2UM-s7dElJclVLRU5May1BTXlZbHRsaktFRlE#gid=0

Advocacy & CommunicationsTo communicate eectively about the Common Core State Standards, NEA has compiled a variety omaterials to discuss and share among dierent audiences.

Talking Points

` NEA Policy Brie Common Core State Standards: A Tool or Improving Education http://www.nea.

org/assets/docs/HE/PB30_CommonCoreStandards10.pd

` Frequently Asked Questions: http://www.corestandards.org/requently-asked-questions

` Common Core Myths vs. Facts

BACK

Typical State Implementation Timeline

2010 - 2011 School Year

States adopt standards


Administrator Awarness on CommonCore


Standards Used in All Classrooms

Professional Development Continues


Teacher Awareness onCommon Core


New Summative Assessments

Professional DevelopmentContinues
http://www.edweek.org/media/preparingforchange-17standards.pdfhttp://www.cep-dc.org/displayDocument.cfm?DocumentID=343http://www.cep-dc.org/displayDocument.cfm?DocumentID=343http://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.corestandards.org/frequently-asked-questionshttp://www.corestandards.org/frequently-asked-questionshttp://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.cep-dc.org/displayDocument.cfm?DocumentID=343http://www.cep-dc.org/displayDocument.cfm?DocumentID=343http://www.edweek.org/media/preparingforchange-17standards.pdf


8/45

8


Overview

Common Core Myths and Facts

Myths about Content and Quality: General

Myth:

Common standards willbring states standardsdown to the lowestcommon denominator.

Fact:

At the outset o developing the standards, there was an explicit agreement that no statewould lower its standards. College and career ready standards are needed because evenin highperorming states students are graduating and passing all the required testsand still require remediation in their postsecondary work. The standards are designed tobuild upon the most advanced current thinking about preparing all students or successin college and their careers. They were inormed by the best in the country, the highestinternational standards, and evidence and expertise about educational outcomes.

Myth:

The standards are

not internationallybenchmarked.

Fact:

International benchmarking played a signifcant role in both the English-Language

Arts (ELA) and Math standards. In act, the college and career ready standardsinclude an appendix listing the evidence that was consulted in drating the standardsand the international data reerenced in the benchmarking process.

Myth:

The standards only includeskills and do not addressthe importance o contentknowledge.

Fact:

The standards recognize that both content and skills are important. In ELA, thestandards require certain critical content or all students, including: classic myths andstories rom around the world, Americas ounding documents, oundational Americanliterature, and Shakespeare. Appropriately, the remaining crucial decisions about whatcontent should be taught are let to state and local determination. In addition to contentcoverage, the standards require that students systematically acquire knowledge inliterature and other disciplines through reading, writing, speaking, and listening.

In Mathematics, the standards lay a solid oundation in whole numbers, addition,subtraction, multiplication, division, ractions, and decimals. Taken together, theseelements support a students ability to learn and apply more demanding mathconcepts and procedures. The middle school and high school standards call onstudents to practice applying mathematical ways o thinking to real world issues andchallenges; they prepare students to think and reason mathematically.

In addition, the standards set a rigorous defnition o college and career readiness,not by piling topic upon topic, but by demanding that students develop a deptho understanding and ability to apply mathematics to novel situations, as collegestudents and employees regularly do.

Myths about Content and Quality: Mathematics

Myth:The standards do notprepare or require studentsto learn Algebra in the8th grade, as many statescurrent standards do.

Fact:The standards do accommodate and prepare students or Algebra 1 in 8th grade, byincluding the prerequisites or this course in grades K-7. Students who master the K-7material will be able to take Algebra 1 in 8th grade. At the same time, grade 8 standardsare also included; these include rigorous algebra and will transition students eectivelyinto a ull Algebra 1 course. The overarching aim o the standards in mathematics orgrades K through 7 is to prepare students to succeed in algebra in grade 8.


9/45

9


Overview

Myths about Content and Quality: Mathematics (cont.)

Myth:

Key math topics are missingor appear in the wronggrade.

Fact:

The mathematical progressions presented in the standards are coherent and basedon evidence.

Part o the problem with having 50 dierent sets o state standards is that today,dierent states cover dierent topics at dierent grade levels. Coming to consensusguarantees that rom the viewpoint o any given state, topics will move up or downin the grade level sequence. This is unavoidable. What is important to keep in mindis that the progression in the standards is mathematically coherent and leads tocollege and career readiness at an internationally competitive level.

In act, the use o learning progressions in order to outline goals or curriculum andinstruction is a practice commonly used in many countries that perorm well oninternational assessments o academic achievement.

Myths about Content and Quality: English Language Arts Literacy

Myth:

The standards suggestteaching Grapes o Wrathto second graders.

Fact:

The ELA standards suggest Grapes o Wrath as a text that would be appropriateor 9th or 10th grade readers. Evidence shows that the complexity o texts studentsare reading today does not match what is demanded in college and the workplace,creating a gap between what high school students can do and what they need tobe able to do. The Common Core State Standards create a staircase o increasingtext complexity, so that students are expected to both develop their skills and applythem to more and more complex texts.

Myth:The standards are justvague descriptions o skills;they dont include a readinglist or any other similarreerence to content.

Fact:The standards do include sample texts that demonstrate the level o text complexityappropriate or the grade level and compatible with the learning demands set outin the standards. The exemplars o high quality texts at each grade level provide arich set o possibilities and have been very well received. This provides teachers withthe exibility to make their own decisions about what texts to use while providingan excellent reerence point when selecting their texts. The standards have thepotential to provide teachers with ar more manageable curriculum goals.

Myth:

English teachers will beasked to teach science

and social studies readingmaterials.

Fact:

With common ELA standards, English teachers will still teach their students literatureas well as literary nonfction. However, because college and career readiness

overwhelmingly ocuses on complex texts outside o literature, these standardsalso ensure students are being prepared to read, write, and research across thecurriculum, including in history and science. These goals can be achieved byensuring that teachers in other disciplines are ocusing on reading and writing tobuild knowledge within their subject areas.

BACK


10/45

10


Overview

Myths about Content and Quality: English Language Arts Literacy (cont.)

Myth:

The standards dont haveenough emphasis onfction/literature.

Fact:

The standards require certain critical content or all students, including: classic mythsand stories rom around the world, Americas ounding documents, oundationalAmerican literature, and Shakespeare. Appropriately, the remaining crucial decisionsabout what content should be taught are let to state and local determination. Inaddition to content coverage, the standards require that students systematicallyacquire knowledge in literature and other disciplines through reading, writing,speaking, and listening.

Myths about Process

Myth:

No teachers were involved

in writing the standards.

Fact:

The common core state standards drating process relied on teachers and standards

experts rom across the country. In addition, there were many state experts thatcame together to create a thoughtul and transparent process o standard setting.The initiative has provided educators, parents, and a wide range o stakeholders andexperts the opportunity to provide input.

Myth:

The standards are notresearch or evidence based.

Fact:

The standards have made careul use o a large and growing body o evidence.The evidence base includes scholarly research; surveys on what skills are requiredo students entering college and workorce training programs; assessment dataidentiying collegeand careerready perormance; and comparisons to standardsrom highperorming states and nations.

In ELA, the standards build on the frm oundation o the NAEP rameworks in

Reading and Writing, which draw on extensive scholarly research and evidence. For,Mathematics, the standards draw on conclusions rom TIMSS and other studies ohighperorming countries that the traditional U.S. mathematics curriculum mustbecome substantially more coherent and ocused in order to improve studentachievement, addressing the problem o a curriculum that is a mile wide and aninch deep.

