The Common Core State Standards (CCSS) are intended to measure student readiness for postsecondary...

CCSS Information Guide for Parents & Teachers

The Common Core State Standards (CCSS) lay out a vision of what it means to be

literate in the 21st Century

College and Career Readiness Standards

The Common Core State Standards (CCSS) are intended to measure student readiness for postsecondary education, reflecting the knowledge and skills that young people need for success in college, careers, and life.

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Common Core State StandardsCollege and Career Anchor Standards

Academic Inquiry Based Learning Career Product and Performance Based

Venue: AP, CTE, IB, ISP, Online, Pathway, ROTC, STEAM, STEM, VAPA

College and Career Readiness, Grade 11College Achievement Level Descripters (ALDS)

Grade 12College Course Credits Internships/Community

ServiceCertification/Jobs

Goal: Inquiry-Based Classrooms

The “inquiry-based classroom, which create students who are challenged to explore ideas, interact with text, and develop thoughtful and logical understandings of their world is the common goal in all subject areas.” (FCUSD)

Strategy: Pose Essential QuestionsWhat provocative questions will foster inquiry, spark more questions, stimulate debate, demand justification, and transfer learning?

Typically, essential questions are open-ended, higher order thinking, and intellectually engaging.

Common Core Instructional Practices: “Shift Happens”

What’s In? What’s Out?

1. Teachers facilitate discussion 1. Teachers lecture

2. Students conjecture 2. Students passively take notes

3. Students analyze the text 3. Teachers summarize the text

4. Individual mastery 4. Grades based on group project

Shifts in English Language Arts

Emphasis on reading text is at every grade level, beginning in grade 2.

Reading, writing, speaking and listening standards are fully integrated across each grade level.

Only 3 types of writing in CCSS: argument, exposition, and narrative.

Currently, the majority of text is literary. In CCSS, at least 50% of text is informational.

Shifts in Mathematics

Introduction of negative numbers moves from 5th to 6th grade.

The major study of linear functions moves from Algebra 1 to 8th grade.

Introduction of geometric transformation moves from Geometry to 8th grade.

Greater amount of trigonometry taught in Algebra 2.

Grade 4 ELA SampleStimulus:Read the story about a boy who takes care of sheep and then answer the question that follows (not shown).

The Shepherd’s Boy and the WolfA Shepherd’s Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, “Wolf! Wolf!” and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, “Wolf! Wolf!” as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

Common Core Reading/Writing Assessment(9th and 10th grade sample)

Directions:Develop an opinion based on the three articles included about a contemporary issue in our society: the use of plastic bags and their effect on the environment. In a multi-paragraph, well-developed response, argue whether or not cities should ban plastic bags completely so that stores cannot use them to package purchased items. Be sure to read the sources, annotating (taking notes) where appropriate to help you develop the evidence to defend your position. Be sure to use specific examples, taken from the 3 articles (not attached), any reading or studies you have done, or any personal experiences in contemporary society you may have had.

Grade 4 Math Sample

Sample High School Assessment Question Based on an 8th Grade Content Standard and Math Practice of Communicating Reasoning

A construction worker is using wooden beams to reinforce the back wall of a room.

Determine the height, in feet, of the beam that ends at point G. Explain how you found your answer.

Goal: Utilize a Variety of AssessmentsPerformance Tasks: Through what authentic performance tasks will students demonstrate desired understandings?

Other Evidence: Through what other evidence (quizzes, observations, homework, journals, tests) will students demonstrate achievement of desired results?

Meta-Cognition: How will students reflect upon and self-assess their learning?

Strategy: Formative Assessments with Feedback

Options:

Computer adapted toolsInterim benchmarksMultiple measuresImmediate feedbackFlexible re-teach modules

Problem: Existing Barriers to SBAC* TestingNumber of Days Required to Test:

Loss of access to labs/instructional settings for testing sessions

Some manner of additional access to equipment (PC’s mobile devices) will be needed to allow for normal instruction to continue.

Students need to have prior experiences with computer based assessment to aid in the transitionElementary writing expectations and the increased need for basic typing skills

Digital Library proposed (open access)*(Smarter Balanced Assessment Consortium)

High Schools•10-13 days

Middle Schools•22-63 days

Elementary Schools•14-32 days