Myths about Implementation

Myth:

The standards tell teacherswhat to teach.

Fact:

The best understanding o what works in the classroom comes rom the teacherswho are in them. Thats why these standards will establish what students need tolearn, but they will not dictate how teachers should teach. Instead, schools andteachers will decide how best to help students reach the standards. They actuallygive teachers more exibility and a common, general ocus that allows teachers toexercise proessional judgment in planning instruction.


11/45

11


Overview

Myths about Implementation (cont.)

Myth:

The Standards will beimplemented through NoChild Let Behind (NCLB) -signiying that the ederalgovernment will be leadingthem.

Fact:

Common Core State Standards is a voluntary, stateled eort that is not part oNCLB. States began the work to create clear, consistent college and career readystandards beore their emphasis in the American Recovery and Reinvestment Act orrelease o the U.S. Department o Educations Elementary and Secondary EducationAct Blueprint. Standards are being driven by the needs o the states, not the ederalgovernment.

Myth:

These standards amount toa national curriculum or ourschools.

Fact:

The standards are not a curriculum. They are a clear set o shared goals andexpectations or what knowledge and skills will help our students succeed. Localteachers, principals, superintendents and others will decide how the standards areto be met. Teachers will continue to devise lesson plans and tailor instruction tothe individual needs o the students in their classrooms. They standards are notmandatory or states, and they were not developed through a top-down approach.

Myth:

The ederal governmentwill take over ownershipo Common Core StateStandards.

Fact:

The ederal government will not govern Common Core State Standards. Thisinitiative was and will remain a state-led eort. States controlled the developmento the standards and retain the decision making related to whether to adopt thestandards and how to implement them.

Myth:

The Standards will lead to anational test.

Fact:

The adoption and implementation o the standards is in the hands o the states. Theassessments tied to the standards are also in the hands o the states.

Although the U.S. Department o Education has unded state consortia or standardsassessment systems, Smarter Balanced and the Partnership or Assessment oReadiness or College and Career, the power to develop and use any specifcassessment remains in the hands o member states.

Sources:Common Core Standards Initiative: www.corestandards.orgNEA Policy Brie, Common Core State Standards: A Tool or Improving Education. http://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdNEA Background, Common Core State Standards or College and Career Readiness.
http://www.corestandards.org/http://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.nea.org/assets/docs/HE/PB30_CommonCoreStandards10.pdfhttp://www.corestandards.org/


12/45

12


Overview

Special FeaturesThis section provides resources that can be downloaded and customized or handouts, presentations, andadditional background. The documents contained in this separate older, called Advocacy & Communications

Resources, detail NEA messages on Common Core State Standards and expand on key elements o thestandards, such as the various assessment consortia, education and instructional shits, and college- andcareer-readiness points.

` President Dennis Van Roekel on Common Core State Standards: http://www.youtube.com/watch?v=nTMdnACCQLs

` Common Core State Standards or College and Career Readiness

` NEA Webinar on Common Core State Standards

` Common Core State Standards Overview: The Shits: What they are and why they are so important

` The Common Core State Standards: Moving beyond awareness to classroom implementation and assessment

` College and Career Readiness: Strengthening Postsecondary Pathways with Common Core State Standards

Parent and Community Engagement Materials

` NEA Policy Brie, Parent, Family, Community Involvement in Education http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pd

` Parents Guide to Student Success National PTA grade-by-grade guide or Common Core State Standards:http://pta.org/parents/content.cm?ItemNumber=2583

` Raising the Bar: Implementing Common Core State Standards or Latino Student Success: http://www.naleo.org/institutes/Campaign_or_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20

Beltran/NCLR_CCSS_Implementation_Guide.pd

Media Highlights

` Here Come the Common Core Standards: http://neatoday.org/2011/05/17/here-come-the-common-core-standards/

` States Struggling with Common Core Transition: http://neatoday.org/2012/01/29/states-struggling-with-common-core-transition/

` Common Core Found to Rank with Respected Standards: http://www.edweek.org/ew/articles/2011/10/26/10standards.h31.html

` Common Core Standards Drew rom Ideas rom Abroad: http://www.edweek.org/ew/articles/2012/01/12/16cur

riculum.h31.html?tkn=LXLFgAd%2FT2R0p6Z6PWUkBQMTHBP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWH

` Common Core: Getting There Globally: http://blogs.edweek.org/edweek/global_learning/2012/05/common_core_getting_there_globally.html?qs=common+core
http://www.youtube.com/watch?v=nTMdnACCQLshttp://www.youtube.com/watch?v=nTMdnACCQLshttp://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdfhttp://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdfhttp://pta.org/parents/content.cfm?ItemNumber=2583http://www.naleo.org/institutes/Campaign_for_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20Beltran/NCLR_CCSS_Implementation_Guide.pdfhttp://www.naleo.org/institutes/Campaign_for_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20Beltran/NCLR_CCSS_Implementation_Guide.pdfhttp://www.naleo.org/institutes/Campaign_for_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20Beltran/NCLR_CCSS_Implementation_Guide.pdfhttp://neatoday.org/2011/05/17/here-come-the-common-core-standards/http://neatoday.org/2011/05/17/here-come-the-common-core-standards/http://neatoday.org/2012/01/29/states-struggling-with-common-core-transition/http://neatoday.org/2012/01/29/states-struggling-with-common-core-transition/http://www.edweek.org/ew/articles/2011/10/26/10standards.h31.htmlhttp://www.edweek.org/ew/articles/2011/10/26/10standards.h31.htmlhttp://www.edweek.org/ew/articles/2012/01/12/16curriculum.h31.html?tkn=LXLFgAfd%2FTf2R0p6Z6PWUkBQMTHBfP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWHhttp://www.edweek.org/ew/articles/2012/01/12/16curriculum.h31.html?tkn=LXLFgAfd%2FTf2R0p6Z6PWUkBQMTHBfP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWHhttp://www.edweek.org/ew/articles/2012/01/12/16curriculum.h31.html?tkn=LXLFgAfd%2FTf2R0p6Z6PWUkBQMTHBfP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWHhttp://blogs.edweek.org/edweek/global_learning/2012/05/common_core_getting_there_globally.html?qs=common+corehttp://blogs.edweek.org/edweek/global_learning/2012/05/common_core_getting_there_globally.html?qs=common+corehttp://blogs.edweek.org/edweek/global_learning/2012/05/common_core_getting_there_globally.html?qs=common+corehttp://blogs.edweek.org/edweek/global_learning/2012/05/common_core_getting_there_globally.html?qs=common+corehttp://www.edweek.org/ew/articles/2012/01/12/16curriculum.h31.html?tkn=LXLFgAfd%2FTf2R0p6Z6PWUkBQMTHBfP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWHhttp://www.edweek.org/ew/articles/2012/01/12/16curriculum.h31.html?tkn=LXLFgAfd%2FTf2R0p6Z6PWUkBQMTHBfP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWHhttp://www.edweek.org/ew/articles/2012/01/12/16curriculum.h31.html?tkn=LXLFgAfd%2FTf2R0p6Z6PWUkBQMTHBfP6wJ6dJ&cmp=clp-edweek&intc=EW-QC12-EWHhttp://www.edweek.org/ew/articles/2011/10/26/10standards.h31.htmlhttp://www.edweek.org/ew/articles/2011/10/26/10standards.h31.htmlhttp://neatoday.org/2012/01/29/states-struggling-with-common-core-transition/http://neatoday.org/2012/01/29/states-struggling-with-common-core-transition/http://neatoday.org/2011/05/17/here-come-the-common-core-standards/http://neatoday.org/2011/05/17/here-come-the-common-core-standards/http://www.naleo.org/institutes/Campaign_for_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20Beltran/NCLR_CCSS_Implementation_Guide.pdfhttp://www.naleo.org/institutes/Campaign_for_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20Beltran/NCLR_CCSS_Implementation_Guide.pdfhttp://www.naleo.org/institutes/Campaign_for_High_School_Equity_2012/NSBA%20speaker%20presentations/Session%20I/Erika%20Beltran/NCLR_CCSS_Implementation_Guide.pdfhttp://pta.org/parents/content.cfm?ItemNumber=2583http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdfhttp://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdfhttp://www.youtube.com/watch?v=nTMdnACCQLshttp://www.youtube.com/watch?v=nTMdnACCQLs


13/45

13


Overview

` Common Core Legislation: How Did Your State Do? http://blogs.edweek.org/edweek/state_edwatch/2012/06/common_core_legislation_how_did_your_state_do.html?qs=common+core

ResourcesCouncil o Chie State School Ofcers: http://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.html

National Parent Teacher Association: http://pta.org/parents/content.cm?ItemNumber=2583

The Hunt Institute: http://www.hunt-institute.org/knowledge-library/articles/2011-9-1/common-core-state-standards-a-new-oundation-or-student-success/

Student Achievement Partners: http://www.achievethecore.org/

Education Week: http://www.edweek.org/topics/standards/
http://blogs.edweek.org/edweek/state_edwatch/2012/06/common_core_legislation_how_did_your_state_do.html?qs=common+corehttp://blogs.edweek.org/edweek/state_edwatch/2012/06/common_core_legislation_how_did_your_state_do.html?qs=common+corehttp://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.htmlhttp://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.htmlhttp://pta.org/parents/content.cfm?ItemNumber=2583http://www.hunt-institute.org/knowledge-library/articles/2011-9-1/common-core-state-standards-a-new-foundation-for-student-success/http://www.hunt-institute.org/knowledge-library/articles/2011-9-1/common-core-state-standards-a-new-foundation-for-student-success/http://www.achievethecore.org/http://www.edweek.org/topics/standards/http://www.edweek.org/topics/standards/http://www.achievethecore.org/http://www.hunt-institute.org/knowledge-library/articles/2011-9-1/common-core-state-standards-a-new-foundation-for-student-success/http://www.hunt-institute.org/knowledge-library/articles/2011-9-1/common-core-state-standards-a-new-foundation-for-student-success/http://pta.org/parents/content.cfm?ItemNumber=2583http://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.htmlhttp://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.htmlhttp://blogs.edweek.org/edweek/state_edwatch/2012/06/common_core_legislation_how_did_your_state_do.html?qs=common+corehttp://blogs.edweek.org/edweek/state_edwatch/2012/06/common_core_legislation_how_did_your_state_do.html?qs=common+core


14/45

Curriculum& Instruction


14




This page includes inormation, tools and resources that will help to:

1. Increase your knowledge o the Common Core State Standards (CCSS)

2. Provide you with the tools and resources to communicate to others about the CCSS

3. Give ideas about what and how to teach content indicated in the CCSS or Mathematics andEnglish Language Arts

4. Understand NEAs positions on the CCSS

BackgroundThe CCSS are not a curriculum. Standards are statements o the knowledge and skills that students needto master to be prepared or college and/or the workorce. Curriculum is the roadmap that teachers useto help young people acquire and master those skills. Depending upon the individual needs and learningstyles o their students, teachers then develop instructional strategies and techniques to navigate theroadmap.

One key to navigating the roadmap is to understand the shits required by the CCSS. There are threeprimary shits or ELA/literacy and three or mathematics as ollows:

SHIFTS FORENGLISH LANGUAGE ARTS/LITERACY

SHIFTS FORMATHEMATICS

1. Building knowledge through content-rich nonfction 1. Focus strongly where the Standards ocus

2. Reading, writing, and speaking grounded in evidencerom text, both literary and inormational

2. Coherence: Think across grades, and link to majortopics within grades

3. Regular practice with complex text and its academiclanguage

3. Rigor: In major topics pursue conceptualunderstanding, procedural skill and uency, andapplication with equal intensity


15/45

15

BACK


Curriculum & Instruction

Description o Common Core Shits or English Language Arts/Literacy and Mathematics:

http://www.achievethecore.org/downloads/E0702_Description_o_the_Common_Core_Shits.pd

Resources or Understanding the Common Core State Standards:http://www.edutopia.org/common-core-statestandardsresources?gclid=CPG80In77MCFcRa4AodnnwA3Q

Preparing or the Common Core:

A description o the our major hurdles associated with the implementation o the CCSS.

http://thejournal.com/articles/2012/11/27/preparing-or-common-core.aspx?=THENU

Common Core Standards: Will it make a dierence or our military-connected students?

K-12 Core Curriculum Standards: Why are they the same, only dierent?

https://www.box.com/s/ae99d1ee60e25442015

School Time Analysis Tool (STAT)

The School Time Analysis Tool (STAT) is a Web-based application hosted by the National Center on Time& Learning to assist schools better understand how they are currently using time across a typical week andschool year. The STAT asks schools to identiy their use o time in three broad categories: Academic, Non-core Academic, and Other. (Free registration)

http://www.timeandlearning.org/?q=school-time-analysis-tool-0

Implementation

General

` An Example o a Local CCSS Systems Implementation Plan TemplateDescription: Each local education agency (LEA) should develop its own local plan or CCSS systemsimplementation based on local needs and resources. This document is an example o Caliornias eorts todevelop local plans. This document includes a template organized around the signifcant milestones o CCSSsystems implementation. The template denotes ull implementation o CCSS systems by the 2014-2015 schoolyear. LEAs may wish to augment their local plans with elements rom the Suggestions and Opportunities or LEAscharts distributed throughout the document or delete elements as appropriate to create a plan that is tailored tolocal needs.

http://www.cde.ca.gov/re/cc/documents/appendixaleatemplate.doc` Instructional Evidence Guides or Common Core State Standards

The Instructional Practice Evidence Guides are tools or observing the eective integration o the CommonCore State Standards or English language arts (ELA) /literacy and mathematics into instructional practice.These tools are intended or use by teachers, coaches and instructional leaders to support the developmento Common Core State Standards aligned instructional practice.
http://www.achievethecore.org/downloads/E0702_Description_of_the_Common_Core_Shifts.pdfhttp://www.edutopia.org/common-core-statestandardsresources?gclid=CPG80In77MCFcRa4AodnnwA3Qhttp://thejournal.com/articles/2012/11/27/preparing-for-common-core.aspx?=THENUhttps://www.box.com/s/ae99d1ee60e254f42015http://www.timeandlearning.org/?q=school-time-analysis-tool-0http://www.cde.ca.gov/re/cc/documents/appendixaleatemplate.dochttp://www.cde.ca.gov/re/cc/documents/appendixaleatemplate.dochttp://www.timeandlearning.org/?q=school-time-analysis-tool-0https://www.box.com/s/ae99d1ee60e254f42015http://thejournal.com/articles/2012/11/27/preparing-for-common-core.aspx?=THENUhttp://www.edutopia.org/common-core-statestandardsresources?gclid=CPG80In77MCFcRa4AodnnwA3Qhttp://www.achievethecore.org/downloads/E0702_Description_of_the_Common_Core_Shifts.pdf


16/45

16

BACK



` English Language Arts and Literacy, Grades K-2

http://engageny.org/sites/deault/fles/resource/attachments/evidence_guide_ela_k-2.pd

`English Language Arts and Literacy, Grades 3-5http://engageny.org/sites/deault/fles/resource/attachments/evidence_guide_ela_3-5.pd

` English Language Arts and Literacy, Grades 6-12

http://engageny.org/sites/deault/fles/resource/attachments/evidence_guide_ela_6-12.pd

` Mathematics, Grades K-8

http://engageny.org/sites/deault/fles/resource/attachments/evidence_guide_math_k-8.pd

Elementary School

` Video

English Language ArtsTeaching Channel videos oer educators a wide range o subjects or grades K-12. The videos also includeinormation on alignment with CCSS.

https://www.teachingchannel.org/videos?deault=1

Mathematics


` Sample Lessons

English Language Arts

Exemplars on this Web site eature the ollowing: reading tasks in which students are asked to read andreread passages and respond to a series otext-dependent questions; vocabulary and syntax tasks whichlinger over noteworthy or challenging words and phrases; discussion tasks in which students are promptedto use text evidence and refne their thinking; and writing tasks that assess student understanding o thetext. Teachers are encouraged to take these exemplars and modiy them to suit the needs o their students.

http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

The site contains numerous lessons designed with the CCSS in mind. From ASCD; you must register touse the site.

http://educore.ascd.org/

Mathematics

http://illustrativemathematics.org/illustrations

From ASCD; you must register to use the site.

http://educore.ascd.org/https://www.teachingchannel.org/videos?deault=1
http://engageny.org/sites/default/files/resource/attachments/evidence_guide_ela_k-2.pdfhttp://engageny.org/sites/default/files/resource/attachments/evidence_guide_ela_3-5.pdfhttp://engageny.org/sites/default/files/resource/attachments/evidence_guide_ela_6-12.pdfhttp://engageny.org/sites/default/files/resource/attachments/evidence_guide_math_k-8.pdfhttps://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1http://www.achievethecore.org/steal-these-tools/text-dependent-questionshttp://www.achievethecore.org/steal-these-tools/close-reading-exemplarshttp://educore.ascd.org/http://illustrativemathematics.org/illustrationshttp://educore.ascd.org/https://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1http://educore.ascd.org/http://illustrativemathematics.org/illustrationshttp://educore.ascd.org/http://www.achievethecore.org/steal-these-tools/close-reading-exemplarshttp://www.achievethecore.org/steal-these-tools/text-dependent-questionshttps://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1http://engageny.org/sites/default/files/resource/attachments/evidence_guide_math_k-8.pdfhttp://engageny.org/sites/default/files/resource/attachments/evidence_guide_ela_6-12.pdfhttp://engageny.org/sites/default/files/resource/attachments/evidence_guide_ela_3-5.pdfhttp://engageny.org/sites/default/files/resource/attachments/evidence_guide_ela_k-2.pdf


17/45

17

BACK



Middle School

` Video

English Language Artshttps://www.teachingchannel.org/videos?deault=1

Mathematics


` Sample Lessons

English Language ArtsThe site contains numerous lessons designed with the CCSS in mind. From ASCD; you must register touse the site.


Mathematics

http://illustrativemathematics.org/illustrations

The site contains numerous lessons designed with the CCSS in mind. From ASCD; you must register touse the site.


High School

` Video

English Language Artshttps://www.teachingchannel.org/videos?deault=1

Mathematics


` Sample Lessons

English Language ArtsThe site contains numerous lessons designed with the CCSS in mind. From ASCD; you must register touse the site.

https://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1http://educore.ascd.org/http://illustrativemathematics.org/illustrationshttp://educore.ascd.org/https://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1http://educore.ascd.org/http://educore.ascd.org/https://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1http://educore.ascd.org/http://illustrativemathematics.org/illustrationshttp://educore.ascd.org/https://www.teachingchannel.org/videos?default=1https://www.teachingchannel.org/videos?default=1


18/45

18

BACK



Mathematics

http://illustrativemathematics.org/standards/practice

The site contains numerous lessons designed with the CCSS in mind. From ASCD; you must register to usethe site.


Exemplars or Other Disciplines

` Social StudiesThis is the America Achieves Web site. You must register to access inormation. Registration is ree.

http://commoncore.americaachieves.org/landing#module/5?&_suid=135402974241803065689873076074

` Science

Common Core Standards or Science are in development. The English language arts standards addressscience in the Science, Social Studies and Technical Subjects Appendix (pd downloadsee below) andhow they integrate reading, writing and listening into the subject areas. Essentially, in elementary school,the English language arts course work is considered a shared responsibility among all the subject areas; anylesson in science should also include an ELA component.

http://commoncorestandards.com/science/science-common-core-standards/http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pd

` Physical EducationDescription: How can each content area show its connection to literacy?Physical educators are challenged to rethink how and what they typically teach. The PE curriculum is 20 yearsold and must be revised to show the connection to literacy.

http://www.livebinders.com/play/play/241043

` The Arts and the Common Core Curriculum Mapping ProjectDescription: Because the CCSS promotes the importance o all students studying the arts, this sectionhighlights places where ELA instruction can be enhanced by connecting a genre or particular text, or atheme o a unit, to works o art, music, or flm. For example, students can study sel-portraiture when theyencounter memoirs. Students might compare a novel, story, or play to its flm or musical rendition. Where aparticular period o literature or the literature o a particular region or country is addressed, works o art romthat period or country may also be examined. In each case, connections are made to the Standards in theCCSS themselves. (Membership is required to access this site.)

http://commoncore.org/maps/documents/Art_in_the_Maps.pd

http://www.youtube.com/watch?eature=player_embedded&v=cPbKUF2zbyw
http://illustrativemathematics.org/standards/practicehttp://educore.ascd.org/http://corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://commoncorestandards.com/science/science-common-core-standards/http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.livebinders.com/play/play/241043http://commoncore.org/maps/documents/Art_in_the_Maps.pdfhttp://www.youtube.com/watch?feature=player_embedded&v=cPbKUF2zbywhttp://www.youtube.com/watch?feature=player_embedded&v=cPbKUF2zbywhttp://commoncore.org/maps/documents/Art_in_the_Maps.pdfhttp://www.livebinders.com/play/play/241043http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://commoncorestandards.com/science/science-common-core-standards/http://corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://educore.ascd.org/http://illustrativemathematics.org/standards/practice


19/45

19

BACK



Text ComplexityThe Common Core State Standards are the frst to require text complexity as a specifc standard: Read andcomprehend complex literary and inormational texts independently and profciently. When choosing texts orinstruction and assessment at any grade level, educators should consider three dimensions o text complexity:

1. Use quantitative measures to assign a text to a grade band.

2. Use qualitative measures to locate a text within a specifc grade band.

3. Use professional judgmentto decide how suited a text is or a specifc instructional purpose with aparticular set o students.

For more inormation and resources about text complexity, visit:

http://www.achievethecore.org/steal-these-tools/text-complexity

` Defning Deep Reading and Text-Dependent Questions

http://turnonyourbrain.wordpress.com/2012/03/29/defning-deep-reading-and-text-dependent-ques-

tions/Guide to Accessing Quantitative Analysis Tools

Text-Dependent Questions

Text-Dependent Questions: What Are They?The Common Core State Standards or reading strongly ocus on students gathering evidence, knowledge,and insight rom what they read. Indeed, 80 to 90 percent o the reading Standards in each grade requiretext-dependent analysis; accordingly, aligned curriculum materials should have a similar percentage o text-dependent questions.

As the name suggests, a text-dependent question specifcally asks a question that can only be answeredby reerring explicitly back to the text being read. It does not rely on any particular background inormationextraneous to the text nor depend on students having other experiences or knowledge; instead it privilegesthe text itsel and what students can extract rom what is beore them.

For example, in a close analytic reading o Lincolns Gettysburg Address, the ollowing would not be text-dependent questions:

` Why did the North fght the civil war?

` Have you ever been to a uneral or gravesite?

` Lincoln says that the nation is dedicated to the proposition that all men are created equal. Why is equality an

important value to promote?

The overarching problem with these questions is that they require no amiliarity at all with Lincolns speech toanswer them. Responding to these sorts o questions instead requires students to go outside the text. Suchquestions can be tempting to ask because they are likely to get students talking, but they take students away
http://www.achievethecore.org/steal-these-tools/text-complexityhttp://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://www.achievethecore.org/downloads/E0813_Access_to_Quantitative_Analysis_Tools.dochttp://www.achievethecore.org/downloads/E0813_Access_to_Quantitative_Analysis_Tools.dochttp://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://www.achievethecore.org/steal-these-tools/text-complexity


20/45

20

BACK



rom considering the actual point Lincoln is making. They seek to elicit a personal or general responsethat relies on individual experience and opinion, and answering them will not move students closer tounderstanding the text o the Gettysburg Address.

Good text-dependent questions will oten linger over specifc phrases and sentences to ensure careulcomprehension o the textthey help students see something worthwhile that they would not have seenon a more cursory reading. Typical text dependent questions ask students to perorm one or more o theollowing tasks:

` Analyze paragraphs on a sentence - by - sentence basis and sentences on a word-by- word basis to determinethe role played by individual paragraphs, sentences, phrases, or words.

` Investigate how meaning can be altered by changing key words and why an author may have chosen oneword over another.

` Probe each argument in persuasive text, each idea in inormational text, each key detail in literary text, and

observe how these build to a whole.` Examine how shits in the direction o an argument or explanation are achieved and the impact o those shits.

` Question why authors choose to begin and end when they do.

` Note and assess patterns o writing and what they achieve.

` Consider what the text leaves uncertain or unstated.

Creating Text-Dependent Questions or Close Analytic Reading o TextsAn eective set o text-dependent questions delves systematically into a text to guide students inextracting the key meanings or ideas ound there. They typically begin by exploring specifc words, details,and arguments and then moves on to examine the impact o those specifcs on the text as a whole. Along

the way they target academic vocabulary and specifc sentence structures as critical ocus points or gainingcomprehension.

While there is no set process or generating a complete and coherent body o text-dependent questionsor a text, the ollowing process is a good guide that can serve to generate a core series o questions orclose reading o any given text.

Step One: Identiy the Core Understandings and Key Ideas o the Text

As in any good reverse engineering or backwards design process, teachers should start by identiyingthe key insights they want students to understand rom the textkeeping one eye on the major pointsbeing made is crucial or ashioning an overarching set o successul questions and critical or creating an

appropriate culminating assignment.

Step Two: Start Small to Build Confdence

The opening questions should help orient students to the text and are sufciently specifc or students toanswer and gain confdence to tackle more difcult questions.


21/45

21

BACK



Step Three: Target Vocabulary and Text Structure

Locate key text structures and the most powerul academic words in the text that are connected to the keyideas and understandings, and crat questions that illuminate these connections.

Step Four: Tackle Tough Sections Head-on

Find the sections o the text that will present the greatest difculty and crat questions that support students inmastering these sections (these could be sections with difcult syntax, particularly dense inormation, and trickytransitions or places that oer a variety o possible inerences).

Step Five: Create Coherent Sequences o Text-Dependent Questions

The sequence o questions should not be random but should build toward more coherent understanding andanalysis to ensure that students learn to stay ocused on the text to bring them to a gradual understanding oits meaning.

Step Six: Identiy the Standards Being AddressedTake stock o the Standards being addressed in the series o questions and decide i any other Standards aresuited to being a ocus or this text (orming additional questions that exercise those standards).

Step Seven: Create the Culminating Assessment

Develop a culminating activity around the key ideas or understandings identifed earlier that reects (a)mastery o one or more o the Standards, (b) involves writing, and (c) is structured to be completed by studentsindependently.

For details about how text complexity can be measured and made a regular part o instruction consult theollowing document: CCSS or ELA and Literacy in.pd.It introduces a three-part model that blends qualitativeand quantitative measures o text complexity with reader and task considerations. The fnal section in thisdocument concludes with three annotated examples showing how the model can be used to assess thecomplexity o various kinds o texts appropriate or dierent grade levels.
http://c/Documents%20and%20Settings/mkaspar.NEAHQ/Desktop/CCSS%20for%20ELA%20and%20Literacy%20in.pdfhttp://c/Documents%20and%20Settings/mkaspar.NEAHQ/Desktop/CCSS%20for%20ELA%20and%20Literacy%20in.pdf


22/45

22

BACK



Examples of Nontext-Dependent Questions Compared to Text-Dependent Questions:

Resources From Council o Chie State School Ofcers

` Program: The Common Core State Standards Initiative (CCSSI)

` Publication: Common Core State Standards: Implementation Tools and Resources

` Webinar: Mathematics Common Core Standards and the Concept o Focus

` Webinar: CCSSO Webinar: One Percent Assessment Consortia and the Common Core

` Webinar: Student Achievement Partners Release o Common Core PD Modules

` Publication: Common Core State Standards: State Spotlights

` Webinar: Common Core Webinar Series

` Publication: Framework or English Language Profciency Development Standards corresponding to the

Common Core State Standards and the Next Generation Science Standards

` Webinar: CCSSO Webinar: Overview o the English Language Profciency Development Framework

Nonexamples and Examples

Not Text-DependentIn Casey at the Bat, Casey strikes out.Describe a time when you ailed at something.

In Letter rom Birmingham Jail. Dr. Kingdiscusses nonviolent protest. Discuss, inwriting, a time when you wanted to fghtagainst something that you elt was unair.

In The Gettysburg Address Lincoln says thenation is dedicated to the proposition thatall men are created equal. Why is equality animportant value to promote?

Text-DependentWhat makes Caseys experiences at bathumorous?

What can you iner rom Kings letterabout the letter he received?

The Gettysburg Address mentionsthe year 1776. According to Lincolnsspeech, why is this year signifcant to theevents described in the speech?

NEA.DMH-A
http://ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.htmlhttp://ccsso.org/Resources/Publications/Common_Core_State_Standards_Implementation_Tools_and_Resources.htmlhttp://ccsso.org/Resources/Digital_Resources/Mathematics_Common_Core_Standards_Webinar.htmlhttp://ccsso.org/Resources/Digital_Resources/1_Percent_Assessment_Consortia_Webinar.htmlhttp://ccsso.org/Resources/Digital_Resources/SAP_PD_Modules_Webinar.htmlhttp://ccsso.org/Resources/Publications/Common_Core_State_Standards_State_Spotlights.htmlhttp://ccsso.org/Resources/Digital_Resources/Common_Core_Webinar_Series.htmlhttp://ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://ccsso.org/Resources/Digital_Resources/CCSSO_Webinar_ELPD_Framework_Overview_.htmlhttp://ccsso.org/Resources/Digital_Resources/CCSSO_Webinar_ELPD_Framework_Overview_.htmlhttp://ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://ccsso.org/Resources/Digital_Resources/Common_Core_Webinar_Series.htmlhttp://ccsso.org/Resources/Publications/Common_Core_State_Standards_State_Spotlights.htmlhttp://ccsso.org/Resources/Digital_Resources/SAP_PD_Modules_Webinar.htmlhttp://ccsso.org/Resources/Digital_Resources/1_Percent_Assessment_Consortia_Webinar.htmlhttp://ccsso.org/Resources/Digital_Resources/Mathematics_Common_Core_Standards_Webinar.htmlhttp://ccsso.org/Resources/Publications/Common_Core_State_Standards_Implementation_Tools_and_Resources.htmlhttp://ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiative.html


23/45

23

BACK



Content Brief: English Language Arts and Literacy in History/SocialStudies & Science

The Common Core State Standards (CCSS) advance the best elements o standards-related work to date. TheEnglish Language Arts Standards (ELA Standards) articulate a clear progression o learning rom kindergartento grade 12. They illustrate a vision or student literacy across subject areas that applies to reading, writing,speaking, and listening. This breakthrough resource is designed to help teachers better understand howinstructional eorts at each grade level contribute to college and career readiness.

Evidence BasedThe CCSS are based on a large body o evidence, including scholarly research, surveys on the skills requiredto enter college and workorce training programs, assessment data identiying college- and career-readyperormance, and comparisons to standards rom high-perorming states and nations. The ELA Standardsalso build on the frm oundation o the NAEP rameworks in Reading and Writing, which similarly draw on an

extensive body o scholarly research and evidence.

Responding to the Evidence Base

` Clear focus on college and career readiness.A particular standard was included only when the best availableevidence indicated that its mastery was essential or students to be college- and career-ready in a 21st century,globally competitive society. As new and better evidence emerges, the ELA Standards will be revised accordingly.By ocusing on the most essential elements o college and career success, teachers and students will spend theirtime and eorts on the skills required to achieve long-term success.

` Greater focus on text complexity. There is clear evidence that the texts students are reading today are noto sufcient complexity and rigor to prepare them or the reading demands o college and careers. The ELA

Standards devote as much attention to the complexity o what students are reading as to how well students readthem. As students advance through the grades, they must develop more sophisticated comprehension skills andapply them to increasingly complex texts.

` Shared responsibility for students literacy development. Most college and career reading consists o sophisticatedinormational text in a variety o content areas. The ELA Standards include a signifcant ocus on inormational text ingrades 6-12, along with a special section designed or history/social studies and science teachers to supplement thecontent CCSS in their respective disciplines. This ocus is in addition to, not in place o, literary texts.

` A focus on writing to argue or explain in the later grades. The ELA Standards include developing student writingskills in three areas: argument, inormation/explanation, and narrative. As students progress toward high school-level work, the emphasis on writing shits to ocus overwhelmingly on writing to argue, inorm, and explain byusing evidence rom sources (which corresponds to the NAEPs shit in emphasis).

` Research and media skills integrated into the CCSS as a whole. In college and the workorce, students will needto research inormation and will consume and produce media. As media is embedded into elements o currentcurriculum, it is also embedded throughout the CCSS rather than being treated as a separate section. Studentsare expected to research and utilize media in all content areas.


24/45

24

BACK



` Recognition that both content and skills are important. The ELA Standards require certain critical contentor all students, including classic myths and stories rom around the world, Americas Founding Documents,oundational American literature, and Shakespeare. Appropriately, the remaining crucial decisions about what

content should be taught are let to state and local determination. In addition to content coverage, the ELAStandards require that students systematically acquire knowledge in literature and other disciplines throughreading, writing, speaking, and listening.

Support for Teacher Understanding and InnovationThe ELA Standards use individual grade levels in grades K-8, then two-year grade bands in grades 9-12 (9-10and 11-12) to allow schools, districts, and states greater exibility in high school course design.

The ELA Standards demonstrate to teachers how each element connects with the grades preceding andollowing, and ultimately the connection to college and career readiness.

The ELA Standards are supported by three appendices which provide extensive inormation on the researchsupporting key elements o the CCSS, examples o texts to illustrate appropriate range o reading or variousgrade levels, and annotated writing samples to demonstrate adequate perormance. These appendices helpeducators better understand the content and deliver instruction more closely aligned to the CCSS.

Content Brief: Mathematics

The Mathematics Standards (Math Standards) are a breakthrough in ocus and coherence. The Math Standardsarticulate a progression o learning that deepens a students ability to understand and use mathematics. TheMath Standards concentrate on core conceptual understandings and procedures starting in the early grades,enabling teachers to take the time needed to teach core concepts and procedures welland to give students

the opportunity to really master them.

Evidence BaseThe Math Standards are inormed by a large body o evidence, including scholarly research, surveys on the skillsrequired to enter college and workorce training programs, assessment data identiying college- and career-readyperormance, and comparisons to standards rom high-perorming states and nations. Notable in the research baseare conclusions rom the Trends in International Mathematics and Science Study (TIMSS) and rom other studieso high-perorming countries that the traditional U.S. mathematics curriculum must become substantially morecoherent and ocused in order to improve student achievement. The Math Standards address the problem o acurriculum that is a mile wide and an inch deep a problem that has plagued many states or years.

Responding to the Evidence Base` Focus as seen in high-performing countries. In current practice, many teachers must rush through material in

an eort to cover a broad swath o topics at every grade. As a result, students learn enough to get by on thenext test, but do not engage in deep learning or understanding. Teachers must then spend signifcant timereviewing concepts again the ollowing year. The Math Standards ocus on critical elements or uture learning


25/45

25

BACK



and application, giving students enough time to develop the procedural uency and conceptual understandingthat are needed to truly master mathematical concepts. By limiting the topics expected to be addressed in eachgrade, teachers will have more time to teach or understanding.

` A solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals.Taken together, these elements support a students ability to learn and apply more demanding math conceptsand procedures that ollow in the upper grades. The Math Standards devote attention to these building blocks,aligning with practices o high perorming countries and the recommendations o our own National ResearchCouncils Early Math Panel report. For example, kindergarten expectations are ocused on the number core:learning how numbers correspond to quantities, and learning how to put numbers together and take them apart,which lays the oundation or the addition and subtraction skills ound in the frst grade Math Standards. Thislogical progression o concepts and skills continues through grade 8.

` Preparation for algebra in grade 8. The Math Standards or middle school are robust and provide a coherent andrich preparation or high school mathematics. Students who have mastered the content and skills through the

grade 7 will be well prepared or algebra in grade 8, and the Math Standards accommodate a ull algebra coursein either grade 8 or 9.

` Application to the real world. The middle and high school Math Standards call on students to practice applyingmathematical ways o thinking to real world issues and challenges; they prepare students to think and reasonmathematically. The Math Standards set a rigorous defnition o college and career readiness, not by piling topicupon topic, but by demanding that students develop a depth o understanding and ability to apply mathematicsto novel situations, as college students and employees regularly do.

` Emphasis on mathematical modeling. The Math Standards require middle and high school students to usemathematics and statistics to analyze problems, understand them better, and improve decisions. As studentschoose and use appropriate strategies to solve problems, they develop a better sense o quantities and theirrelationships in physical, economic, public policy, social, and everyday situations. Students are encouraged to usetechnology in developing mathematical models, allowing them to vary assumptions, explore consequences, andcompare predictions with data.

Support for Teacher Understanding and Innovation

The K-5 Math Standards provide detailed guidance to teachers on how to navigate their way through knottytopics such as ractions, negative numbers, and geometry by maintaining a continuous progression rom gradeto grade. These grade-by-grade progressions were inormed by current best state standards, as well as byinternational models, education research, and the insights o proessional mathematicians.

By drawing on the best lessons rom high-perorming countries, the Math Standards provide a oundation orredesigning and reocusing the math curriculum and moving sharply away rom the mile wide and inchdeep approach.

The Math Standards ensure that students spend sufcient time mastering the building blocks o mathematicalthinking in K-5, and allow middle and high school teachers to engage students in hands-on learning and realworld applications in geometry, algebra, probability, and statistics.


26/45

26

BACK



An extensive appendix has also been created to demonstrate optional pathways through either a traditionalhigh school math course sequence or an integrated math course progression.

Resources

General

` Examples o teachers testimonials about the CCSS

http://www.achievethecore.org/by-teachers-or-teachers/bios

` Implementing the Common Core State Standards: Lessons rom the Field

https://www.box.com/s/2wzl58c4xnjjjj5l30i

` Fulflling the Promise o the Common Core State Standards: Moving rom Adoption to Implementation to

SustainabilityASCDs Fulflling the Promise o the Common Core State Standards: Moving rom Adoption toImplementation to Sustainability illuminates activities educators and policymakers at all levels canundertake to successully implement the Common Core State Standards.

http://educore.ascd.org/resource/Content/93d20b4d-2c8b-443b-898c-8d42703c5de9

` From Common Core Standards to Curriculum: Five Big Ideas by Jay McTighe and Grant Wiggins

In this article, McTighe and Wiggins explore fve big ideas about the Common Core State Standards andtheir translation into a curriculum. The authors highlight potential misconceptions in working with theStandards and give recommendation or designing a coherent curriculum and assessment system.

http://grantwiggins.fles.wordpress.com/2012/09/mctighe_wiggins_fnal_common_core_standards.pd` What U.S. Schools Can Learn From High-Perorming Countries

http://www.edweek.org/chat/2012/01/13/index.html?qs=high-perorming+countries

` UPDATE: GE Foundation Invests $18 Million in Common-Core Work

http://blogs.edweek.org/edweek/curriculum/2012/02/ge_oundation_invests_18_milli.html

` This piece ocuses on CCSS implementation and the thoughtul, state-specifc work currently underway. Stateexemplars include Massachusetts, Utah, Kentucky, and Indiana. The article highlights voices o leading thinkersrom both sides o the aisle. Impacting the Future is currently online only.

http://www.governing.com/papers/Impacting-the-Future.html

` Digital Resources

These digital resources and tools or creating, collaborating, researching, and sharing can be ound in theCommon Core Curriculum Maps. This is not intended to be a comprehensive list, as the technologies areconstantly evolving. (Membership is required to access this site.)

http://commoncore.org/maps/resources/digital_resources
http://www.achievethecore.org/by-teachers-for-teachers/bioshttps://www.box.com/s/2wzl58c4xnjjjj5lf30ihttp://educore.ascd.org/resource/Content/93d20b4d-2c8b-443b-898c-8d42703c5de9http://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standards.pdfhttp://www.edweek.org/chat/2012/01/13/index.html?qs=high-performing+countrieshttp://blogs.edweek.org/edweek/curriculum/2012/02/ge_foundation_invests_18_milli.htmlhttp://www.governing.com/papers/Impacting-the-Future.htmlhttp://commoncore.org/maps/resources/digital_resourceshttp://commoncore.org/maps/resources/digital_resourceshttp://www.governing.com/papers/Impacting-the-Future.htmlhttp://blogs.edweek.org/edweek/curriculum/2012/02/ge_foundation_invests_18_milli.htmlhttp://www.edweek.org/chat/2012/01/13/index.html?qs=high-performing+countrieshttp://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standards.pdfhttp://educore.ascd.org/resource/Content/93d20b4d-2c8b-443b-898c-8d42703c5de9https://www.box.com/s/2wzl58c4xnjjjj5lf30ihttp://www.achievethecore.org/by-teachers-for-teachers/bios


27/45

27

BACK



English Language Arts

` Videos providing general, yet detailed, inormation about the CCSS in mathematics

http://www.youtube.com/course?list=EC9F9C431FF82A15B5&eature=plcp` Defning Deep Reading and Text-Dependent Questions

http://turnonyourbrain.wordpress.com/2012/03/29/defning-deep-reading-and-text-dependent-ques-tions/

http://www.act.org/research/policymakers/pd/reading_report.pd

` Reading Between the Lines: What the ACT Reveals About College Readiness in Reading (2006)

http://www.act.org/research/policymakers/pd/reading_report.pd

Mathematics

` Videos providing general, yet detailed, inormation about the CCSS in mathematics

http://www.youtube.com/course?list=ECD7F4C7DE7CB3D2E6&eature=plcp

` Key Instruction Shits o the Common Core State Standards or Mathematics

http://www.achievethecore.org/downloads/Math%20Shits%20and%20Major%20Work%20o%20Grade.pd

` Roger Howes article, Three Pillars o First Grade Mathematics, expounds on the CCSS Grade 1mathematics standards. Howe is a mathematician at Yale University.

http://commoncoretools.me/wp-content/uploads/2012/02/3pillars.pd

` Knowing and Teaching Elementary Mathematicshttp://stu.mit.edu:8001/as/athena/course/6/6.969/OldFiles/www/readings/ma-review.pd

` From the American Institutes o Research: Measuring Up: How The Highest Perorming State (Massachusetts)Compares To The Highest Perorming Country (Hong Kong) in Grade 3 Mathematics

http://www.air.org/fles/AIR_Measuring_Up_Report_0427091.pd

` From Achieve: Common Core Math Standards Implementation Can Lead to Improved Student Achievement

http://www.achieve.org/common-core-math-standards-implementation-can-lead-improved-student-achievement

` Thinking About Place Value in Grade 2

http://www.achievethecore.org/downloads/Thinking%20About%20Place%20Value%20in%20Grade%20Two.pd
http://www.youtube.com/course?list=EC9F9C431FF82A15B5&feature=plcphttp://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://www.youtube.com/course?list=ECD7F4C7DE7CB3D2E6&feature=plcphttp://www.achievethecore.org/downloads/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://www.achievethecore.org/downloads/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://commoncoretools.me/wp-content/uploads/2012/02/3pillars.pdfhttp://stuff.mit.edu:8001/afs/athena/course/6/6.969/OldFiles/www/readings/ma-review.pdfhttp://www.air.org/files/AIR_Measuring_Up_Report_0427091.pdfhttp://www.achieve.org/common-core-math-standards-implementation-can-lead-improved-student-achievementhttp://www.achieve.org/common-core-math-standards-implementation-can-lead-improved-student-achievementhttp://www.achievethecore.org/downloads/Thinking%20About%20Place%20Value%20in%20Grade%20Two.pdfhttp://www.achievethecore.org/downloads/Thinking%20About%20Place%20Value%20in%20Grade%20Two.pdfhttp://www.achievethecore.org/downloads/Thinking%20About%20Place%20Value%20in%20Grade%20Two.pdfhttp://www.achievethecore.org/downloads/Thinking%20About%20Place%20Value%20in%20Grade%20Two.pdfhttp://www.achieve.org/common-core-math-standards-implementation-can-lead-improved-student-achievementhttp://www.achieve.org/common-core-math-standards-implementation-can-lead-improved-student-achievementhttp://www.air.org/files/AIR_Measuring_Up_Report_0427091.pdfhttp://stuff.mit.edu:8001/afs/athena/course/6/6.969/OldFiles/www/readings/ma-review.pdfhttp://commoncoretools.me/wp-content/uploads/2012/02/3pillars.pdfhttp://www.achievethecore.org/downloads/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://www.achievethecore.org/downloads/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://www.youtube.com/course?list=ECD7F4C7DE7CB3D2E6&feature=plcphttp://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://www.act.org/research/policymakers/pdf/reading_report.pdfhttp://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/http://www.youtube.com/course?list=EC9F9C431FF82A15B5&feature=plcp


28/45

ProessionalDevelopment


28




Background

IntroductionThe National Education Association (NEA) has compiled resources and tools that can be used by membersand Association sta to conduct proessional development activities on the Common Core State Standards.The Implementation section includes ready-to-use proessional development modules, PowerPointslides, and links to videos intended to support educators in eectively implementing the Common CoreState Standards. The Resources section provides additional links to materials that presenters andparticipants may fnd useul with regard to Common Core.

NEA PolicyThe National Education Association believes that continuous proessional development is required oreducation proessionals to achieve and maintain the highest standards o student learning and proessionalpractice. Resolution D-14 Proessional Development or Education Proessionals states:

The Association also believes that proessional development should

a. Be based upon clearly articulated goals reached by consensus o the school community

b. Be designed, directed by, and dierentiated to meet the needs o aected proessionals at each site

c. Support education proessionals in meeting the needs o students

d. Be incorporated into and aligned with (not added to) proessional work expectations

e. Be standards-reerenced and incorporate eective practice, relevant data, and current research

f. Be supported by adequate resources

g. Be career-long, rigorous, and sustained

h. Stimulate intellectual development and leadership capacity

i. Balance individual priorities with the needs o the school and the district

j. Include an ongoing assessment and evaluation component to determine eectiveness

k. Respond to, refne, improve, and adjust the proessional development according to the eedbackprovided by the participants


29/45

29

BACK


Proessional Development

l. Provide:

training and ongoing support or the implementation o new and expanded programs/skills

training and ongoing support in the development o new and revised curricula and instructional

strategies

time during the regular work day and work year or inquiry, research, reection, and collaboration

opportunities or mentoring/peer coaching with colleagues on an ongoing basis

a depth o subject matter knowledge and a greater understanding o the impact o culture, gender,and learning styles

opportunities to assume new roles, including leadership positions

exibility or the use o a variety o resources such as university-school partnerships, proessionaldevelopment schools, exchange programs, proessional development resource centers, and culturaland business resources

Training and ongoing support or the use o technology as an instructional tool. (1976, 2008)https://insidenea.nea.org/governance/neapolicydocuments/Pages/resolutions.aspx

Source: NEA Resolutions

Proessional development activities provided by and or Association members and sta on the Common CoreState Standards should adhere to the tenets o Resolution D-14.

Great Public Schools CriteriaAll children have a basic right to a great public school. Our vision o what great public schools need and shouldprovide acknowledges that the world is changing and public education is changing, too. The GPS criteria ormthe basis or NEAs national and state policy goals. Their attainment requires the commitment o educators andpolicymakers at all levels o government. High quality proessional development is related to the GPS criterion:Quality Conditions or Teaching and Lielong Learning.

Quality conditions or teaching and learning include smaller class sizes and optimal-sized learningcommunities; sae, healthy, modern, and orderly schools; up-to-date textbooks, technology, media centers,and materials; policies that encourage collaboration and shared decision-making among sta; and theproviding o data in a timely manner with sta training in the use o data or decision-making. For moreinormation about the GPS criteria, go to http://www.nea.org/home/12462.htm

Source: NEA Great Public Schools Criteria
https://insidenea.nea.org/governance/neapolicydocuments/Pages/resolutions.aspxhttp://www.nea.org/home/12462.htmhttp://www.nea.org/home/12462.htmhttps://insidenea.nea.org/governance/neapolicydocuments/Pages/resolutions.aspx


30/45

30

BACK



Implementation

Proessional Development ModulesThese PD modules are intended or use directly by individual educators, in proessional learning communities,or or preparing to lead proessional development in a school or district setting. The time required or eachmodule can be customized, suitable or a variety o applications, by expanding the amount o time spenton the activities and in discussion. Each module contains a acilitators guide, PowerPoint presentations withthorough notes, hands-on activities, related readings and research, recommended topics or discussion, andweb and video resources. Reer to the Facilitators Guide or specifc instructions on how to use each part o themodule.

The Common Core Shifts

This two-page document describes the instructional shits necessary to eectively implement the Common

Core State Standards.http://www.achievethecore.org/downloads/E0702_Description_o_the_Common_Core_Shits.pd

Additionally, educators can review tips to make sure their questions are text dependent and o high quality bythinking about several actors

Examples o Question Quality Factors:

Does the student have to read the text to answer each question?

Is it always clear to students that answering each question requires that they use evidence rom the text to supporttheir claims?

Do students have an opportunity to practice speaking and listening while they work with these questions and tasks?

Do questions include appropriate scaolding so all students can understand what is being asked (Are the questionsworded in such a way that all students can access them)?

Are the questions coherently sequenced? Do they build toward gradual understanding o the texts meaning?

Is this a task worthy o the student and classroom time it will consume?

Checklist or Evaluating Question Quality

http://www.achievethecore.org/downloads/understanding-text-dependent-questions/7.understand-

ing_tdqs_checklist_evaluating_question_quality_handout.doc

ELA Modules

This 12 hour module is designed to provide participants with a deep understanding o the key shitsrequired by the Common Core State Standards or English Language Arts and Literacy.
http://www.achievethecore.org/downloads/E0702_Description_of_the_Common_Core_Shifts.pdfhttp://www.achievethecore.org/downloads/understanding-text-dependent-questions/7.understanding_tdqs_checklist_evaluating_question_quality_handout.dochttp://www.achievethecore.org/downloads/understanding-text-dependent-questions/7.understanding_tdqs_checklist_evaluating_question_quality_handout.dochttp://www.achievethecore.org/downloads/understanding-text-dependent-questions/7.understanding_tdqs_checklist_evaluating_question_quality_handout.dochttp://www.achievethecore.org/downloads/understanding-text-dependent-questions/7.understanding_tdqs_checklist_evaluating_question_quality_handout.dochttp://www.achievethecore.org/downloads/E0702_Description_of_the_Common_Core_Shifts.pdf


31/45

31

BACK



` Facilitators Guide

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Facilitators_Guide.doc

`Presentation Slides with Facilitators Noteshttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Presentation_Slides_with_notes.ppt

` Presentation Slides without Facilitators Notes

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Presentation_Slides_without_notes.ppt

Handouts and Activities

` Key shits on the Common Core State Standards in ELA/Literacy

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Key_Shits_CCSS_ELA_Literacydoc

` Processing the Shits Handout

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Processing_the_Shits_handout.doc

` Processing the Shits Discussion Topic

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Processing_the_Shits_discus-sion_topic.doc

` Name the Standards

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Name_the_Standards.doc

` Name the Standards Handout

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Name_the_Standards.doc

` Name the Standards Answer Sheet

http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shits_Name_the_Standards_answer_document.doc

Mathematics Modules

This 14 hour module is designed to provide participants with a deep understanding o the key shitsrequired by the Common Core State Standards or Mathematics.

` Facilitators Guide

http://www.achievethecore.org/downloads/E0711_Math_Shits_Facilitators_Guide.doc

` Facilitators Slides with acilitators Notes

http://www.achievethecore.org/downloads/E0711Math_Shits_Presentation_Slides_without_notes.ppt
http://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Facilitators_Guide.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Presentation_Slides_with_notes.ppthttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Presentation_Slides_with_notes.ppthttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Presentation_Slides_without_notes.ppthttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Presentation_Slides_without_notes.ppthttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Key_Shifts_CCSS_ELA_Literacy.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Key_Shifts_CCSS_ELA_Literacy.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Processing_the_Shifts_handout.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Processing_the_Shifts_discussion_topic.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Processing_the_Shifts_discussion_topic.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Name_the_Standards.dochttp://www.achievethecore.org/downloads/E0711_ELA_Literacy_Shifts_Name_the_Standards.doc